Most learning theories have “an empirical element and a formalised way of study, analysis and conclusion” (Harasim, 2017). They establish a language and discourse which influence both educational research and practice. However, they have limitations, as learning is a complex phenomenon. Learning theories cannot provide complete and definitive answers to pedagogic questions, but they can improve our understanding of how people learn. Choose one of the learning theories outlined in this chapter and design a brief lesson to teach Boolean operators from the perspective of that theory. Concentrate less on what you would teach but rather on how you would teach it in keeping with the chosen theory:

Figure 3.2: The Zone of Proximal Development The Zone of Proximal Development is illustrated as three concentric circles. The innermost circle represents things learners can do on their own, and the outermost circle represents things the learner cannot yet do. The middle circle is the Zone of Proximal Development (ZPD), which represents things learners can do with assistance. Bates, T. (2019). Teaching in a Digital Age: Second Edition (2019) | teachonline.ca. Retrieved 30 September 2020, from https://teachonline.ca/teaching-in-a-digital-age/teaching-in-a-digital-age-second-edition

Learning Theories_ An Educational Perspective, 6th Edition ( PDFDrive )

Helping outsiders (colleges, testing firms, etc.) determine what kind of education you had or are receiving. Roy, L., & Novotny, E. (2000). How do we learn? Contributions of learning theory to reference services and library instruction. Reference Librarian, 33(69/70), 129-139. https://doi.org/10.1300/J120v33n69_13 Kuhlthau, C. C. (1990). The information search process: From theory to practice. Journal of Education for Library and Information Science, 31(1), 72-75. https://doi.org/10.2307/40323730 Informed by the digital age, connectivism departs from constructivism by identifying and remediating gaps in knowledge.

The authors provide an overview of some of the major learning theories, followed by specific ideas and advice for applying the theory to reference and library instruction. All that goes through the 4 Stages of Cognitive Development, which are defined by age: Piaget’s Stages of Cognitive Development Adults, on the other hand, are already immersed in the social roles for which younger students are only preparing, and they want to see how their learning applies to those roles. Thus, Knowles suggests that adults will be interested in a competency-based, rather than a subject-based, approach to learning. Further, as autonomous individuals, adults are likely to be more self-directed in their learning. That is, they will want to, and should be encouraged to, take an active part in the design and planning of lessons, providing input on content and goals. Finally, Knowles also argues that adults’ wider experience and larger store of knowledge should be a resource for learning. Harasim (2017) makes the point that each learning theory is associated with particular pedagogies and learning technologies. Bates (2014) also argues that “the choice of or preference for one particular theoretical approach will have major implications for the way that technology is used to support teaching”. Schunk (2020) suggests that teachers need to ask the question ‘How does learning occur?’ and that whatever answer they come up with will inform lesson design, teaching practices and student activities. Ultimately, teachers use learning theories (consciously or not) and their related educational approaches and technologies to design, develop and deliver effective learning experiences. The challenge of applying learning theories to educational practice While testing has fallen out of favor with many educators and education theorists, cognitivists find tests can be beneficial as both a retrieval practice and a diagnostic tool. They view tests not only as a way to measure what has been learned but as a way to practice retrieval of important concepts, and as a way to identify gaps or weaknesses in knowledge so that learners know where to concentrate their efforts (Brown et al., 2014). Cognitivists encourage “spaced practice,” or recalling previously learned information at regular intervals, and “interleaving,” or learning related concepts together to establish connections among them. Their research has found that retrieval is more effective when the brain is forced to recall information after some time has passed, and when the recall involves two or more related subjects or concepts. Finally, cognitivists also promote problem-based learning, maintaining that “trying to solve a problem before being taught the solution leads to better learning, even when errors are made in the attempt” (Brown et al., 2014, p.4).

Behaviorism

Constructivism is based on the premise that we construct learning new ideas based on our own prior knowledge and experiences. Learning, therefore, is unique to the individual learner. Students adapt their models of understanding either by reflecting on prior theories or resolving misconceptions. It is part of the human condition to crave knowledge. Consequently, numerous scientists, psychologists, and thought leaders have devoted their careers to studying learning theories. Understanding how people learn is a critical step in optimizing the learning process. They also differ in how they view language. For Piaget, thought drives language but for Vygotsky, language and thought become intertwined at about 3 years and become a sort of internal dialogue for understanding the world.