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EDU201 : Learning Theories

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Course Info

Course Category

 Humanities Distribution

Course Level

 Undergraduate

Credit Hours

 3

Pre-requisites

 N/A

Instructor

 Dr. Uzma Javed
PhD in Education
University of Birmingham

Course Contents

1. Introduction to Learning 2. Nature of Learning 3. Key Elements of Learning 4. Learning as a Product 5. Learning as a Process 6. How do people learn? 7. Theory and Learning Theory 8. Importance of Learning Theories 9. Broad Domains of Learning Theories 10. Evolution of Behaviorism 11. Evolution of Cognitivism 12. Constructivism 13. Concept – Behaviorism 14. Basic Assumptions 15. The Process 16. Classical Conditioning 17. Pavlov Study 18. Watson and Little Albert’s Case Study 19. Operant Conditioning 20. B.F Skinner – Skinner Box 21. Edward Thorndike – Law of Effect 22. Classical vs Operant Conditioning 23. Behaviorists Paradigm of Learning: Uses in the Classroom 24. Criticism and Strengths 25. Foundation of Cognitivism 26. Theoretical Approach 27. Difference between Cognitivism & Behaviourism 28. Jean Piaget 29. Piaget’s Stages of Development 30. Piaget’s 4 Stages of Cognitive Development-1 31. Piaget's 4 Stages of Cognitive Development-2 32. Piaget's 4 Stages of Cognitive Development-3 33. Piaget's 4 Stages of Cognitive Development-4 34. Allan Pavio Dual Coding Theory 35. Cognitivist Paradigm of Learning: Uses in Classroom 36. Criticism of Piaget's Theory 37. Contructivist Paradigm Introduction 38. Core idea 39. Evolution of Contructivism 40. Social Constructivism 41. Cognitivel Constructivism 42. Assimilation and Accomodation 43. John Dewey 44. Maria Montessori 45. Learning How to Learn. 46. Classroom Application-1 47. Classroom Application-2 48. Critical Perspectives 49. SocioCultural Theory Foundation 50. Learning as a Process of Enculturation Activity 51. Basic Concepts 52. Social Interaction for Cognitive Development-1 53. Social Interaction for Cognitive Development-2 54. Sociocultural vs Constructivism 55. What is Schema? 56. Schema Theory of Learning 57. Practical Meaning of Schema Theory-1 58. Practical Meaning of Schema Theory-2 59. Problems with Schema 60. Criticism 61. Cognitive Information Processing Introduction 62. Concept Framework-1 63. Concept Framework-2 64. Information Processing Model 65. Short Term Working Memory 66. Long Term Memory 67. The Central Exective 68. The Role of Attention 69. Getting to the Long Term Memory 70. The Keys to Remembering 71. Reasons Why We Forget-1 72. Reasons Why We Forget-2 73. Situated Cognition 74. Basic Ideas and Perspectives 75. Background 76. Development 77. Situation Cognition Theory 78. Traditional Education vs Situated Cognition 79. Learning Communities and Instructor's Role 80. Classroom Implications 81. Situated Cognition in Education 82. Phenomenon Explained by the Theory 83. Benefits of Situated Cognition 84. Critiques of Situated Cognition 85. Introduction 86. Origins 87. Abraham Maslow (1908-1970) 88. Maslow's Hierarchy of Needs 89. Saftey Affection and Esteem Needs 90. Self Actualization 91. Maslow's Hierarchy Applied to Education 92. Affiliation and Affection 93. Esteem 94. Hierarchy and Knowledge 95. Aesthetic 96. Self Actualization 2 97. Learning styles Introduction 98. Growth of Learning Style theory-1 99. Growth of Learning Style Theory-2 100. Basic Concepts of Learning Styles 101. Importance of Learning Styles 102. Learning Prefrences 103. Information Processing 104. Analytic and Global Learners 105. Concrete and Abstract Learning 106. Sequential and Random Learners 107. Learning through Perception 108. Perception and Reality 109. Fleming VAK VARK Model 1 110. Fleming VAK VARK Model 2 111. Advantages and Disadvantages 112. Benefits of Knowing your Learning Style 113. What is your Learning style? 114. Critique 115. Introduction 2 116. 116 117. Reflective Observation 118. Abstract Conceptualization 119. Active Experimentation 120. Implication of Kolb Model 121. Kolb Learning Style (Introduction) 122. Explanation of Learning Styles 123. Learning Styles Continuum 124. Characteristics of Learning Styles 125. Argument for Learning Styles 126. Argument against Learning Styles 127. Discovery Learning (Eureka Effect) 128. Inquiry-Based Learning 129. Discovery Learning in Practice 130. Forms of Discovery Learning 1 131. Forms of Discovery Learning 2 132. Levels of Inquiry based Learning 133. Jerome Bruner 134. Discovery Learning (Theoratical Approach) 135. Stages of Representation 1 136. Stages of Representation 2 137. Jerome Bruner and Education 138. Discovery Learning (Critical Perspective) 139. Adolescent Brain (Introduction) 140. Adolescent Brain (A Difficult Time) 141. Adolescence Brain (Prefrontal Cortex) 142. Cerebellum 143. Amygdala is unfinished, too! 144. Adolescent Brain (Putting it all together….) 