Ludwig Kreuzpointner Institut für Psychologie · Lehrstuhl Prof. Lukesch Fakultät Psychologie, Pädagogik und Sportwissenschaft
Self-regulated Learning
Basics and Application in Multimedia Learning
Ludwig Kreuzpointner Institut für Psychologie · Lehrstuhl Prof. Lukesch Fakultät Psychologie, Pädagogik und Sportwissenschaft
A Definition of Learning
o Learning is a relatively permanent change in behavior that results from experience (Klein, 2009)
o Learning changes the potential for a behavior
o The results of the experiences are not forcing permanent
o The changes must not been observable
o There are always motivational components determining the behavior
Ludwig Kreuzpointner Institut für Psychologie · Lehrstuhl Prof. Lukesch Fakultät Psychologie, Pädagogik und Sportwissenschaft
Some General Theories
o Behaviorism
o Social Learning
o Cognitivism
o Construktivism
Ludwig Kreuzpointner Institut für Psychologie · Lehrstuhl Prof. Lukesch Fakultät Psychologie, Pädagogik und Sportwissenschaft
Behaviorism - Thorndike (1874-1947): Associationism
o Stimulus-response association (S-R)
o Puzzle-Box
o Law of effect: if a behavior causes a specific effect this changing the probability of doing it
o Law of Exercise: We learn by doing. We forget by not doing, although to a small extent only.
o Law of readiness: Interference with goal directed behavior causes frustration and causing someone to do something they do not want to do is also frustrating.
Ludwig Kreuzpointner Institut für Psychologie · Lehrstuhl Prof. Lukesch Fakultät Psychologie, Pädagogik und Sportwissenschaft
Behaviorism – Pavlov (1849-1936): Classical conditioning (Klassische Konditionierung; Warunkowanie klasyczne)o Unconditioned stimulus (UCS) elicits an unconditioned
response (UCR)
o A first neutral event occurs with the UCS and become a conditioned stimulus (CS) which elicits the UCR as well
o So the UCR becomes a conditioned response (CR)
o Generalization
o Extinction
o Watson (1878-1958)
o Working a lot with aversive responses
o Working with human (little Albert)
Ludwig Kreuzpointner Institut für Psychologie · Lehrstuhl Prof. Lukesch Fakultät Psychologie, Pädagogik und Sportwissenschaft
Behaviorism – Skinner (1904-1990): Operant Conditioning (Operante Konditionierung; Warunkowanie instrumentalne)o Skinner-Box
o Operant response: An event whose occurrence influence the frequency of behavior
o Positive reinforcement (Reinforcement)
o Negative reinforcement (Escape)
o Positive punishment (Punishment)
o Negative punishment (Penalty)
o Contingency: the more probable an operant response results because of a specific behavior the higher the contingency
Ludwig Kreuzpointner Institut für Psychologie · Lehrstuhl Prof. Lukesch Fakultät Psychologie, Pädagogik und Sportwissenschaft
Skinner-Box
Ludwig Kreuzpointner Institut für Psychologie · Lehrstuhl Prof. Lukesch Fakultät Psychologie, Pädagogik und Sportwissenschaft
Social Learning – Bandura (+1925): learning by observation
o Learning by observing others acting within an environment and anticipate cognitions.
o Behavior, environment and cognitions are not static or independent but all reciprocal.
