INDIVIDUAL LEARNING

1. INDIVIDUAL LEARNING Dr. K. Sivapalan. Learning

2. Teaching and Learning What is learning? What is teaching? • Acquiring knowledge, skills and attitude • Learning results in change of behavior • Done by the student and the student only • Starts at 35 weeks of gestation and never ends • Wisdom is acquired • Trying to impart knowledge, skills and attitude. • Teaching may result in learning or not. • Done by the teacher, books, other students, etc. • Starts on admission and ends with certification • Can we teach wisdom ? Learning

3. jpUf;Fws; fw;ff; frlwf; fw;gitfw;wgpd; epw;f mjw;Fj; jf Learning

4. Teaching Methods. • Lectures. • Practicals • Tutorials • Giving objectives. • Examination. Learning

5. HOW WE LEARN.ehk; fw;Fk; tpjk; • 1 % THROUGH TASTE – Rit. • 2% THROUGH TOUCH – njhLif. • 3% THROUGH SMELL – kzk;. • 11% THROUGH HEARING – Nfl;ly;. • 83% THROUGH SIGHT – ghu;it. Learning

6. FUNCTIONAL AREAS IN BRAIN Learning

7. Processing after Learning • REM sleep stimulates the brain regions used in learning. • This would explain why infants spend much more time in REM sleep than adults. Learning

8. Reward and Punishment in Learning and Memory • Stimuli that cause neither of these are not remembered. • The limbic system has much to do with selecting the information to be learnt and thrown away. • About 99% of the input is thrown away and only 1% is learnt. Learning

9. Reward and Punishment • Also described as satisfaction or aversion. • Stimulation of the reward centre satisfies the animal. • Stimulation of punishment centers cause terror, pain, fear, defense, or escape reactions. • Excessive stimulation of reward centers can generate sense of punishment. • Excessive stimulation of punishment centers can make the animal sick and even lead to death. • ? Teacher’s Pressure, ?parental pressure at 5th ,11th and 13th standards. Learning

10. Conditioned Reflexes. • Salivation on placement of food is a normal reflex.[meat is unconditioned stimulus- US] • In Pavlov’s experiment, bell is conditioned stimulus [CS]. • Several stimuli can be conditioned. • If CS is repeated without US, extinction or internal inhibition occurs. • If it is disturbed by external stimuli, external inhibition occurs. • Reinforcing the CS from time to time can keep the reflex indefinitely. Learning

11. Operant Conditioning. • Animal is trained to “operate” in order to obtain reward or avoid punishment. • US is reward or punishment. • CS is the stimulus that signals and alerts the animal to perform the task. • If eating is coupled with unpleasant feeling by injection or electrical stimulus conditioning occurs which can be very strong. [food aversion] • Survival value of this is avoidance of poisoning. Learning

12. Why learn? • ? To obtain certificate for jobs • ?Financial benefits • ?social recognition • ?self benefits • ?social benefits • ?[justifying dominant persons needs] • ?natural instinctual behaviour Learning

13. Learn what? • Cognitive- such as learning to recall facts, to analyze, and to solve a problem • Psychomotor- such as learning to perform the correct steps in a dance, learning to swim, learning to ride a bicycle, or drive a car • Affective- such as learning how to like someone, "to hate sin", to love one's country (patriotism), to worship God, or to move on after a failed relationship. Learning

14. Attitudes • It is a tendency to respond to various aspects • Directional- favourable direction • Based in knowledge component • Linked to feelings or emotion • Linked to stable [core] factors • Enduring character over a period of time • Susceptible to change Learning

15. Learning Methods. • Listening actively – lectures, tutorials etc. • Reading. • Writing notes. • Discussions- tutorials, approach teachers, peer groups, seniors. • Answering. • Experimenting and reasoning. • Experience and participation. • Dealing with patients and people. • Port folioing Learning

16. Assist learning • Lecture • Tutorial • Practical • Library • Facilitate discussion • Facilitate self learning • Are the above enough to fulfill the vision and mission of the university? • Do the examinations signify satisfactory fulfilment of the objectives Learning

