2.1 Learning Sciences

Question 1

State the three foundational theories for learning.

Answer 1

1. Behaviorism
2. Cognitivism
3. Constructivism

2.1.1

Question 2

Describe the Behaviorism learning theory.

Answer 2

Suggests learning happens when associations between stimuli and responses are strengthened or weakened.

2.1.1

Question 3

What is the objective of Behaviorisist methods (related to behavior learning theory).

Answer 3

Shape behavior through reinforcement until the learner internalizes it, so that the new behavior is rewarding by itself.

2.1.1

Question 4

What are five advantages of Behaviorism.

Answer 4

1. Establishes clear objectives
2. Ensures behavioral practice, not just theory
3. Works best for helping learners acquire behavioral skills
4. Highly specific
5. Results are observable

2.1.1

Question 5

Who developed the Behaviorism learning theory and how?

Answer 5

B.F. Skinner - operant conditioning (behavior shaped by consequences of reinforcement or punishment).
Learners progress in small steps. Their behavior was gradually shaped until the objective is achieved.

2.1.1

Question 6

Define the Cognitivism learning theory.

Answer 6

Learning occurs primarily through exposure to logically presented information and retrieval or rehearsal leads to retention. It’s about how people think and remember.

2.1.1

Question 7

Contrast Behaviorism and Cognitivism.

Answer 7

Behaviorist theory focuses almost exclusively on EXTERNAL events. They identify thinking as a behavior.

Cognitive theory addresses what is happening INTERNALLY. They argue how people think influences behavior, so it can’t be a behavior itself.

2.1.1

Question 8

List five advantages of Cognitivism

Answer 8

1. Treats people as adults
2. Focuses on thinking skills
3. Emphasizes foundational knowledge
4. Builds a base of information, concepts, and rules
5. Provides rationale upon which action is based.

2.1.1

Question 9

How can a TD professional use Cognitive and Behavioral learning theories together?

Answer 9

Use Cognitive learning strategies to build on behavioral approach. This expands their options for strategies and tactics to meet learner needs.

2.1.1

Question 10

Define Constructivism

Answer 10

Knowledge acquisition comes through** experiences, **successful and failures.

Learners are motivated to learn only when they believe they can be successful

2.1.1

Question 11

Describe Jean Piaget’s thoughts on constructivism

Answer 11

Learners build knowledge from assimilation and accomodation.
* Assimilation = add new experience into current framework, without changing the framework.
* Accomodation = Reframing your own beliefs regarding the external world to fit new experiences. This is how failure leads to learning.

2.1.1

Question 12

State five advantages of constructivism

Answer 12

1. It is discovery oriented
2. It centers on learner understanding
3. Builds learner understanding with real-world relevance
4. Allows for differences in learner backgrounds and experiences
5. Facilitators guide learners though the learning process

2.1.1

Question 13

A trainer asks participants to share their time-management techniques with the class.

Which of the learning theories does this align to?

Answer 13

Constructivism - Learners are sharing their experiences and learn from others.

2.1.1

Question 13

A trainer indroducing Agile methodology asks students to recall waterfall model.

Which of the learning theories does this align to?

Answer 13

Cognitivism - it encourages learners to recall what they already know, then connect it to new learning.

2.1.1

Question 14

A trainer asks participants to practice keyborad shortcuts to earn points.

Which of the learning theories does this align to?

Answer 14

Behaviorism - rewarding a behavior is used as motivation to learn.

2.1.1

Question 15

Who was the individual that promoted the concept that adults learn differently than children

Answer 15

Malcolm Knowles

2.1.3

Question 16

There are different techniques used for teaching adults and children. What are the names of these techniques?

Answer 16

Children = Pedagogy
Adults = Andragogy

2.1.3

Question 17

What are two key difference between Andragogy and Pedagogy?

