Social Theories of Learning (QHPE 601)

Learning viewed as a social activity, focusing on interaction, observation, and modeling.

Groups of people who share a passion and learn together, improving their skills through interaction.

The difference between what a learner can do independently and what they can achieve with guidance.

A process of learning where new members gradually acquire knowledge and skills through participation in a community.

Learning by watching and copying others' behaviors and actions.

Adjusting one's behavior or beliefs to match those of a group.

A classic experiment demonstrating that children learn aggressive behaviors by observing others.

A social theory of learning that examines how people learn in different activities and contexts.

The amount of mental effort required to process information. It's like your brain's RAM.

Unnecessary mental effort caused by distractions or confusing instructions, making learning harder.

Effort required to understand the information itself. It's how hard the learning material is.

Effort that helps you learn and understand the material deeply.

We tend to remember the first and last things better than the middle items.

A learning theory that focuses on internal mental processes like memory, information processing, and problem-solving. It views learners as active participants in the learning process, constructing knowledge through mental activities.

The process by which learners acquire information, understanding, and skills. It involves mental activities like coding, structuring, and organizing knowledge in the mind.

A model of memory that describes how information is processed through distinct stages: encoding (input), storage (holding), and retrieval (accessing).

The initial stage in memory where information is transformed into a form that can be stored in the mind. It involves processing sensory information and creating meaningful representations.

Holding information in memory over time. It involves maintaining and organizing encoded information in a way that can be accessed later.

The process of accessing stored information in memory. It involves matching cues or hints with previously encoded information.

A theory that focuses on the mental effort required to process information. It suggests that learning is most effective when instructional design minimizes cognitive load and supports working memory.

A memory strategy that involves grouping related items together into meaningful units, reducing the load on working memory and improving retention.

A learning theory where individuals actively build their own understanding based on experiences and interactions.

The teacher's role is to guide and support learners in their construction of knowledge, rather than simply delivering information.

Learning by doing, reflecting on experiences, and applying knowledge to real-life problems.

A four-step process that describes how people learn from experience: Concrete Experience, Reflective Observation, Abstract Conceptualization, Active Experimentation.

In constructivism, learning involves sharing different perspectives and reaching a common understanding through discussion and collaboration.

A learning theory that focuses on observable changes in behavior, emphasizing the role of stimuli and consequences in shaping behavior.

Learning through association, where a neutral stimulus is paired with a naturally occurring stimulus to elicit a response.

Learning through consequences, where behaviors are strengthened or weakened based on the reinforcement they receive.

Strengthening a behavior by adding a desirable stimulus.

Strengthening a behavior by removing an undesirable stimulus.

Weakening a behavior by adding an undesirable stimulus or removing a desirable stimulus.

Behavior followed by a satisfying consequence is more likely to be repeated, while behavior followed by an unpleasant consequence is less likely to be repeated.

Watson argued against the existence of innate human instincts or talents, focusing on the impact of the environment and learning on behavior.

A set of principles that explain how people learn by providing a general explanation for observations about learning.

There is no single best learning theory; each theory highlights a different aspect of the teaching/learning process. Different theories can be useful in different situations.

Learning theories are influenced by the beliefs and values of the people who develop them.

A relatively permanent change in behaviour or knowledge that results from experience.

A key question addressed by learning theories, focusing on the nature and definition of learning itself.

A central focus of learning theories, exploring the processes and mechanisms involved in learning.

Learning theories aim to provide insights and strategies for enhancing and directing learning in others.

Learning theories address the evaluation of learning, determining if learning has taken place and to what extent.

Combining different analytical components to provide a complete and holistic assessment.

A series of competency statements, representing the 'vertebrae,' with supporting evidence linked to each competency.

A structured collection of work demonstrating mastery of course learning outcomes. It reflects on learning experiences, growth, and application of knowledge.

This course focuses on key skills: identifying pedagogical principles, applying learning theory, designing learning activities, evaluating teaching, and reflecting on practice.

This slide lists several articles that offer a framework for understanding the benefits and different types of portfolios in education.

A collection of student work showcasing their knowledge, skills, and growth through reflection, documenting their learning journey.

There are various ways to organize a portfolio: Shopping Trolley, Toast Rack, Cake Mix, and others. Each structure has pros & cons.

Critical thinking about your learning experiences, analyzing strengths and weaknesses, and identifying areas for improvement.

Portfolio benefits include self-assessment, taking responsibility for learning, improving decision-making, and promoting personal and professional development.

Portfolios are used for tracking progress, formative learning, planning future learning, personal development, summative assessment, certification, and career advancement.

Includes everything produced or used during learning. Advantages include inclusivity, but disadvantages include difficulty in assessment.

Organizes learning into periods, like 'toasts'. Advantages include curriculum alignment and markability, while disadvantages include discrete items and lacking overall reflection.

Integrates all parts into a cohesive whole, demonstrating a comprehensive understanding.

A deliberate and purposeful process of revisiting an experience to extract learning from it. This involves thoughtful deliberation, understanding roots and processes, making sense of things, and learning from experience.

A written account of an experience where the writer analyzes their thoughts, feelings, and actions to identify areas for growth and improvement.

Reflecting on an experience while it's happening, often in real-time, which requires low cognitive load.

Analyzing an experience AFTER it has occurred, allowing for more detailed contemplation and analysis.

A structured approach to reflection that guides you through stages of description, feelings, evaluation, analysis, conclusion, and action plan.

A reflective practice framework focusing on what happened, what was learned, and what will be done differently next time.

Significant shifts in understanding and perspective, often triggered by profound experiences or challenges.

When an experience reinforces or confirms existing knowledge and beliefs, strengthening your understanding.

A process of actively thinking about your experiences to learn from them, improve your skills, and make changes.

Reflective learning fosters professional growth, improves clinical reasoning, helps manage complex systems, and promotes continuous learning and improvement.

The three key questions in Rolfe's framework that guide reflection: Describe the event, Analyze its significance, and Plan future action.

Mistakes in reflective writing include failing to analyze the experience thoroughly, lacking personal insights, and not connecting it to your learning goals.

The final step in Rolfe's framework; it outlines how you will act differently in the future based on your reflection.

The ongoing process of refining your skills and approach to practice based on reflection and feedback.

An essential part of reflection; consider how your actions contributed to the situation, both positively and negatively.

Going beyond simply admitting a mistake, it involves analyzing your feelings, learning from the experience, and planning future behavior adjustments. You should also question potential causes and solutions and link your reflections to theoretical aspects.

Going beyond descriptive writing in reflection, you need to critically evaluate your assumptions, values, and biases that led to the action you're reflecting on.

A tool used to evaluate the quality of reflections in medical education. It assesses various aspects like self-awareness, critical analysis, and action planning.

To evaluate the quality of reflections, particularly in medical education.

To learn from past experiences, identify areas for improvement, and develop better practices. It's about turning mistakes into opportunities.

It helps you become more self-aware, analyze your actions, and develop plans for future improvement. It's a key skill for personal and professional growth.