o The imitation of a specific behavior depends on the
o Observed consequences
o The anticipate associate emotions
o The identification with the model
o The self-efficacy beliefs
http://www.youtube.com/watch?v=vdh7MngntnI
Ludwig Kreuzpointner Institut für Psychologie · Lehrstuhl Prof. Lukesch Fakultät Psychologie, Pädagogik und Sportwissenschaft
Cognitivism
o Learning as information-processing function
o Selective perception and interpretation
o Based on individual experiences, knowledge and development
o Interaction of learn-setting and the cognitive structure of the learner
o Knowledge: supporting internal processes e.g. with structured overviews or advance organizer
o Skills and abilities: activation with process related support and feedback
Ludwig Kreuzpointner Institut für Psychologie · Lehrstuhl Prof. Lukesch Fakultät Psychologie, Pädagogik und Sportwissenschaft
Models of information-processing
o Representation of experiences in semantic networkso Assimilation: Integration of new exp. within the networko Accommodation: Change of existing structureso Proposals and schemata (or scripts)
o Dual coding theory: verbal (semantic network) and an nonverbal (pictorial) storage systems of information. Information is activatedo representational: the direct activation of verbal or non-verbal
representationso referential: the activation of the verbal system by the
nonverbal system or vice-versao associative processing: the activation of representations
within the same verbal or nonverbal system.o Mental model
Ludwig Kreuzpointner Institut für Psychologie · Lehrstuhl Prof. Lukesch Fakultät Psychologie, Pädagogik und Sportwissenschaft
Learning within the mental model
Single-loop learning Double-loop learning
Ludwig Kreuzpointner Institut für Psychologie · Lehrstuhl Prof. Lukesch Fakultät Psychologie, Pädagogik und Sportwissenschaft
The Stage Theory
Ludwig Kreuzpointner Institut für Psychologie · Lehrstuhl Prof. Lukesch Fakultät Psychologie, Pädagogik und Sportwissenschaft
Bloom´s Taxonomy – cognitive domain
Ludwig Kreuzpointner Institut für Psychologie · Lehrstuhl Prof. Lukesch Fakultät Psychologie, Pädagogik und Sportwissenschaft
Constructivism – basic assumption
o Epistemological
o Everyone has an subjective view of the world
o There are no objective perceptions, knowledge is „viabel“
o We just see, what we already know
o The common sense is social negotiated
o Learning perspective
o Learning is a process of individual construction
o Relations cannot be found within the experience; they are thought by the actor
o Knowledge cannot be taught, it will be internal generated
Ludwig Kreuzpointner Institut für Psychologie · Lehrstuhl Prof. Lukesch Fakultät Psychologie, Pädagogik und Sportwissenschaft
Constructivism positions
o Radical one:
o The construction of knowledge is individual an self-determined, instructions inhibit the individual act of constraction
o Self-policing leads to viable solutions, when there are also settings non-viable solutions do not work
o Moderate one: Supporting the construction with
o Expertise in multiple settings
o Sample of situation for testing viability
o Motivation to selfreflexion
Ludwig Kreuzpointner Institut für Psychologie · Lehrstuhl Prof. Lukesch Fakultät Psychologie, Pädagogik und Sportwissenschaft
Instruction-Models
o Anchored Instructiono Teaching in the context of learningo e.g. video tutorialso More transfer by showing the principals in different settings
o Cognitive Flexibilityo Multiple perspective results in a flexible representationo Different times, different goals, different contextso Building an individual cognitive map
o Cognitive Apprenticeshipo The learner observed an experto Explication of internal cognitive processeso Modeling, coaching, fading, articulation, reflection
Ludwig Kreuzpointner Institut für Psychologie · Lehrstuhl Prof. Lukesch Fakultät Psychologie, Pädagogik und Sportwissenschaft
Winne & Hadwin (1998): Model of self-regulated learning
COPES
SMARTScanning, monitoring, assembling, rehearsal, translating
Ludwig Kreuzpointner Institut für Psychologie · Lehrstuhl Prof. Lukesch Fakultät Psychologie, Pädagogik und Sportwissenschaft
Gagne, Briggs & Wager, 1988: 9 Events of instruction
Gain
attention
Inform about
objectives
Stimulate recall of prior
knowledge
Present the
material
Provide guidance for
learning
Elicit
performance
Provide
feedback
Assess
performance
Enhance retention and
transfer
Ludwig Kreuzpointner Institut für Psychologie · Lehrstuhl Prof. Lukesch Fakultät Psychologie, Pädagogik und Sportwissenschaft
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Ludwig Kreuzpointner Institut für Psychologie · Lehrstuhl Prof. Lukesch Fakultät Psychologie, Pädagogik und Sportwissenschaft
Course-Evaluation
Scales Items M SD αScore Range
Acceptance Online Portal
6 25.90 2.36 .66 6-30
Acceptance Modules 13 54.93 4.76 .80 13-65
Acceptance Tasks 6 22.35 2.91 .75 6-30
Emotion Enjoyment 6 23.45 2.56 .72 6-30
Emotion Anger 5 10.03 2.15 .74 5-25
Emotion Boredom 6 11.07 2.39 .74 6-30
Self-Efficiency 10 42.35 5.40 .83 10-50
Transfer Tasks 8 102.75 6.55 .55 0-120
Ludwig Kreuzpointner Institut für Psychologie · Lehrstuhl Prof. Lukesch Fakultät Psychologie, Pädagogik und Sportwissenschaft
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