Answer 17

Knowles’ theory of andragogy suggests that in aduult learning:
1. The teacher and students are seen as equal
2. Learners have more control over when and how they learn

2.1.3

Question 18

State four key assumptions of Knowles’s pedagogy theory

Answer 18

1. Instructor is the expert
2. Instructor is responsible for all aspects of the learning process
3. Instruction is content-centered
4. Motivation is external (being told they need to know something)

2.1.3

Question 19

Explain the six key assumptions of Knowles’s andragogy theory

Answer 19

1. Adults need to know why something is important and why they should invest time in learning
2. Help learners identify their needs and direct their own learning experience
3. Make use of participant’s experience and knowledge
4. Adults need to see why the learning is relevant to their needs (so they ignore work, personal, etc)
5. Adults devote energy to learning what they believe will help them perform better or solve problems
6. Link learning with internal motivations (job satisfaction, self-esteem, and quality of life)

2.1.3

Question 20

State the six key assumptions of Knowles’s andragogy theory

Answer 20

1. Need to Know
2. Learner Self-Concept
3. Role of Learner experience
4. Readiness to learn
5. Orientation to learn
6. Motivation

2.1.3

Question 21

What is Carl Rogers’s theory statement regarding learner-centered approach to learning?

Answer 21

We cannot teach another oerson directly; we can only facilitate his learning.

He supported that the learner is responsible for learning & the relationship between learners and facilitators is equal.

2.1.3

Question 22

In a learner-centered approach, learners can choose what to study. What is the challenge for TD professionals?

Answer 22

Include active-learning techniques that keep learners engaged and meet their needs.

2.1.3

Question 23

State the three key beliefs and assumptions from Carl Rodgers?

Answer 23

1. Learners want to control what and how they learn
2. Learners can be trusted to develop their own potential
3. Learner should be encouraged to choose the type and direction of their learning.

2.1.3

Question 24

What seven things should facilitator's do in Carl Rodgers's learner-centered approach?

Answer 24

1. Establish climate by clarifying purpose 2. Plan widest possible range of resources (they can address needs as they arise) 3. Limit lectures... incorporate activities that involve learners 4. Show learners "WIIFM" 5. Build time for open discussion 6. Create welcoming environment 7. Prepare discussion questions - be the guide, not the expert ## Footnote 2.1.3

Question 25

Draw Maslow's hierarchy of needs

Answer 25

Top: Self-Actualization Esteem Belonging Safety Bottom: Physiological Needs ## Footnote 2.1.3

Question 26

Describe the organization of Maslow's hierarchy of needs.

Answer 26

People have complex needs they strive to fulfill - and they evolve over time. The hierarchy pyramid demonstrates needs of a lower-level must be satisfied before they can achieve the next level ## Footnote 2.1.3

Question 27

Describe each level of Maslow's hierarchy of needs.

Answer 27

Self- Actualization: The need to excel Esteem: The need to be recognized by others Belonging: The need for friends and family Safety: The need to be safe and stable Physiological: The need for food, drink, sex, and sleep ## Footnote 2.1.3

Question 28

What two frameworks of adult learning did K. Patricia Cross develop?

Answer 28

Chain of response (COR) Characteristics of adult learners (CAL) *Much of this work was a synthesis of other research ## Footnote 2.1.3

Question 29

What five thoughts came from K. Patricia Cross's Chain of Response framework?

Answer 29

1.Motivation to particpate results from perception of positive and negative forces. 2.Certain personality types do not enjoy learning because of low self-esteem 3.Participation in learning events affect how individuals feel about a) learning and b) their outcomes 4.Like Maslow, higher-order needs (achievement, self-actualization) can't be fulfilled until lower-order needs are met (security, safety) 5.Expectaions of reward(s) are important motivators. ## Footnote 2.1.3

Question 30

Descrbie the chain of response framework.

Answer 30

It looks at adult participation in learning. It attempts to connect relationships of variables from two groups: Situational and Personal. ## Footnote 2.1.3

Question 31

What are situational and personal characteristics when discussing the chain of response framework of participation?

Answer 31

Situational = schedule, location, mandatory vs. voluntary learning, etc. Personal = intelligence, life phases, and vocabulary ## Footnote 2.1.3

Question 32

What important three suggestions were included in K. Patricia Cross's characteristics of adult learners (CAL)

Answer 32

It described differences between adult and child learners. It suggests: 1. TD professionals capitalize on learner experiences 2. Adults should have maximum choices in what to learn 3. Consider adults in terms of developmental stages ## Footnote 2.1.3

Question 33

How has neuroscience reinforced suggestions from people like Carl Rogers?

Answer 33

Carl Rogers presented learner-centered approach. Neuroscience suggests threatening situations cause the brain to alter it's processing. Resources from the prefrontal cortex (where decision making and cognition occurs) to the adrenal glands (where fight or flight occurs) - this limits a person's ability to process ideas, creating a less than ideal state for learning. ## Footnote 2.1.3

Question 34

What has neuroscience contributed to educators to help ensure learning success long-term?

