Video learning theories

theories of learning

BASIS FOR LEARNING THEORIES

behaviorism:

Corresponds to one of the theories of conditioning, which is based on the stimulus-response association, understanding the first as any event that occurs in the environment or the subject's environment and in response, behaviors that can be observed in it from a given stimulus.
Representatives of behaviorism are: John B. Watson, Ivan Pavlov, Edward Thorndike and Skinner.
The principles of behavioral ideas can be successfully applied in the acquisition of factual knowledge, involving primary levels of understanding and behavior patterns repeat until done automatically. However, this presents a significant limitation given that repetition does not guarantee assimilation of the new behavior, but only execution For example: can multiply but does not know when to do it, the multiplication tables by can not solve a problem with is known you have to use multiplication. This indicates that the situation is learned nontransferable or transferable to other situations.
Thus, from the perspective behaviorist learning is defined as an observable change in behavior.
Apprentice concept: A taxpayer, whose performance is the result of external agents, totally ignoring the possibility that the process may occur inside your mind. On the contrary, sees the mind as a "black box" and go to apprentice as a container in which knowledge is stored. Good and Brophy, 1990).
Educator concept: The protagonist, takes an active role as instructor, concerned organize develop an appropriate set of contingency arrangements of reinforcement and stimulus control to teach. (Hernandez, 2002) Therefore, in the context of formal education instructional procedures play an important role, just properly programmed educational inputs to learning academic desirable behavior is achieved.
In short, the key ideas of Behavioral Theory are:
• The study of learning should focus on observable and measurable phenomena.
• Internal processes such as thinking and motivation, can not be observed or measured directly so they are not relevant to scientific research of learning.
• Learning occurs only when there is a change in behavior. If no observable change there is no learning.
• The qualification, rewards and punishments are also contributions of this theory.
It should also be noted that even when behaviorism does not fit fully in the new educational paradigms and has been constantly criticized among other things because it perceives learning as something mechanical and dehumanized, still it has great force in our culture and let our consideration a range of practices which they are still used in many educational processes.

Cognitivism:

