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"Digital learning is a type of instructional practice learning that utilizes technology to strengthen the student’s learning experience. This learning form provides professional learning opportunities for teachers as well as a personalized learning experience for students. While many studies are focused on methodology and pedagogy, these five digital learning models and theories utilize the benefits of technology and enhance students’ learning experience." Via EDTECH@UTRGV 
Sulema Salinas's curator insight,
January 30, 2022 2:43 PM
This article shares some very interesting digital learning models such as connectionism which includes using collective data to share with students online, The ADDIE model which is a visual model to use online, and online collaborative learning (OCL) which uses technology to bring students together to learn. Very informative and helpful article.
Berenice Cano-Aguilar's curator insight,
February 8, 2022 11:51 AM
This article provides benefits of using technology to enhance students learning experience by using different qualities of instruction. It also provides self-assessment ways and models to evaluate the usage of technology in the classroom.
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Constructivism is a theory of learning that states that past knowledge is the base on which new ideas will be built. This is in direct opposition to instructivism, which states that students have a ‘clean slate’ that must be filled with new ideas, mainly through instruction. The phrase ‘active learning’ is key when it comes to constructivism, rather than ‘passive learning.’ Constructivism allows students to focus on real-life scenarios, not only giving them live context, but also enabling practical application of new ideas to familiar situations. For constructivism to work, dialogue must be enabled and encouraged. The application of new ideas will present its own errors and experiments, and you should always give your students time to stop and assess what they are doing.
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Seymour Papert is a constructionist (not to be confused with constructivist), who worked with Jean Piaget and built on his theories to redefine how education could function on a constructionist basis. The Logo programming language was a tool he wrote to support this approach to learning and he has been a stern critic of traditional schooling. A politically socialist activist in South Africa, he claims that his work in education came from observing irrational racism and he has worked with disadvantaged groups all of his life. He cofounded the Artificial Intelligence Lab at MIT with Marvin Minsky and was a founding faculty member of the MIT Media Lab.
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I work in an academic library and teaching information literacy (IL) is one of the main tasks of my role. I assist our nursing tutors to educate their students about evidence-based nursing (EBN). We have books about EBN. We have books about nursing and education theorists. So why have I not thought that learning theories might inform my teaching practice?
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Social learning is about how people learn by observing, imitating, and modeling others. In this blog, we will see how we can tap into the power of social learning to reach remote workforce.
According to a 2018 Forbes report, around 50% of the U.S. population has already become remote workers. When asked about their biggest workplace challenges, 21% cited “loneliness” or lack of community as one of their main issues. This data reinforces the current global demand for remote friendly workplaces. To address this, organizations are trying to build an online community of learners by leveraging the social learning techniques.
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We often take for granted that people know how to learn. After all, we all had to learn while in school, right? But that can be a dangerous attitude to take when it comes to corporate training initiatives. School curricula are built on theories about how children and teenagers learn (and how much time they can dedicate to learning). Have you ever considered whether adults learn in the same way? (Spoiler: They don’t!)
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You’ve probably heard about the benefits of digital learning: It’s engaging, student-centered, often collaborative, and can increase student achievement.
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There have been many studies and findings published in the fields of learning science, neuroscience, cognitive science, etc., that provide insights into how people learn most effectively. One would think that this would be something that the makers of education technology products and services would seek to leverage as they design and promote their wares. Yet this is not often the case.
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We tend to think of adults as being able to sit and absorb boring presentation after presentation. In truth, that’s just as ineffective as it would be for a toddler. Adult learning theory is a way into the minds of adults and getting there can help you create better eLearning for your employees.
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This article aims to compare and clarify 2 of the major learning theories, Constructivism and Behaviorism as well as to find out how they can contribute to designing online learning programs.
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The world of Instructional Design has evolved over the years. Influences from various learning theory movements like behaviorism, cognitivism, and social learning have constructed a foundation which acts as pillars of successful approaches. While each theory includes specific focal points with regards to how learning occurs—either by behavioral response or knowledge acquisition—they have contributed unique perspectives on learning as a whole and are responsible for how the field of Instructional Design has changed over time. Via Nik Peachey
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The American association concerned with tech in higher education EDUCAUSE has announced its "key issues" for 2018. They were voted on by EDUCAUSE members. Some of them look like perennial issues to me, and some are rather generic (e.g. the first one seems to amount to - things keep changing!), but at least information literacy makes it in there (albeit subordinated to digital literacy). There is an Infographic (reproduced here: copyright EDUCAUSE used under a Creative Commons licence) and some links to EDUCAUSE resources under each heading.
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Visual representation of comparing 5 learning methodologies: behaviourism, connectivism, constructivism, cognitivism and andragogy.
