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WHAT IS LEARNING

WHAT IS LEARNING. Defining learning Trail and error Classical conditioning Operant conditioning Learning by insight http://www.youtube.com/watch?v=NDfew0YcDTo&safety_mode=true&persist_safety_mode=1. SO JUST WHAT IS LEARNING http://www.missiontolearn.com/2009/05/definition-of-learning /.

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WHAT IS LEARNING

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  1. WHAT IS LEARNING Defining learning Trail and error Classical conditioning Operant conditioning Learning by insight http://www.youtube.com/watch?v=NDfew0YcDTo&safety_mode=true&persist_safety_mode=1

  2. SO JUST WHAT IS LEARNINGhttp://www.missiontolearn.com/2009/05/definition-of-learning/ • Learning is the lifelong process of transforming information and experience into knowledge, skills, behaviors, and attitudes. • Add to that: • It is not dependent upon classes and courses – though these can be very useful tools for learning • It does not require a degree, certificate, or grade to prove its worth – though clearly these have social value that most people would be unwise to ignore • It does require – in varying degrees, and in varying times and circumstances – activities like practice, reflection, interaction with the environment (in the broadest sense), and social interaction. The latter, in particular, can be greatly facilitated by the range of new technologies for communication and collaboration now available to us. • It does not always – probably not even most of the time – happen consciously – though I think that those who strive for a more conscious approach to learning throughout their lives – whether at work or otherwise – tend to be more successful in pretty much whatever way they define success.

  3. SO JUST WHAT IS LEARNING • Even if psychologists ever agree about what learning is, in practice educationalists won't, because education introduces prescriptive notions about specifying what ought to be learnt, and there is considerable dispute about whether this ought only to be what the teacher wants the learner to learn (implicit in behavioural models), or what the learner wants to learn (as in humanistic models). • What is Taught and what is Learned • It is a simple point that what is taught is not the same as what the students learn, but it does have a number of implications.

  4. SO JUST WHAT IS LEARNING • it is clear that some of what we teach is wasted effort: but the diagram is a representation of only one learner’s learning. It may be that within a class as a whole, everything we teach is learned, by someone. • The shape representing the teaching is smaller than that for learning, because students are also learning from other sources, including colleagues and the sheer experience of being in the educational system, as well as more conventional other resources such as books.   • It is an open question in any given case as to whether what they learn apart from what they are taught is a "good" thing or not. It includes the “hidden curriculum”, which is a phrase used by Snyder (1971) to describe what students learn by default in educational settings. • His original observations at MIT in the late 'fifties were about how students with an over-loaded curriculum acquired survival tactics to get through their courses, such as mugging up only the parts which were likely to come up in the exams, and thus losing the point of much of the teaching. This selective learning is one of the characteristics of what is now called "surface learning", although that tends to be seen as an attribute of the learner — Snyder saw it as a problem of the institution. 

  5. SO WHY DOES TEACHING FAIL SO MUCH / • From a sociological (Marxist) rather than primarily educational perspective, Bowles and Gintis (1976) suggested that all North American schooling has a hidden curriculum dictated by the demands of a capitalist economy. • More recently, critical theorists have sought to expose the hidden assumptions behind curricula (see, for example, Collins (1991) — see also Cultural Considerations). • Some of the work seems marginal and academically political, but there is no denying that teachers' strategies, such as labelling, can have a profound effect on a student's experience. • Claxton (1996) has convincingly argued that adult learning is profoundly influenced by “implicit theories of learning” acquired at school, and that teachers tend to reproduce their implicit models in the ways in which they themselves go on to teach. • To put it simply too many teachers teach to the way they learned instead of how their students learn • http://www.youtube.com/watch?v=G1HMDaqkWLQ&feature=relmfu&safety_mode=true&persist_safety_mode=1 • http://www.youtube.com/watch?v=VXCl2fMsdTU&safety_mode=true&persist_safety_mode=1

  6. THE METHODS OF LEARNING / • A PARTIAL LIST OF SOME METHODS TO LEARN • Trial and Error learning • Experience both positive and negative can imprint permanently • "Learning doesn't happen from failure itself but rather from analyzing the failure, making a change, and then trying again.“ • http://www.youtube.com/watch?v=Bm6zojSGoco&safety_mode=true&persist_safety_mode=1 • Classical conditioning • procedure for inducing classical conditioning involves presentations of a neutral stimulus along with a stimulus of some significance, the "unconditioned stimulus“ • http://www.youtube.com/watch?v=hhqumfpxuzI&feature=related&safety_mode=true&persist_safety_mode=1