Since 1920 some researchers began to find limitations in the use of behaviorism to explain the learning process. Behaviorism was unable to explain certain social behaviors. For example, children do not imitate all behaviors that have been reinforced, moreover, they can develop new patterns of behavior days or weeks after observation without these had received any reinforcement.
Because of these observations, authors like Bandura and Walters explanation differed from the traditional operational conditioning in which the learner must receive reinforcement before they have learned. In his book, published in 1963, Social Learning and Personality Development, noted that an individual can adopt behaviors by observing the behavior of another person, postulate led to the Social Cognitive Theory.
Although it is discussed whether this type of learning can occur by conditioning, some experts noted that had sufficiently important peculiarities independent consideration, situating between learning and cognitive learning conditioning. In this regard, A Bandura (1986) argues that imitation is a type of learning more developed observation not being able to give before the body has reached a certain level of perceptual development. It notes that this strategy involves attention, retention, reproduction and motivation functions that the educator must consider the different phases of the educational process.
Retaking the cognitive theoretical approach, it should be noted that it has been one of the greatest contributions to education over the last 20 years. Cognitivismo theorists recognizing that a good amount of learning involved partnerships established through proximity with others and repetition as well as highlight the role of reinforcement as a feed back element for correct answers and motivate. However, even accepting such behavioral concepts, they see the learning process as the acquisition and reorganization of cognitive structures through which people process and store information.
So experts began to worry about the internal processes of the individual during learning, specifically on information processing, subjected to validation models explaining or describing how man learns -processes internal- (Organize, filter, codes, categorizes and evaluates) and stores what you learn -Memory.
All these ideas were contributed and enriched by different researchers and theorists such as J. Piaget and cognitive developmental psychology; D.Ausebel and meaningful learning, J. Bruner and discovery learning and contributions of L. Vygotsky, about socialization in higher cognitive processes and the importance of the "zone of proximal development" to quote the most famous.
Jean Piaget described three types of activities through which human beings develop cognitively in relation to the environment: assimilation, accommodation and adaptation. Assimilation conceived as the action of the organism on surrounding objects, which enables a rough assessment of the new situation. Accommodation refers to the fact that living beings react to their surroundings, changing the assimilator cycle and accommodating it, by comparing the new situation with the experiences and mental structures that already owns and adaptation represents the balance between the assimilation and accommodation, allowing the creation of a new relationship or knowledge structure.
In other words, human beings know reality to fit their assimilation schemes and to that extent, they proceed to rebuild. The content of these activities depends upon the stage of individuals and wealth of the medium.
Piaget showed that intellectual growth "is not an addition of knowledge but in large periods of restructuring and in many cases the re-restructuring of the same information"
David Ausubel said that "knowledge transmitted in any learning situation should be structured not only in itself, but with respect to knowledge already possessed by the learner"
His main contribution was that learning should be a meaningful activity for the learner. This "significant learning" is achieved when the person can establish relationships between new knowledge and that already possesses and when these relationships are made of non-arbitrary manner, but voluntary and substantive manner, when it is interested in learning what is It is showing.
Considering the above, the following advantages can point Meaningful Learning:
• Produce a more lasting retention of information.
• Facilitates acquiring new knowledge by linking with the previously acquired already clear in cognitive structure.
• New information to be related to the previous one, is stored in long-term memory.
• is active, it depends on the assimilation of learning activities on the part of the learner.
• It's personal, as the significance of learning depends cognitive, attitudinal and procedural learning resources.
Ausubel believes that "learning is synonymous to understand," therefore only understand what is achieved will learn and remember what that will be integrated into the structures of knowledge. This position led him to develop the concept of "advance organizers" consisting of the material presented to trainees before the learning task and must possess a higher level of abstraction and inclusiveness that the task itself.
Meaningful learning is easily assimilated and retained based on these "organizers or previous schemes" nesting and classify new concepts and promotes the transfer and application of knowledge
With regard to the contribution of Lev Vygotsky, include the conception of the learner as an eminently social being and at the same knowledge as a social product. Based on the idea that what an individual can learn not depend solely on their individual activity, but the interaction with others.
"He considered that all higher-order psychological processes (communication, language and reasoning) are acquired first in a social context and then internalized, is internalization is the result of use of a particular cognitive behavior in a social context"
An essential concept is the work of Vygotsky is the zone of proximal development (ZPD) who defines it as "The distance between the actual developmental level as determined by the ability to independently solve a problem and the level of potential development, determined through the resolution of a problem under the guidance of a skilled facilitator or in collaboration with a more capable companion "
In this respect, Vygotsky sees in human imitation a new "build two" between the imitative ability of the learner and his intelligent and instructed by the educator in the ZPD, so use is proportional authentic psychological functions external superiors who are you knowledge allowing to reach higher levels of complexity. Achieving such a child to do something today with the help of an adult and tomorrow do achieve alone.
In addition to social relations, mediation through (physical and psychological as: language, writing, books, computers, manuals, etc.) instruments allow the development of the learner, taking into account that these are distributed in a flow sociocultural it is part.
Based on the above, according to the cognitive theoretical approach learning is a process of giving meaning and significance to situations where it is, what is produced by acceptance or discovery, where new knowledge is incorporated and related to pre-existing cognitive structure.
Apprentice concept: It is a subject active processor of information that has cognitive competence to learn and solve problems, such competition in turn, it must be considered and developed using new learning and strategic skills.
Concept of educator: Part of the idea that the learner is active and significantly learn, you can learn to learn and to think, so their role is particularly focused on the preparation and organization of learning experiences to achieve those ends. should not play the leading role.
The key ideas of the Theory Cognitivist are:
• Existence of internal knowledge structure called "scheme": The new information is compared with the existing scheme, which can be combined, extended or altered to make room for new information.
• Existence of a model of information processing in three stages: First enters a sensory register, then processed in short-term memory and then transferred to the long-term memory for storage and retrieval.
- Sensory Register: Information is received through the senses, which is held between one and four seconds and then have to disappear or be replaced. Most of the information rarely reaches the short-term memory but all information is monitored at some level.
- Short-Term Memory (MCP): The sensory input is considered important or interesting sensory register is transferred from the MCP. Here the memory retains the information for up to 20 seconds or more if repeatedly tested. The short-term memory can hold information from two different events up for about 7 minutes. This memory capacity can be increased if the information is divided into small sections that have some meaning
- Memory and Long Term Storage: Storing information MCP is for use in long-term memory. The long-term memory has unlimited capacity. Some materials are forced into long-term memory through remote learning and memorization. The deeper levels of processing such as generating new information links between the old are much better material retention for more success. (Mergel, 1998)
Education shall be directed to the achievement of meaningful learning meaningful and development of general and specific strategic learning skills
At present, it is difficult to distinguish clearly (due to multiple influences from other disciplines) which ends the cognitive paradigm and where another paradigm begins, because they can find lines and authors conceptions and ideas of different theoretical and methodological integrating ideas various perspectives and even ideas or alternative approaches paradigms ...

