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Contents contributed and discussions participated by Roger Harrison

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Roger Harrison

Social Learning Theory (Bandura) | Learning Theories - 3 views

www.learning-theories.com/l-learning-theory-bandura.html

bandura learning theory pedagogy

shared by Roger Harrison on 29 Apr 13 - Cached
  • Bandura’s Social Learning Theory posits that people learn from one another, via observation, imitation, and modeling
Roger Harrison

Experiential Learning (Kolb) | Learning Theories - 1 views

www.learning-theories.com/xperiential-learning-kolb.html

kolb learning theories Experiential pedagogy

shared by Roger Harrison on 29 Apr 13 - Cached
  • learning is the process whereby knowledge is created through the transformation of experience”
  • concrete experience (or “DO”) reflective observation (or “OBSERVE”) abstract conceptualization (or “THINK”) active experimentation (or “PLAN”)
  • Roger Harrison on 29 Apr 13
     
    Kolb (1939-)
Roger Harrison

Humanism | Learning Theories - 0 views

www.learning-theories.com/humanism.html

shared by Roger Harrison on 29 Apr 13 - Cached
    • Roger Harrison
      Roger Harrison on 29 Apr 13
       
      that our students tend to only respond to discussion boards when they are assessed, suggests a stronger impact of Behaviourism here rather than humanism
  • Carl Rogers and Abraham Maslow
  • humanism, learning is student centered and personalized, and the educator’s role is that of a facilitator
Roger Harrison

Design-Based Research Methods (DBR) | Learning Theories - 0 views

www.learning-theories.com/gn-based-research-methods.html

research dbr designbasedresearch Learning_Theory theories learning pedagogy

shared by Roger Harrison on 29 Apr 13 - Cached
  • educators have been trying to narrow the chasm between research and practice. Part of the challenge is that research that is detached from practice “may not account for the influence of contexts, the emergent and complex nature of outcomes, and the incompleteness of knowledge about which factors are relevant for prediction” (DBRC, 2003).
  • The need to address theoretical questions about the nature of learning in context The need for approaches to the study of learning phenomena in the real world situations rather than the laboratory
Roger Harrison

Constructivism | Learning Theories - 0 views

www.learning-theories.com/constructivism.html

shared by Roger Harrison on 29 Apr 13 - Cached
  • People actively construct or create their own subjective representations of objective reality
  • learning is an active, contextualized process of constructing knowledge rather than acquiring it
  • Knowledge is constructed based on personal experiences and hypotheses of the environment.
  • ...1 more annotation...
    • Roger Harrison
      Roger Harrison on 29 Apr 13
       
      I think this process of constructing new knowledge based on what one already knows is often true - much of this probably happens in the unconscious. Though also at times I think people do just accept something.
Roger Harrison

Cognitivism | Learning Theories - 0 views

www.learning-theories.com/cognitivism.html

shared by Roger Harrison on 29 Apr 13 - Cached
    • Roger Harrison
      Roger Harrison on 29 Apr 13
       
      So moves away from Behaviorism which considers external stimuli, and starts to look at what is going on in the mind to start with.
  • Mental processes such as thinking, memory, knowing, and problem-solving need to be explored
  • A response to behaviorism, people are not “programmed animals” that merely respond to environmental stimuli; people are rational beings that require active participation in order to learn, and whose actions are a consequence of thinking
  • ...1 more annotation...
    • Roger Harrison
      Roger Harrison on 29 Apr 13
       
      this distinction is important - sees learners as having abilities to think and not just react/respond
Roger Harrison

Behaviorism | Learning Theories - 0 views

www.learning-theories.com/behaviorism.html

shared by Roger Harrison on 29 Apr 13 - Cached
    • Roger Harrison
      Roger Harrison on 29 Apr 13
       
      I don't think learners are 'passive' responding to environmental stimuli. Some of the time they are, but not all of the time.
  • behavior is shaped through positive reinforcement or negative reinforcement.
  • behaviorist work was done with animals
  • ...2 more annotations...
    • Roger Harrison
      Roger Harrison on 29 Apr 13
       
      I really see Behaviourism clearly with my dog. I give a command, he does the behaviour and gets the immediate reward, so learns that doing command = treat
  • acceptance of mediating structures, the role of emotions,
Roger Harrison

Training and the Needs of Adult Learners - 1 views

www.joe.org/...tt5.php

shared by Roger Harrison on 22 Apr 13 - Cached
  • Adults want to know why they need to learn something before undertaking learning
    • Roger Harrison
      Roger Harrison on 22 Apr 13
       
