Introduction to Human Learning.pdf

Psychology of Learning Introduction to Human Learning  Objectives 01 To articulate a clear definition of the nature of human learning, identifying key components and processes involved in acquiring knowledge and skills. 02 To reflect on practices in students’ learning journe...

Psychology of Learning Introduction to Human Learning  Objectives 01 To articulate a clear definition of the nature of human learning, identifying key components and processes involved in acquiring knowledge and skills. 02 To reflect on practices in students’ learning journey and evaluate their learning processes. 03 To skillfully integrate prior knowledge and personal experiences to formulate a comprehensive and articulate definition of learning. Learning Journey Activity  Reflection Which moments on your timeline stand out most in your learning journey? Why? What were the biggest challenges you faced during your learning journey, and how did you overcome them? Can you identify any moments of growth where you realized you had learned something important? What led to that realization?  What is Learning?  What is learning? Let us have a look at the definitions of learning given by various psychologists: Hurlock (1942) Learning is development that comes from exercise and effort. Hilgard, Atkinson and Atkinson Learning may be defined as a relatively permanent change in behaviour (1979) that occurs as the result of prior experience. Covers every modification in behaviour to meet environmental Murphy (1968) requirements. Any activity that develops the individual (in any respect, good or bad) and Woodworth (1945) makes him alter behaviour and experiences. What is Learning? Learning is a process that leads to change, which occurs as a result of experience and increases the potential for improved performance and future learning (adapted from Mayer, 2002 ). There are three critical components to this definition: 1. Learning is a process. 2. Learning involves changes in knowledge, beliefs, behaviors, or attitudes. 3. Learning is not something done to students, but rather something students themselves do. What learning is NOT? The acquisition of various habits, knowledge, attitudes, and skills is called ‘learning’. It means that: Learning is not acquired by birth, but it is the process of acquiring competence by using hereditary resources. Temporary change in behaviour is not learning. Learning leads to change in behaviour but this does not necessarily mean that these changes always bring about improvement or positive development. “Unlearning” is also LEARNING. ‘Learning is the acquisition of new behavior or the strengthening or weakening of old behavior as the result of experience’ (Smith, 1962). The Learning Process Fagin (1958) Acquisition of new experiences Synthesis and Retention of old organization of old experiences and new experiences Development and Creation of new modification of experiences experience Growth and increase in these experiences Nature of Learning Learning is a process and not a product. Learning is purposive or goal-directed. Learning generally involves some degree of permanence. Learning is universal and continuous. Learning prepares for adjustment. Learning is comprehensive. Learning is change in response or behaviour may be favourable or unfavourable. Learning is organizing experience. Instincts and reflexes are not learning. Learning does not include changes in behavior on account of maturation, fatigue, illness, drugs, etc. Dimensions of Learning Marzanoet al. (2006) A comprehensive model that uses what researchers and theorists know about learning to define the learning process. 1. Attitudes and Perceptions Helping learners to establish positive attitudes and perceptions 2. Acquire and Integrate Knowledge Providing new knowledge by integrating the previous knowledge helps in learning 3. Extend and Refine Knowledge Learners develop an in-depth understanding through the process of extending and refining their knowledge Dimensions of Learning Marzanoet al. (2006) A comprehensive model that uses what researchers and theorists know about learning to define the learning process. 4. Use Knowledge Meaningfully The most effective learning occurs when we use knowledge to perform meaningful tasks. 5. Habits of Mind A learner becomes an effective learner by developing powerful habits of mind that enable her/him to think critically, do things creatively, and regulate her/his behavior.  Learning as A Psychological and Social Construct The term ‘construct’ is commonly used for an attribute that cannot be measured directly like some other physical attributes (e.g. weight, height, etc.). Learning as a Psychological Construct Learning as a Social Construct As a psychological construct, learning is defined as Learning as a social construct is the outcome of any activity that develops an individual, irrespective interaction between people. of being good or bad. Modes of Learning Modes of Learning 1. Learning by Observation observation is a basic requisite for all kinds of learning 2. Learning By Imitation tendency to repeat the observed actions of others 3. Learning By Trial And Error we make several attempts at a particular task or problem 4. Learning By Insight a learner suddenly gets an insight into the solution Transfer of Learning Transfer of learning can also be viewed as problem 01 solving, in which experience in one task influences the performance of another. Transfer of learning comes from similarity of 02 contents, similarity of techniques, similarity of principles, or a combination of these. Types of Transfer of Learning Positive Transfer occurs when the acquisition of one type of performance facilitates another type. Negative Transfer occurs when the previous puts hindrances in the performance of the subsequent task. Zero Transfer previous skills or information have zero effect on learning new skills or information.  Reflection Time What aspects of the lesson resonated with you the most, and how do you plan to integrate the insights gained into your approach to learning moving forward?  Introduction to Human Learning Thank you for attentive listening