Learning
Theories and
Instructional Strategies Matrix
from
George Mason University
Instructional Technology Program
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Behaviorism
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Cognitivism
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Constructivism
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| Representations of the Learning Process |
Stimulus-Response
Antecendent Behavior Consequence Sequenced knowledge and skills presented in logical limited steps |
Cognitivist Learning Perspective
Mental Models |
Inquiry-based
Discovery learning |
| Relevant Frameworks | Programmed Instruction (logical presentation of content, overt responses, immediate knowledge of correctness) | Events of Instruction (Conditions of Learning) |
Cognitive Apprenticeship Cognitive Flexibility Situated Learning Zone of Proximal Development |
| Key Principles |
Learning happens when a correct response is demonstrated following the
presentation of a specific environmental stimulus
Emphasis is on observable and measurable behaviors |
Learning is a change of knowledge state Knowledge acquisition is described as a mental activity that entails internal coding and structuring by the learner. Learner is viewed as an active participant in the learning process Emphasis is on the building blocks of knowledge (e.g. identifing prerequisite relationships of content) Emphasis on structuring, organizign and sequencing information to facilitate optimal processing |
Learners build personal interpretation of the world based on experiences
and interactions Knowledge is embedded in the context in which it is used (authentic tasks in meaningful realistics settings) Create novel and situation-specific understandings by "assembling" knowledge from diverse sources appropriate to the problem at hand (flexible use of knowledge) |
| Goal of Instruction |
Communicate or transfer behaviors representing knowledge and skills to
the learner (does not consider mental processing) Instruction is to elicit the desired response from the learner who is presented with a target stimulus Learner must know how to execute the proper response as well as the conditions under which the response is made Instruction utilizes consequences and reinforcement of learned behaviors |
Communicate or transfer knowledge in the most efficient, effective
manner (mind-independent, can be mapped onto learners) Focus of instruction is to create learning or change by encouraging the learner to use appropriate learning strategies Learning results when information is stored in memory in an organized, meaningful way. Teachers/designers are responsible for assisting learners in organizing information in an optimal way so that it can be readily assimilated |
Build personal interpretations of the world based on individual
experiences and interactions (constantly open to change, cannot achieve
a predetermined, "correct" meaning, knowledge emerges in relevant
contexts) Learning is an active process of constructing rather than acquiring knowledge Instruction is a process of supporting knowledge construction rather than communicating knowledge Do not structure learning for the task, but engage learner in the actual use of the tools in real world situations |
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Instructional/ Learning Strategies |
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| Theorists |
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