Learning theory

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Learning theory
Social learning and media
U-learning
Informal learning
M-learning
Distributed learning
Micro learning

• Huang Yue
• The 3rd Presentation
• (Oct.17, 2011)

Connectivism
E-learning
Connectionism
Learner Autonomy
Social learning
Base on, build upon, combine the best of this and
that
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Chinese proverb

• Tell me, I forget.
• Show me, I remember.
• Involve me, I understand.

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(No Transcript)
4
A Review of Learning TheoryLEI Mo, Journal of
Education Study

• Key points
• Review of cell learning theory to get learning
  mechanism
• Review of learning theory to get object
  experience
• Comments
• Help me to have a primary sort of learning theory
  and knowledge
• Cant involve some modern and new learning theory

5
A Study of The Rise, Fall and Revelation of
Behaviorism SUI Mei-rong, GAO Feng-qiang , Pan
Guang-hua, Journal of Shandong Education College

• Key points
• Analyze the internal, external origin of the rise
  of behaviorism
• Develop of behaviorism
• Analyze the fall of behaviorism from the
  philosophy, immanent contradiction and challenge
  of humanism and cognition
• Emphasis on the understanding of humanity by
  Banduras social learning theory
• Comments
• Help me to realize the weakness of behaviorism
• Think about the difference of behaviorism and
  humanism by comparison
• Treat social learning theory as a new start of
  behaviorism

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A Review of Banduras Social Learning Theory Li
Jing-jing, Journal of Shayang Teachers College
2009, 10(3)

• Key points
• Observational learning and learning process
• Triadic reciprocal determinism (behavior,
  cognition, environment)
• Self-regulating and Self-efficacy
• Positive meaning and limit
• Comments
• Have a clear outline of the context of social
  learning theory
• Be inspired by observational learning,
  self-efficacy and the factors. (E.g. design of
  game module and tasks)

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Cognitive Factors in Banduras Social Theory of
learning CHENG Xiao-guang, Journal of Liaoning
Normal University (Social Sciences Edition)
2003, 26(6)

• Key points
• Review the difference of social learning theory
  and behaviorism(4 points)
• Develop of social learning theory
• Context of social learning
• Inspiration (Modeling, Self-efficacy and
  self-regulating)
• Comments
• Have some different words to describe the same
  subject (E.g. learning process Attention,
  Representation, Behavioral Production, Motivation
  VS
• Attentional processes, Retention processes,
  Motoric reproduction process and Incentive or
  motivational processes)

8
Rogers Humanistic Educational Thought and Its
Significance ZENG De-qi, Journal of Sichuan
Normal University (Social Sciences Edition)
2003, 30(1)

• Key points
• Humanistic Educational Thought
• Educational goal
• Learner
• Teaching
• Teacher
• Significance----The principle of attitude and
  belief to learners
• Comments
• Learner-centered means treat every learner as an
  unique individual
• Everybody has his/her internal motivation for
  learning
• Significant learning

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Principle of Instructional Design on HumanismWEN
Dong, YANG Jiu-ming, Audio-visual Education Study

• Key points
• Emphasis on student-centered and individual
  significant learning
• Create real problem situation
• Make full use of various learning resources
• Open learning process
• Collaborative learning
• Emotional interaction between facilitator and
  learner
• Comments
• How to supply a proper learning way for different
  individual
• Game could involve the real problem situation
• How to construct the resources for the player of
  game
• How to construct a collaborative environment in a
  game

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Discussion on the theory of humanistic learning
and its impact on the teaching of design
inspiration XU Sui, Technological Development of
Enterprise 2008, 27(12)

• Key points
• Humanism learning theory
• View point of learning
• Nonsignificant and significant learning
• Pedagogics
• Be a facilitator, not a teacher
• Inspiration
• Change educational view
• Respect personality
• Inspire and maintain motivation
• Harmonic relationship between facilitator and
  learner
• Comments
• Probably too Idealize especially when there are
  many learners, but still have significance for me
  to think about traveler-centered or
  player-centered

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Summary of Constructivism Learning Theory CHEN
Wei, Academic Exchange