Constructivism:

Constructivism is a position shared by different trends of psychological and educational research. These include the theories of Piaget (1952), Vygotsky (1978), Ausubel (1963), Bruner (1960), and even though none of them named as constructivist ideas and proposals clearly illustrate the ideas of this current.
Constructivism is based on that "the learner builds his own view of reality or the world around him or at least interpreted according to the perception derived from their own experience and developed mindsets and beliefs that used to interpret objects and events. " Constructivism focuses on the preparation of learning to solve problems in complex conditions.
According to this theory is essentially active learning. A person who learns something new, incorporate their previous experiences and their own mental structures. Each new information is assimilated and placed in a network of knowledge and experience that previously exist on the subject, as a result we can say that learning is neither liability nor objective, on the contrary it is a subjective process that each person is changing.
If each person has their own views about reality, then how can we communicate in society and / or coexist?
In this regard (Jonassen, 1991) in his article Thinking Technology: Toward a Constructivist Design Model, makes the following comments:
Believing that everyone builds a unique reality, that reality exists only in the mind of the known, lead to intellectual anarchy. Another reasonable response to this criticism argues that there is a physical world that is subject to the laws of nature that are perceived and recognized by humans in the same way.
Constructivists also believe that a good part of reality is shared through social negotiation process.
The pioneer was the first constructivist approach Barlett in 1932, cited by (Good and Brophy, 1990) The most profound influence is that of Jean Piaget which is interpreted and expanded by Von Glasserfield (Smorgansbord, 1997).
Contributions of Ausubel's theory of constructivism
David Paul Ausubel made great contributions to constructivism, the main contribution is its teaching model by exposure to promote meaningful learning instead of rote learning. This model is to explain or expound facts or ideas and is one of the most appropriate teaching relationships between various concepts, but before trainees must have some knowledge of these concepts.
Another contribution to constructivism are anticipatory organizers, which they support the learner in front of the new information, functions as a bridge between the new material and current knowledge. These organizers can have three purposes: to direct your attention to what is important to the material; highlight relationships between ideas that will be presented and remind the relevant information you already own.
                                                   
Advance organizers are divided into two categories:
• Comparative: activate existing schemes, ie remind you what you already know but do not realize its importance. You can also point out differences and similarities of concepts.
• Explanatory: provide new knowledge they will need to understand subsequent information. They also help you learn, especially when the subject is very complex, unknown or difficult; but this must be understood by the participants in the educational process to be effective.
Based on the constructivist ideas, learning is not a simple matter of transmission and accumulation of knowledge but an active process by the learner joining extends, restores and interprets, therefore "built" on the basis of their expertise knowledge and integrating it with the information received.
Apprentice concept: An active subject responsible for their own learning, through participation and collaboration with peers. To automate this will be new and useful intellectual structures that will lead to not only perform with insufficiencies in their immediate social environment, but in their professional future.
Educator concept: learning facilitator gives prominence to his apprentice, who as noted above assumes the central role in their own learning process.
He is the one participant in the educational process who has to ensure the transfer of theory into practice areas, located in real contexts. This is a leadership role that is impossible to give in and that will be to provide an infinite number of significant tools that must be tested in the future of their own personal future.
To complement the ideas underlying the constructivist s philosophy, then the following table identifies the differences between a traditional class and what is considered a constructivist class is presented.

What is the object of study of behavioral theory?