Human Learning

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Human Learning

• Lisa Holmes

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Learning Theory

• A learning theory is a concept that describes how
  learning occurs. It takes into consideration how
  the information presented is absorbed,
  processed, and retained, all of which are
  determined by both internal and external
  influences. These influences can include
  environmental, personal experience, emotional
  state and mental abilities. Different learning
  theories offer different explanations of what
  happens during the learning process.

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Learning Theory Categories

• Behaviorism
• Cognitivism
• Constructivism

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Learning Styles

• Controversy Regarding Learning Styles

• The concept of learning style is controversial
  because, oftentimes, the focus on learning styles
  does not take into consideration other factors of
  learning such as ability, background knowledge
  and interest. Also, evidence shows that learning
  style is a student preference, not necessarily
  the only way the student can learn the material.
  In addition, not all learning styles are
  appropriate for all content so presenting
  materials in a students preferred style for all
  content is not necessarily helpful to the
  student.

• Definition of Learning Styles

• A learning style is a preferred mode of learning
  such as auditory, visual or kinesthetic.
  Different students have different preferred modes
  of learning, or learning styles.

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Learning Styles and Instructional Design

• Although learning styles may only be an
  individuals preference and not necessary to
  consider when instructing, instructional
  designers should consider these styles when
  deciding the best way to present specific
  content. Instructional designers should design
  components in a style that fits the content while
  also focusing on the abilities, background
  knowledge and interests of the learners.

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Motivation

• Motivation is as the process that initiates,
  guides, and maintains goal-oriented behaviors.
  It is what drives people to take some sort of
  action, big or small, and to see that action
  through to the end goal.

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ARCS Model of Motivation

• An instructional designer can incorporate the
  ARCS motivation model in several ways the
  following offers a few examples of how to
  incorporate each of the four steps in the model.
• To get the attention of the student the designer
  can offer different ways to keep students
  interested and involved, for example, by
  incorporating group discussions, problem solving
  and even humor.
• Designers can help demonstrate content relevance
  by linking the material to real-life experiences
  and explaining its usefulness.
• Designers can help with confidence by providing
  up front expectations and including communication
  tools for support.
• Designers can help the students with their level
  of satisfaction by incorporating mechanisms that
  allow instructors to offer rewards and positive
  feedback.

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Blooms Taxonomy
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Blooms Taxonomy

• Remember Include exercises and/or assessments
  that require a student to recall material such as
  matching terms to their definitions.
• Understand Include questions that require
  students to explain a concept in their own words.
• Apply Include assignments that require students
  to demonstrate what they have learned.
• Analyze Include questions that require students
  to compare and contrast two separate concepts.
• Evaluate Include questions that require
  students to explain how they would apply a
  concept and have them justify their answer.
• Create Include a final presentation component
  that requires the student to design a slideshow
  that demonstrates all of the different concepts
  learned and how they relate to one another.

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Conclusion

• Understanding learning theory is important for an
  instructional designer so that he or she is aware
  of how learning occurs. It provides foundational
  knowledge in order to create an effective design.
• Although learning styles may only be a preference
  of how individuals want to learn, instructional
  designers should keep learning styles in mind
  when deciding which style best suits the content
  being delivered.
• Instructional design is more effective if it
  includes ways to keep the students motivated.
  Designers should consider ways to keep students
  interested and involved, explain content
  relevance, build students confidence and ensure
  student satisfaction.
• Instructional designers should incorporate the
  different levels of Blooms Taxonomy to create
  appropriate objectives and tasks in order to
  promote different levels of thinking skills.