• Key points
• Psychology origin of constructivism learning
  theory
• Piagets Theory of Cognitive Development
• Vygotskys Zone of Proximal Development
• Basic viewpoints of Constructivism
• Knowledge is one kind of explanation and suppose,
  it isnt a final answer
• Learners build upon current and past knowledge to
  construct new ideas or concept
• Teaching is a transform rather than a transfer of
  knowledge
• Inspiration
• Teaching idea
• Teaching activity
• Comments
• Learning is social and occurs from interactions
  between people in the environment

12
The Perplexity of Constructivism Learning Theory
TAN Ding-liang, WANG Hua-rong, Journal of
Nanjing Normal University (Social Science)

• Key points
• Not only the individuality, but also the
  universality should be seek for knowledge
• Student play a role of body, but a teacher should
  not be despised
• Emphasizing the significance construct doesnt
  mean refusing significance accept
• Emphasizing the creation of situation doesnt
  mean refusing abstract and summary
• Comments
• Let the learner decide to accept or construct, we
  supply the possibility and suggestion

13
Key Comparison between Constructivism, Humanism
and CognitivismYE Zeng-bian, Modern Distance
Education Reserach

• Key points
• About knowledge
• About nature and process of learning
• About learning condition
• Inspiration
• Comments
• There is no one learning theory could explain all
  the learning
• Design learning should base on the learners
  demand and ability, learning content and target

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Connectivism A Learning Theory for the Digital
Age George Siemena, http//www.elearnspace.org/Ar
ticles/connectivism.htm

• Key points
• Introduction (some significant trends in
  learning), background
• Limitations of Behaviorism, Cognitivism, and
  Constructivism)
• An Alternative Theory (I store my knowledge in my
  friends Chaos)
• Networks, Small Worlds, Weak Ties
• Connectivism
• the integration of principles explored by chaos,
  network, and complexity and self-organization
  theories
• Learning is focused on connecting specialized
  information sets, and the connections that enable
  us to learn more and more important than our
  current state of knowing
• Principles of connectivism
• Learning and knowledge rests in diversity of
  opinions
• Learning is a process of connecting specialized
  nodes or information sources
• Learning may reside in non-human appliances
• Capacity to know more is more critical than what
  is currently known
• Nurturing and maintaining connections is needed
  to facilitate continual learning
• Ability to see connections between fields, ideas,
  and concepts is a core skill
• Decision-making is itself a learning process.
• Knowledge needs to be connected with the right
  people in the right context
• Social network analysis
• Implications

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From Connectionism to Connectivism A New
Orientation of Learning Theory WANG You-mei, ZHU
Zhi-ting, China Audio-visual Education Study

• Key points
• Connectionism from behaviorism to cognitivism
• Connectivism connection viewpoint of digital age
• An analysis and comparison framework
• Revolution in the connection between environment
  and individual
• Distributed resources
• Social nature of learning
• Group cognition and sharing
• Comments
• Helps me to understand last journal and
  emphasizes the social nature, group cognition and
  sharing. Probably, learning design should based
  on social network.

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A Study on Building Strategies of Network
Learning Community Based on Connetivism Zhang
Hao-feng, LI Chun-yan, Software Guide(
Instructional Technology)

• Key points
• Network learning community under the traditional
  learning theory
• Connotation analysis of network learning
  community
• Connetivism anaysis
• Building strategies
• Breed one or several core nodes
• Keep the smooth connection within nodes
• Clear the expression of information
• Make sure the availability of information and
  promote the evolution of it
• Comments
• It reminds me the significance of core nodes and
  smooth connection with them. How to breed them?
  Is there any tips or rules to keep such
  connection?

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Growing Up Digitalhow the web changes work,
education, and the ways people learn John Seely
Brown, United States Distance Learning
Association USDLA Journal Vol.16 No.2

• Key points
• A new medium
• Digital learners
• Creating knowledge
• Case repairing photocopiers
• Building knowledge assets
• Toward a learning ecology
• Regional learning
• Comments
• Informal learning is more effective even in a
  formal organization. People would like to have it
  than formal learning.
• If we could build a learning ecology, knowledge
  could breed and grow up ecologically.