17. WHAT WE REMEMBER.ehk; epidtpy; itj;jpUg;gJ • 10% OF WHAT WE READ – thrpg;gJ. • 20% OF WHAT WE HEAR – Nfl;gJ. • 30% OF WHAT WE SEE – ghu;g;gJ. • 50% OF WHAT WE SEE AND HEAR – ghu;g;gJk; Nfl;gJk;. • 80% OF WHAT WE SAY – nrhy;tJ • 90% OF WHAT WE SAY AND DO – nrhy;tJk; nra;tJk;. Learning

18. LEARNING AND RETENTION- QA council Lecture- 5% Reading- 10% Audio-visual- 20% Demonstration- 30% Discussion group- 50% Practice by doing- 75% Teach others / immediate use of learning – 90% Learning

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20. Memory • A study in rats showed that certain nerve-signaling patterns which the rats generated during the day were repeated during deep sleep. • This pattern repetition may help encode memories and improve learning. • A napping study that involved 33 undergraduate students revealed that a nap resulted in waking up with sharper memory • Some research findings suggest that REM sleep facilitates proliferation of granule cells in the Hippocampus – [organ that processes memory] Learning

21. Activating Memory Gene in Sleep • Exposure to a "memorable" environment turns on a gene called zif-268 that is associated with synapses between nerve cells. • Zif-268 turned off during NREM sleep in all rats. • During REM sleep, zif-268 turned on in the cerebral cortex and hippocampus of exposed to enriched environments and not in controls. • This retrieval of zif-268 activity during REM sleep may couple with other reactivated brain mechanisms to "process" memories of novel experiences. • Such processing may in turn prove important for cementing the memories acquired while awake. Learning

22. Basis of Memory. • The key to memory is the strength of selected synapses. • It involves protein synthesis during conversion of short term memory into long term memory. • Protein deficiency is associated with poor memory. Learning

23. Forms of Memory • Short-term memory • Working memory • Long term memory • Explicit memory • Implicit memory Learning

24. Short-term Memory and Working Memory • Lasts for seconds to hours during which processing in hippocampus or elsewhere lays down long term memory. • Memory traces are subject to disruption by trauma and drugs. • Working memory is a form of short term memory. • It keeps information for very short periods while the individual plans actions on it. Learning

25. Long term Memory • Involves changes in synaptic strength. • Stores memories for years or sometimes for life. • Memory traces are remarkably resistant to disruption. • Involves protein systhesis. • Importance of good nutrition for good learning and memory. Learning

26. Explicit Memory • Also called declarative and recognition memory. • It is associated with consciousness or at least awareness. • Events [episodic], rules, words and language [semantic] • Dependant on hippocampus and parts of temporal lobe. Learning

27. Implicit Memory • Does not involve awareness • Also called nondeclarative or reflexive memory. • Includes skills, habits, and conditioned reflexes. [? Attitudes] • It does not involve hippocampus. [?where] • Explicit memory can become implicit once it is learnt thoroughly. Learning

28. Remembering • Repetition. • Association.[ mnemonics] • Reasoning. Learning

29. Principles of learning • Learning is individual matter • Degree and speed of learning are related to motivation • Learning is more efficient when experience has meaning [relevent] • Learning is more efficient with feedback Learning

30. Ways of learning • Trial and error • Intuition • Conditioning • Social modelling • Scientific method Learning

31. Types of learning • Simple non-associative learning- Habituation, Sensitization • Associative learning- Operant conditioning, Classical conditioning • Imprinting • Observational learning • Play • Enculturation • Multimedia learning • e-Learning and Augmented Learning • Rote learning • Informal learning • Formal learning • Nonformal learning • Tangential Learning • Dialogic Learning Learning

32. Learning Skills • Performance and performance only Learning

33. Learning attitudes • Observation • Group pressure • Select people who want to do the same • Reward and punishment Learning

34. For effective Learning [and remembering] • The student should, • Engage in learning actively • Should used a variety of learning methods depending on the aspect to be developed. • Should develop own notes or data base on all learnt activities, practise skills and express attitudes. • Express the learnt aspects and get feed back from teachers, peers, patients, public etc depending on the application. Learning