Learning+Theory

=Learning Theory =

Behaviorism v. Cognitivism
Behaviorism and Cognitivism emphasize different aspects of the learning process, the former focusing on observed behavior, and the latter focusing on internal mental processes. Both schools of thought are valid and valuable for discussion and evaluation of instructional design materials.

The essence of behaviorism is expressed by the following definition: "Learning is a relatively permanent change in behavior as a result of experience" (Brown & Green, 46). Learning is measured by an empirically-based measurement of behavior; therefore, a positive learning outcome will result in measurable behavior. This theory of learning acquisition is based, in part, on the classical and operant conditioning models, championed in 19th and 20th centuries by Pavlov and Skinner.
 * Behaviorism**

The model would generally result in a repetition-based, or "skill-and-drill" learning programs, relying on the implicit or explicit linking of the stimulus and response to become demonstrably valid (through behavioral measurement) over time (Teaching Resource Center, 2008).

Cognitivism is based on a thoroughly logical model of learning acquisition, in which the learning mind can be closely compared to a computer. This "computer" accepts multiple inputs, and, based on a series of pre-wired algorithms, analyzes and evaluates the information utilizing pre-existing understanding (Brown & Green, 50). This model of learning acquisition assumes that pre-existing knowledge does exist, and can be used to evaluate additional knowledge; this represents a sharp contrast with the behaviorist model, which posits that prior to stimulation, the human mind is a "blank slate" (Brown & Green, 50).
 * Cognitivism**

The cognitivism-based learner is not merely influenced by their educational environment, as in behaviorism, but instead actively engages the learning process through natural cognitive processes. This active engagement is often followed by a natural metacognition of the learning event, generally resulting in greater learning efficiencies over time.

Constructivism and beyond...
Both behaviorism and cognitivism hold valuable insight into the learning process, each in distinct ways. Constructivism is another learning theory that was originally proposed in the 1970s. Since it grew out of the work of cognitivism, it primarily focuses on the learner constructing the mental processes involved in learning. Not only is the learning process logical and defined, constructivism also holds that the learner actively shapes the learning environment in order to make sense of the information. This learning process presumes the unconscious creation of learning frameworks, on which new and existing knowledge can be structured (Brown & Green, 51-52).

Cognitive Load
Cognitive Load refers to the limited availability of usable memory at a given time in the learning process. Because this "working memory" is limited, overly complex materials can result in overload, negatively affecting knowledge acquisition (Lewis, 2008). According to Lewis, "schema acquisition is the ultimate goal of cognitive load theory," because these resulting schema can then be used in subsequent mental processes to problem solve. To effectively meet the challenges posed by cognitive load theory, it is recommended that learners use the following learning methodology:
 * 1) Evaluate completed problems, understanding the problem, its solution, and the necessary linking processes to form the schema
 * 2) Evaluate partially completed problems, analyzing the missing components of the process to strengthen the schema
 * 3) Solve complete problems utilizing the acquired schema

Universal Design for Learning (UDL)
A UDL-based curriculum will include the following attributes (CAST: Universal Design for Learning):
 * 1) Multiple means of representation to give learners various ways of acquiring information and knowledge
 * 2) Multiple means of action and expression to provide learners alternatives for demonstrating what they know, and
 * 3) Multiple means of engagement to tap into learners' interests, challenge them appropriately, and motivate them to learn

These multiple approaches allow opportunities to learn for a diverse learner population, enhancing the learning process, and improving overall learning results. This approach allows for flexible structuring of courseware and assessments to allow for differences in learning style or disability.

Reference
Brown, A. & Green, T.D. (2006). The Essentials of Instructional Design: Connecting Fundamental Principles with Process and Practice. Upper Saddle River: NJ: Pearson. CAST: Universal Design for Learning. CAST: What is Universal Design for Learning?. 3 September 2008. . Lewis, David (2008, July 27). Cognitive load theory. 3 September 2008. . Teaching Resource Center. 2008. Teaching Guide for Graduate Student Instructors. 3 September 2008. .