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Discussion of Essential Factor Model on
Connetivism Network Collaborative Learning ZHANG
Li, China Audio-visual Education Study

• Key points
• Background
• Introduction to Connectivism
• Network collaborative learning under the view of
  connectivism
• Essential factor model
• Network ecology
• Factor to effect connection
• Trust
• Sharing view
• Homogeny and neterogeny
• Open
• Cohesion and bonding
• Connective amount
• Active level
• relevance
• Promotion strategy
• Create network ecological environment
• Promote nodes value
• Find and raise core nodes

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The Theoretical Roots of Learner AutonomyQI
Hong-bo, Shandong Foreign Language Education

• Key points
• Implication and strategy of Learner Autonomy
• Be responsible for learning by themselves
• To decide the goal, methodology and evaluation by
  themselves
• The individual-centered approach
• The group-centered approach
• The project-centered approach
• Theoretical Roots
• Humanism ( Maslow and Rogers)
• Cognitivism (Bruner and Ausubel)
• Constructivism (Piaget and Vygotsky)
• Conclusion
• Comments
• Learning Autonomy isnt just a learning ability,
  it should be a educational goal, idea and
  strategy.
• It explains why we should have learner-centered

20
The Informal Learning-New Field of Study and
Practice in E-learningYU Sheng-quan, Mao Fang,
Audio-visual Education Study

• Key points
• Informal learning follows the development of
  times
• Definition and feature of informal learning
• Self start, control and responsible for
• Social learning resources
• Various forms
• More collaborative
• Theoretical Roots
• Knowledge management and tacit knowledge
• Social Constructivism and Social Constructionism)
• Typical form
• Action-learning
• Network learning
• Guide
• Learning Partner
• Collaboration
• Promotion and implementation strategy of informal
  learning
• Comments

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The Microlearning-Applied Model of Informal
LearningZHU Zhi-ting, Zhang Hao, GU Xiao-qing,
China Audio-visual Education

• Key points
• Informal learning and formal learning
• Informal learning is a important learning form
  rather than a complementary learning
• Microcontent, microterminal and micromedia
• Text, image, audio, video, link, email, small
  game etc
• Ipad, Iphone etc
• Twitter, Blog, Podcast etc
• Concept and background of Microlearning
• New learning based on micro content and media
• Theory base Connectivism ( Siemens)
• Popular culture
• Applied Model
• Simply interface and low technology obstacle
• Adapt learners Discontinuous Partial Attention
• Structured micro content
• Inspire random learning
• Comments
• Realize and accept Discontinuous Partial
  Attention and random learning, probable it means
  more thinking on engagement of visitors or
  learners.

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Mobile learning and Its Theoretical
FoundationsYE Chen-lin, XU Fu-meng, Open
Education Study

• Key points
• M-learning and M-education
• A new learning way ( Anytime, Anywhere,
  Anydevice)
• Theoretical Foundations
• Informal learning
• Situation cognizing and learning
• Contextual learning
• Action learning
• Experiential learning
• Comments
• Connect this journal to the real situation in
  China and think about which kind of people would
  like to use mobile to access information,
  resources and services
• Learning is socialized and lifelong
• Learning could be informal, and could occur at
  anytime if you have a mobile

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Mobile learning in review Opportunities and
challenges for learners, teachers, and
institutionsRachel Cobcroft, Stephen Towers,
Proceedings Online Learning and Teaching (OLT)
Conference 2006, page pp.21-30

• Key points
• Review of existing literature
• The changing learning teaching landscape
• Learner changes
• Technological changes
• Institutional changes
• Social software, social networks social
  construction of learning
• Creative, collaborative, critical, and
  communicative engagement of learners
• Towards an m-learning conceptual framework
• Is it significantly different from current
  theories of classroom, workplace or lifelong
  learning?
• Does it account for the mobility of learners?
• Does it cover both formal and informal learning?
• Does it theorise learning as a constructive and
  social process?
• Does it analyze learning as a personal and
  situated activity mediated by technology?
• Comments
• Connect this journal to the real situation in
  China and think about which kind of people would
  like to use mobile to access information,
  resources and services
• Consider the conceptual framework in the future
  design of learning