145. Adolescent brain (Is Learning Real?) 146. What is Authentic Learning? 147. History of Authentic Learning 148. Authentic Approach 149. Principles of authentic Learning 1 150. Principles of Authentic Learning 2 151. Authentic Guidelines 152. Authentic Tasks 1&2 153. Authentic Tasks 3, 4 & 5 154. Authentic Tasks 6, 7 & 8 155. Authentic Tasks 9 & 10 156. Authentic Learning (Conclusion) 157. Transformational Learning (The Landscape) 158. Transformational Learning (Conceptual Framework 1) 159. Transformational Learning (Conceptual Framework 2) 160. Mezirow’s Theory 161. Mezirow’s Theory (Operational Parameters) 162. Transformational Learning (Building a New Story) 163. Transformational Learning (Seeking of others’ experiences) 164. Transformational Learning (Domains of Learning) 165. Key Points in TLT 1 166. Key Points in TLT2 167. Transformational Learning (Criticism) 168. Transformational Learning (Final Outcome) 169. Collaborative and Cooperative Learning (Introduction) 170. Collaborative and Cooperative Learning (Philosophy) 171. Collaborative Learning (Widespread use) 172. Collaborative Approaches 173. Elements of Collaborative Learning 1 174. Elements of Collaborative Learning 2 175. Collaborative and Cooperative Learning (Major Phases) 176. Collaborative Learning Strategies 177. Benefits of Collaborative Learning 1 178. Benefits of Collaborative Learning 2 179. Collaborative and Cooperative Learning (Challenges) 180. Collaborative and cooperative Learning (Critical Perspectives) 181. Problem based Learning 182. Problem based Learning (Introduction) 183. The Flow of PBL 184. Problem based/Project based 185. Why use PBL? 186. Problem based Learning (Criticism) 187. Bloom’s Taxonomy 188. Cognitive Domain 189. Knowledge 190. Comprehension 191. Application 192. Analysis 193. Synthesis 194. Evaluation 195. Bloom’s revised Taxonomy 196. Bloom’s Taxonomy (What is the Difference?) 197. Revised Dimensional Taxonomy 198. Blooms Taxonomy in Classroom 199. Robert Gagne 200. Gagne’s Theory 201. Gagne’s Taxonomy of Learning 202. Verbal and Intellectual (Gagne’s Theory) 203. Cognitive and Attitude (Gagne’s Theory) 204. Motor Skills (Gagne’s Theory ) 205. Nine Instructional Events 1 206. Nine Instructional Events 2 207. Nine Instructional Events 3 208. Nine Instructional Events 4 209. Nine Instructional Events 5 210. 210 211. Differential Learning 1 212. Differentiated Learning 2 213. Differentiated Learning 3 214. Differentiated learning 4 215. Differentiating States 216. Arguments for and against (Differentiated learning) 217. Assessment Derives Learning 218. Purpose of Assessment 219. Assessment Applied I 220. Assessment Applied II 221. Assessment Applied III 222. Assessment Outlook 223. AfL is a process 224. Historical Perspective (AfL) 225. Learning to Learn 226. Building Students Assessment Capability 227. Engagement and Motivation 228. Planning and Communication 229. Cumulative measurement of progress 230. Support foe teaching and learning goals I 231. Support foe teaching and learning goals II 232. Support for teaching and learning goals III 233. Social Aspects of AfL 234. Cultural Aspects of AfL 235. Theory of multiple intelligences 236. Verbal/ Linguistic Intelligence 237. Logical-Mathematics Intelligence 238. Spatial Intelligence 239. Bodily-Kinesthetic Intelligence 240. Musical Intelligence 241. Intrapersonal Intelligence 242. Interpersonal Intelligence 243. Naturalist 244. Key Points (Multiple Intelligence) 245. Arguments For and Against (Multiple Intelligence) 246. Implications (Multiple intelligence) 247. Questioning technique (Overview) 248. Types of Question Techniques 1 249. Types of Question Techniques 2 250. Questioning Techniques 1 251. Questioning Techniques 2 252. Questioning for Learning 253. What is teacher talk? 254. Categories of Teacher Talk 255. Descriptors for Teacher Talk 256. Benefits of Teacher Talk 1 257. Benefits of Teacher Talk 2 258. Affect in Teacher Talk 259. Comparing Theories 1 (Overview) 260. Comparing Theories 1 (Background Information) 261. Comparing Theories 1 (Key Principles) 262. Comparing Theories 1 (Key Differences) 263. Comparing Theories 1 (Principle Theorists) 264. Comparing Theories 1 (Embedded theories) 265. Comparing Theories 2 (Goals of Instruction) 266. Comparing Theories 2 (Instructional Models) 267. Comparing Theories 2 (Implications for Instructional Design) 268. Comparing Theories 2 (Knowledge Perspective) 269. Comparing Theories 2 (Role of Memory) 270. Comparing Theories 2 (Technology Support)
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