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Enhancing Learning Through Behaviorism and Feedback Models

Explore behaviorist theories of learning by Skinner and Thorndike, understand feedback models, and design effective learning objectives based on behaviorism. Activities include discussions, applying feedback models, and defining learning goals.

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Enhancing Learning Through Behaviorism and Feedback Models

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  1. Behaviorism Martin Valcke Martin.Valcke@UGent.be http://users.ugent.be/~mvalcke/CV/CVMVA.htm

  2. Structure • Exercise: Activity 1 • Overview precursors and typical behaviorists: activity 2 (Thorndike) • Pairwise discussion: activity 3 • Define learning goals: activity 4 • Feedback ~ feedback model • Applying feedback model: activity 5

  3. Activity 1 Black Britney Stetos Bed Zoötrope Christmas

  4. Precursors: associationists • Associations: a connection between ‘psychological’ contents. These can be feelings, perceptions or representations • Philosophy! Aristoteles, Locke, Berkeley, Hume • But developed into a complete theory (e.g., David Hartley, Thomas Brown, James Mill, John Stuart Mill, enz. )

  5. Associationism • Associationist laws: • Contiguity principle (time/space) • Similarity principle • Contrast principle

  6. Precursor: Thorndike • Connectionism (Stimulus-Response) • Four laws • Law of effect: reinforce behavior • Law of readiness: when learner is ready, faster connections between S-R • Law of exercise: repeat connection S–R • Associative shifting: R is applicable to new S that is slightly different from initial S

  7. Associative shifting

  8. Apply Thorndike: activity 2 • Group 1 & 2: Basic knowledge course • Group 3 & 4: CPR training

  9. Skinner http://www.pbs.org/wgbh/aso/databank/entries/bhskin.html

  10. ‘Learning’ according to Skinner • Learning: observable change in behavior • Not the stimulus, nor the response is important. It is the way we manipulate the reinforcement that is important.

  11. Reinforcement = Immediate feedback

  12. ‘Learning’ according to Skinner • ‘Operant learning‘: manipulate reinforcer to influence frequency of behavior. • ‘Contingency principle’: reinforcerin time and space sufficiently connected to the behavior • Positive reinforcement! • ‘Shaping' - 'successive approximation

  13. Shaping • ‘Shaping' - 'successive approximation’ • Reinforcement schemas • Open tasks/questions (active production instead of recognizing)

  14. Design “Skinnerian” education: • Describe final desired behavior • Describe initial behavior • Task analysis • Lead learner through sequens: reinforce step by step • Contingent feedback • Continuous evaluation • Individual tempo!

  15. Defining learning objectives Behaviorism: focus on BEHAVIOR • Example 1815What could you ask students to DO with/in relation to the date 1815 • X • Y • z

  16. Defining learning objectives • Learning objectives • Content category: example 1815 = facts • Behavior category: example Remember, tell story about, depict the circumstances that led to the Battle of Waterloo, make a painting that evokes the tragedy of 1815 … • Mager (1962) operational learning objectives: • Describe the behavior in observable terms • Write a separate objective for each different behavioral level • Bloom revised: most famous taxonomy

  17. Bloom: content categories • Importance of foundation knowledgebasiskennis!

  18. Feedback • Activity 3 • Two preparatory question about “feedback” • Kind of feedback during task execution • Kind of feedback after task execution • Develop short integrated answer on flipboard. • Discussion of answers

  19. The “feedback scene” Timperly & Hattie, 2007, p. 83

  20. The “feedback scene” • Towards a “model” for giving feedback Timperly & Hattie, 2007, p. 84

  21. Towards a “model” for giving feedback

  22. Activity 4 • Choose one of the observed “feedback” appraoches • Re-engineer according to the “feedback model” • Apply as much as possible elements of the feedback model.

  23. Behaviorism Martin Valcke Martin.Valcke@UGent.be http://users.ugent.be/~mvalcke/CV/CVMVA.htm

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