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Discussion on the Theory of Distributed
LearningLIU Dong-xue, Modern Educational
Technology

• Key points
• Whats distributed Learning
• Distributed resources, not have a central
  resource
• Structure of distributed learning
• Feature of distributed learning
• Distributed resources
• Learner-centered
• Teacher is resource as same as content
• Comments
• Can all the existing tourism resources be
  distributed resources
• How to construct these distributed resources

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Revolution in Learning and G11ZHU Zhi-ting, HU
Hai-ming, GU Xiao-qing, China Audio-visual
Education Study

• Key points
• Introduction of G11
• Revolution
• Learner is the network nod of learning activity
• U-learning
• Microlearning Environment
• Random Learning Environment
• Chance and challenge
• Technological completion
• Educational and social renovation
• Transfer teaching technology to learning
  technology
• Comments
• U-learning, Microlearning and Random learning
  environment could be blended. And it reminds me
  of adapting learners Discontinuous Partial
  Attention.

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A Review of Ubiquitous Learning PAN Ji-xin, LEI
Yao-zeng, CHEN Lu-lu, SHI Hua, Journal of
Distance Education

• Key points
• Research status
• Overview in Ubiquitous learning
• The reason and related concept
• Definition and connotation( Anything, Anytime,
  Anywhere, Anyone, Anydevice)
• Feature of U-learning
• Theoretic foundation
• Humanism
• Cognitivism
• Constructivism
• Post-modern learning theory
• Situational cognitive learning theory
• Comments
• Demand, real-time, optimum, interactive and
  situated learning could be the design principle.

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A Study of Learning Resource Evolution in
Ubiquitous Learning EnvironmentAnalysis of some
key issues and the solutionsYANG Xian-min , YU
Sheng-quan, Program of National Natural Science
Fund (No.61073100)

• Key points
• Introduction
• Out of order in the open knowledge community,
  E.g. Wikipedia
• Resources of e-learning cant meet the demand of
  continual development of U-learning
• Concept and model of learning resource evolution
• Learning resources could complete and adjust
  their content and structure to meet the dynamic
  and personal demand of learners
• Evolution of content, relevance
• Key problem and solution
• Modeling semantics of learning resources
• Dynamic semantics relevance of learning resources
• Dynamic semantics aggregation of learning
  resources
• Well-organized revolution of learning resources
• Comments
• Show the mathematical thinking of learning
  resource.
• Have an initial outline about it
• Construction of learning resources will decide
  the learning process and way

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Learning Resource Designing and Sharing in
Ubiquitous Learning Environment-The concept and
Architecture of Learning CellYU Shengquan, YANG
Xiamin, CHENG Gang, Open Education Research

• Key points
• U-learning and new demand of resources
  construction
• How to construct ubiquitous space of learning
  resources
• How to meet the personal learning demand of
  infinite group
• How to realize the dynamic produce and evolution
  of learning resources
• How to support the situational cognition of
  informal learning
• How to realize the natural polymerize of various
  microcontent
• How to share the social network and social
  cognition network in the learning process
• Concept and structure of learning cell
• Learning cell and revolution of learning pattern
• Revolution on publishing and sharing
• Comments
• To design and structure Learning cell is
  important to U-learning. Learning cell should be
  co-creation, open, connective, order,
  developmental, smart, micro and self-track

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Summary

• Game position Tourism game could be informal
  learning
• Player engagement Players have different purpose
  and demand. Such difference should be considered
  to the level of engagement
• Player community Players could construct
  different network collaborative community
  according to their demand, ability, social role
  and relationship.
• Open game Can we design a microgame and put it
  in the internet as a core node? Then players
  could connect each other through it and have some
  co-creation for it even design some new parts.
  For this meaning, its also a ecological game.
• Open platform game situation, role play, real or
  virtual trade, experience sharing, information
  seeking
• Social network make full use of it