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In the 1970s, educator Benjamin Bloom found that students fared better when they were allowed to master each course topic before moving on to the next. This is called mastery learning, and it stands in stark contrast to the traditional method of forcing students to move on whether they’ve mastered a course topic or not. The former has been found to lead to better long-term learning outcomes, and has recently been revived as a popular approach in classroom settings around the world. In this post we’ll cover what mastery learning has looked like in the past, what it looks like now, and how to use the approach yourself.
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This is the first in a series of posts looking at learning theories and how they can inform the design of blended and online learning in Higher Education.
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Carol Dweck’s work on ‘growth mind-sets’ in Mindset: The New Psychology of Success (2006) took motivational theory in a specific direction around a specific attitude that, she claims, leads to accelerated learning. For Dweck, students can too often see school as the place where they perform for teachers, who then judge them, whereas, for Dweck, growth is what education should be about and keeping up momentum by encouraging growth mindsets, is an essential teaching skill.
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"Learning theories were created as a basis to explain, describe, analyze and predict how learning should take place. It is important for eLearning professionals to understand how learning takes place because they are in the business of helping people learn. This is what this article discusses." Via EDTECH@UTRGV
Jorge Jaramillo's curator insight,
August 29, 2019 8:14 AM
Las teorías de aprendizaje han sustentado desde hace muchos años, todas las tendencias educativas que han venido surgiendo y por esto, es necesario tener en cuenta sus principios y lineamientos, para el correcto diseño de productos orientados a facilitar el acceso al conocimiento. En este documento se presenta de una manera muy concreta, el sustento que cada una de estas teorías propone.
Matt Schatt's curator insight,
October 16, 2019 8:18 AM
While this article may seem like a trip back to Educational Psychology 101, its bearing on eLearning and design are indisputable. Much of what is learned in traditional classrooms can be viewed as behaviorist learning with only a few activities finding their way into constructivist and active learning domains. Online learning, however, has the potential to unlock a variety of more student-centered practices to engage and motivate students.
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Learning is a social act embedded within a macro contextual framework that provides it with its essence. Learning about learning or 'meta-learning' is at the core of our tasks as teachers and educators. Unless we have an informed understanding of the dynamics involved in the learning act, our teaching effectiveness and pedagogy will definitely be impaired.
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Learning theory–and the research that goes into it–is a topic seen frequently in universities and teaching programs, then less frquently after once teachers begin practicing in the classroom.
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Discusses the history of adult learning and the Instructional Design and Technology model. Prepared for IDT 8052.
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Want to get people to fall in love with eLearning? Let’s start by studying the theory of Bloom’s Taxonomy about the different levels of learning, as well as the user experience hierarchy of needs!
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Over the past decade, there has been an increased use of playful approaches to teaching and learning in higher education. Proponents argue that creating ‘safe’ playful spaces supports learning from failure, management of risk-taking, creativity and innovation, as well as increasing the enjoyment of learning for many students. However, the emergent field of playful learning in adulthood is under-explored, and there is a lack of appreciation of the nuanced and exclusive nature of adult play. This article will first examine the theoretical background to the field, providing an initial definition of ‘playful learning’ through the metaphor of the ‘magic circle’ and presenting a hypothesis of why play is important for learning throughout the life course. Second, it will frame the field by highlighting different aspects of playful learning: playful tools, techniques, and tactics. The third section of the article provides two case studies that exemplify different aspects of play: the EduScapes escape room design project, which uses playful failure-based learning, and the Playful Learning Conference, which employs playful principles to rethink the conference format. The article concludes by highlighting three central issues for this emerging field: lack of a research trajectory; the language of play; and unacknowledged privilege inherent in the use of playful learning.
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The phrase “adult learning theory” is much bandied about in corporate training circles. But, do you know what it actually means?
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While pursuing our teaching degrees we were introduced to various learning theorists and their insights about how people learn best. Some familiar names, included Piaget, Bandura, Vygotsky, and Gardner. Although understanding these theories is still important, we also need to become familiar with theories, models, and approaches, which provide us insight on how technology, social media, and the Internet impact our learning. Digital learning theories and approaches, such as RAT, SAMR, TPACK, Digital Blooms, Connectivism, Design Thinking and Peeragogy, help teachers develop curricula that gets students to use technology to research, curate, annotate, create, innovate, problem-solve, collaborate, campaign, reform and think critically. These are skills I outline in my book, Hacking Digital Learning Strategies with EdTech Missions. 1 Via Dean J. Fusto
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The three broad learning theories most often utilized in the creation of instructional environments are Behaviorism, Cognitivism, and Constructivism. These theories, however, were developed in a time when learning was not impacted through technology. In other words, they do not address learning that occurs outside of people, that is stored and manipulated by technology. Nowadays… Via Nik Peachey
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