      This is something I need to think about a bit more when I design materials
  • The Learners' Self-Concept
    • Roger Harrison
      Roger Harrison on 22 Apr 13
       
      not sure that I agree with this
  • Facilitators should create environments where
    • Roger Harrison
      Roger Harrison on 22 Apr 13
       
      but I agree this needs to be facilitated
  • ...6 more annotations...
  • therefore, tapping into their experiences through experiential techniques (discussions, simulations, problem-solving activities, or case methods) is beneficial
  • They want to learn what will help them perform tasks or deal with problems they confront in everyday situations and those presented in the context of application to real-life
  • Andragogy urges teachers to base curricula on the learner's experiences and interests
  • richest resources for learning reside in adult learners themselves; therefore, emphasis in
    • Roger Harrison
      Roger Harrison on 22 Apr 13
       
      this is very important especially from an online learning perspective which perhaps provides a range of opportunities and technologies to help facilitate this, but perhaps it is important to encourage the adult learners to bring those technologies to the course rather than the other way round
  • Discussion is the prototypic teaching method for active learning
    • Roger Harrison
      Roger Harrison on 22 Apr 13
       
      so this could be facilitated in online tutorial groups and if they are run regularly each which someone allocated to take the notes and provide a summary of the tutorial and then others can feed into that summary etc.
    • Roger Harrison
      Roger Harrison on 23 Apr 13
       
      I didn't find this article very helpful or informative at all
Roger Harrison

Are your students ready to study in an online or blended learning environment? | LTiA I... - 1 views

www.celt.mmu.ac.uk/...greaves.php

students learning environment ready support

shared by Roger Harrison on 22 Apr 13 - No Cached
  • This proved to be quite difficult as the problems experienced by students studying totally online are different to those who are having face-to-face as well as online experiences
    • Roger Harrison
      Roger Harrison on 22 Apr 13
       
      I wonder what you meant that the problems are different?
  • These quizzes attempt to personalise the resource to a particular student’s needs rather than requiring them to spend time locating resources within the website as a whole
    • Roger Harrison
      Roger Harrison on 22 Apr 13
       
      wow I really like this - how the support then offered is informed by the answer the student gives in the quiz to their readyness
  • It is hoped that future developments will include: Collaboration with departments/faculties to provide links to additional resources that have been
Roger Harrison

teaching styles - Donald Clark Plan B - 2 views

donaldclarkplanb.blogspot.co.uk/search

pedagogy learning theory theory theories teaching

shared by Roger Harrison on 18 Apr 13 - No Cached
  • What is Plan B? Not Plan A! Sunday, March 18, 2012 Socrates (469-399 BC) - method man Socrates was one of the few teachers who actually died for his craft, executed by the Athenian authorities for supposedly corrupting the young. Most learning professionals will have heard of the ‘Socratic method’ but few will know that he never wrote a single word describing this method, fewer still will know that the method is not what it is commonly represented to be. How many have read the Socratic dialogues? How many know what he meant by his method and how he practised his approach? Socrates, in fact, wrote absolutely nothing. It was Plato and Xenophon who record his thoughts and methods through the lens of their own beliefs. We must remember, therefore, that Socrates is in fact a mouthpiece for the views of others. In fact the two pictures painted of Socrates by these two commentators differ hugely. In the Platonic Dialogues he is witty, playful and a great philosophical theorist, in Xenophon he is a dull moraliser. Socratic method Th
  • he was among the first to recognise that, in terms of learning, ideas are best generated from the learner in terms of understanding and retention. Education is not a cramming in, but a drawing out.
  • Learning as a social activity pursued through dialogue Questions lie at the heart of learning to draw out what they already know, rather than imposing pre-determined views
  • ...6 more annotations...
  • it is only in the last few decades, through the use of technology-based tools that allow search, questioning and now, adaptive learning, that Socratic learning can be truly realised on scale.
  • In practice, Socrates was a brutal bully, described by one pupil as a ‘predator which numbs its victims with an electric charge before darting in for the kill’.
  • He is best known for his problem-solving approach to learning
  • He was keen on ‘occupational’ learning and practical skills that produced independent, self-directing, autonomous adults.
  • He was refreshingly honest about their limitations and saw schools as only one means of learning, ‘and compared with other agencies, a relatively superficial means’.
  • Perhaps his most important contribution to education is his constant attempts to break down the traditional dualities in education between theory and practice, academic and vocational, public and private, individual and group. This mode of thinking, he thought, led education astray. The educational establishment, in his view, seemed determined to keep themselves, and their institutions, apart from the real world by holding on to abstract and often ill-defined definitions about the purpose of education.
  • Roger Harrison on 18 Apr 13
     
    Helpful blog, including brief introduction of educational theories by Socrates (and he wasn't such a nice guy after all) and others.
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