Answer 34

Forming long-term memories involve tetrieval and rehersal between the working memory and long-term memory. This is important to understand so TD professionals take appropriate action. ## Footnote 2.1.3

Question 35

What are the three domains of learning objectives according to Benjamin Bloom?

Answer 35

1. Cognitive (aka knowledge) 2. Psychomotor (aka skills) 3. Affective (aka attitude) This gave rise to the common use of KSA (knowledge, skills, and attitude). ## Footnote 2.1.3

Question 36

What are the six levels of Bloom's Revised Taxonomy

Answer 36

Creating Evaluating Analyzing Applying Understanding Remebering ## Footnote 2.1.3

Question 37

Define this level of Bloom's revised taxonomy: Remebering

Answer 37

Recalling data or information (Examples: Define, Describe, Identify, List, Select) ## Footnote 2.1.3

Question 38

Define this level of Bloom's revised taxonomy: Understanding

Answer 38

Constructing meaning from different types of information (Examples: Convert, Estimate, Explain, Interpret, Summarize) ## Footnote 2.1.3

Question 39

Define this level of Bloom's revised taxonomy: Applying

Answer 39

Carrying out or using a procedure through executing or implementing (Example: Apply, Construct, Demonstrate, Predict, Show, Solve) ## Footnote 2.1.3

Question 40

Define this level of Bloom's revised taxonomy: Analyzing

Answer 40

Breaking materials or concepts into parts, determining how the parts relate to one another or to an overall structure or purpose (Example: Analyze, Compare, Contrast, Diagram, Illustrate) ## Footnote 2.1.3

Question 41

Define this level of Bloom's revised taxonomy: Evaluating

Answer 41

Making judgments about the value of ieas or materials (Examples: Compare, Contrast, Describe, Justify) ## Footnote 2.1.3

Question 42

Define this level of Bloom's revised taxonomy: Creating

Answer 42

Putting parts together to form a whole, with an emphasis on making new meaning or structure (Examples: Combine, Create, Modify, Revise, Write) ## Footnote 2.1.3

Question 43

Define each of Gagne's five types of learning.

Answer 43

1. **Intellectual skills** - learn how to perform a task (concepts, rules, procedures 2. **Cognitive strategy** - learners use their own strategies for learning and applying information 3. **Verbal information** - information learners can say they will use to make sense of new information 4. **Motor skills** - Carrying out tasks 5. **Attitude** - Bias or values that influence learner's action ## Footnote 2.1.3

Question 44

Define each of nine events of instruction.

Answer 44

1. Gain attention 2. Inform learners of the objectives 3. Stimulate recall of prior knowledge 4. Present the stiumulus (content) 5. Provide learning guidance 6. Elicit performance (practice) 7. Provide feedback 8. Assess performance 9. Enahance retention and transfer ## Footnote 2.1.3

Question 45

Explain how Robert Mager defined construction of behavioral objectives.

Answer 45

Behavioral objectives should have three components: 1. **Performance** - observable actoin using a verb 2. **Condition** - setting of performance and tools/assistance required 3. **Criteria** - acceptable range of performance Rober Mager was one of the first to emphasize using verbs when writing objectives. ## Footnote 2.1.3

Question 46

How long does it take for half of memory to be forgotten, according to Hermann Ebbinghaus?

Answer 46

More than half of memory is forgotten within an hour. The rate of decay slows after this, Ebbinghaus shows this on his forgetting curve. ## Footnote 2.1.3

Question 47

What are factors in the speed of forgetting?

Answer 47

* Stress * Sleep * Difficulty of the content ## Footnote 2.1.3

Question 48

What practicing techniques can be used to slow the speed of forgetting?

Answer 48

* Using Mnemonics * Repetition * Spaced learning ## Footnote 2.1.3

Question 49

How can TD professionals use research based on Ebbinghaus's theories to help learners?

Answer 49

Ebbinghaus established the forgetting curve and techniques to slow forgetting. TD professionals can apply these to reduce memory decay: * Microlearnings * Coaching * Gamification * Have supervisors follow-up with learners ## Footnote 2.1.3

Question 50

How can Social Cognitive theory impact learning.

Answer 50

Developed by Albert Bandura, it encourages educators to incorporate modeling into their teaching to help participants learn new behaviors or reduce existing ones. Facilitators can model behavior and prompt learners for feedback. Participants can also perform tasks as opportunity to learn. ## Footnote 2.1.3