  7. THE METHODS OF LEARNING / • A PARTIAL LIST OF SOME METHODS TO LEARN • Operant conditioning • is a form of psychological learning where an individual modifies the occurrence and form of its own behavior due to the association of the behavior with a stimulus. Operant conditioning is distinguished from classical conditioning (also called respondent conditioning) in that operant conditioning deals with the modification of "voluntary behavior" or operant behavior • http://www.youtube.com/watch?v=I_ctJqjlrHA&feature=related&safety_mode=true&persist_safety_mode=1 • Learning by insight • Insight occurs in human learning when people recognize relationships (or make novel associations between objects or actions) that can help them solve new problems. • http://www.youtube.com/watch?v=fPz6uvIbWZE&safety_mode=true&persist_safety_mode=1

  8. THE METHODS OF LEARNING / • Trial and Error learning has a number of features: • solution-oriented: trial and error makes no attempt to discover why a solution works, merely that it is a solution. • problem-specific: trial and error makes no attempt to generalize a solution to other problems. • non-optimal: trial and error is generally an attempt to find a solution, not all solutions, and not the best solution. • needs little knowledge: trials and error can proceed where there is little or no knowledge of the subject. • computers are best suited for trial and error; they do not succumb to the boredom that humans do, can test physical challenges in a virtual environment where they will not do harm, and can potentially do thousands of trial-and-error segments in the blink of an eye. • Issues with Trial and error • trial and error is tedious and monotonous • it is very time-consuming • There is also an element of risk http://www.youtube.com/watch?v=LjbJELjLgZg&safety_mode=true&persist_safety_mode=1

  9. THE METHODS OF LEARNING / • Classical conditioning has a number of features: • The unconditioned stimulus is one that unconditionally, naturally, and automatically triggers a response. • The unconditioned response is the unlearned response that occurs naturally in response to the unconditioned stimulus • The conditioned stimulus is previously neutral stimulus that, after becoming associated with the unconditioned stimulus, eventually comes to trigger a conditioned response. • The conditioned response is the learned response to the previously neutral stimulus • Issues with classical conditioning • In reality, people do not respond exactly like Pavlov's dogs • https://www.youtube.com/watch?v=Mt4N9GSBoMI

  10. THE METHODS OF LEARNING / • Operant conditioning has a number of features: • Reinforcement and punishment the core tools of operant conditioning, are either positive (delivered following a response), or negative (withdrawn following a response). • Reinforcement is a consequence that causes a behavior to occur with greater frequency. • Punishment is a consequence that causes a behavior to occur with less frequency. • The four procedures are: • Positive reinforcement(Reinforcement): occurs when a behavior (response) is followed by a stimulus that is appetitive or rewarding, increasing the frequency of that behavior. • Negative reinforcement(Escape): occurs when a behavior (response) is followed by the removal of an aversive stimulus, thereby increasing that behavior's frequency. • Positive punishment(Punishment) (also called "Punishment by contingent stimulation"): occurs when a behavior (response) is followed by a stimulus, such as introducing a shock or loud noise, resulting in a decrease in that behavior. • Negative punishment(Penalty) (also called "Punishment by contingent withdrawal"): occurs when a behavior (response) is followed by the removal of a stimulus, such as taking away a child's toy following an undesired behavior, resulting in a decrease in that behavior.

  11. THE METHODS OF LEARNING / • More about Operant conditioning: • FACTORS THAT ALTER EFFECTIVENESS OF CONSEQUENCES • Satiation/Deprivation: The effectiveness of a consequence will be reduced if the individual's "appetite" for that source of stimulation has been satisfied. Inversely, the effectiveness of a consequence will increase as the individual becomes deprived of that stimulus. Survivor and the motivation of food • Immediacy: After a response, how immediately a consequence is then felt determines the effectiveness of the consequence. More immediate feedback will be more effective than less immediate feedback. Ex: Photo radar versus officer pulling you over • Size: This is a "cost-benefit" determinant of whether a consequence will be effective. If the size, or amount, of the consequence is large enough to be worth the effort, the consequence will be more effective upon the behavior. Gambling higher amounts to get the high

  12. THE METHODS OF LEARNING • http://www.youtube.com/watch?v=8aYl7N0JPWs&safety_mode=true&persist_safety_mode=1 • Learning by insight often involves three factors: • Seemingly all possible problem-solving attempts have been exhausted and are unsuccessful. • Ongoing attempts to solve an apparently unsolvable problem eventually end. • A perfect solution to the problem is suddenly realized in a spontaneous way.

  13. THE METHODS OF LEARNING • Epiphanies involve a sudden revelation or abrupt awareness bringing seemingly chaotic data into symmetry. Experiencing an epiphany is often associated with the feeling of having a sudden leap of understanding. • http://www.youtube.com/watch?v=-qL5VS2uLgQ&safety_mode=true&persist_safety_mode=1 • The opposite of insight learning would be insight achieved through a gradual building up of knowledge leading to a successful solution. • Insight learning also involves the "I have found it!" feeling or "eureka," a Greek word representing this affirmation. Insight learning is also expressed as the "Aha moment," accompanying the sensation of suddenly knowing something after the disenchantment of being uninformed. • http://www.youtube.com/watch?v=eL7MnpGceAQ&safety_mode=true&persist_safety_mode=1

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