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Conditions of Learning
PRINCIPLES OF LEARNING
Key: to identify the factors that account for the complex nature of human learning Before: began with an explanation of the learning process based on laboratory research & fit the conclusions to human learning Gagnes: derived from the analysis of the variety of performances and skills executed by human beings.
What is learning?
Gagn believed that an external observer could recognize learning by noting behavioral changes that remains persistent over time (Gagn, 1974) He also stated that maturation is not learning because the individual does not receive stimulation from the outside environment (Gagn, 1974). Learning has two parts, one that is external to the learner and one that is internal (Gagn, Briggs, & Wager, 1992)
Conditions of Learning
Learning is an important causal factor in development Human learning is cumulative Learning of certain skills contributes to the learning of more complex skills Human learning is both complex and diverse Learning is set of cognitive processes that transforms the stimulation from the environment into capabilities
Framework of Learning
The 5 varieties of Learning The cognitive processing phases (Internal Conditions)
The environmental supports for learning (external conditions)
Internal Conditions
Prerequisite skills Learners Internal States Attitude that influence the new learning
Internal Conditions
Cognitive Processes
Expectancy
Retrieval
3. Stimulating recall of prior learning Asking for recall of existing relevant knowledge
Learning phrase
Selective perception Semantic encoding
Instructional event 4. Presenting the stimulus Displaying the content 5. Providing learner guidance Supplying organization and relevance to enhance understanding
6. Eliciting performance Asking learners to respond, demonstrating learning 7. Providing Feedback Giving immediate feedback on learner's performance.
Responding
Reinforcement
Educational Applications
Gagne addresses several issues of importance in the classroom: 1. Learner characteristics 2. Cognitive Processes and Instruction 3. The Social Context for Learning
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Individual differences Cognitive strategies Rate of learning Entry capabilities < may be assessed at beginning points
1. Learner Characteristics
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1. Learner Characteristics
Readiness
Lower skills in the hierarchy of intellectual skills have been acquired (essential prerequisite capabilities). The essential rules and concepts has been grasp and understood.
To design an effective instruction, we need to identify students motives and channel those motives into productive activities that lead to the accomplishment of educational objectives.
Achievements motivation (David McClellands) Incentive motivation Task motivation
Motivation
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Transfer of learning
Retrieval of capabilities at the conclusion of the 9 instructional events. Application of skills by introducing new situations. Every individual has ways to manage his or her learning, remembering and thinking. Although not always easy, we should challenge students to work up to their potential. This can improve their how-to-learn skills.
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