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EDU201 : Learning Theories

Course Overview

Course Synopsis

This course is all about how people learn. It talks about various learning theories like behaviourism constructivism cognitivism sociocultural theory schema theory of learning and humanistic learning theory. It would explain how information is processed what is situated cognition. Different people have different learning styles and there are multiple intelligence these aspects must be kept in mind in order to have effective classroom learning. This course would touch upon these ideas. The importance of discovery learning cooperative and collaborated problem based learning and project based learning are stressed upon and their application in actual classrooms have been discussed. Moreover the importance of assessment in learning questioning technique and teacher talk is discussed in detail in this course.

Course Learning Outcomes

After completing this course students will be able to

  • Analyze major learning theories including behaviorism cognitivism constructivism and sociocultural theory by examining their key concepts historical evolution and instructional design and assessment.
  • Evaluate cognitive and neurological processes in learning such as schema theory information processing model memory retention neuroplasticity and emotional regulation by assessing empirical research principles of cognitive psychology and their effects on student learning and instructional strategies.
  • Apply instructional strategies and assessment principles including learning taxonomies problemsolving approaches and multiple intelligence theory by planning lessons differentiated instruction and formative and summative assessments for teaching effectiveness in diverse educational settings.
  • Apply diverse learning theories and strategies by utilizing behaviorist techniques reinforcement punishment conditioning cognitive strategies dual coding scaffolding Piagets stages constructivist and sociocultural approaches assimilation accommodation experiential learning and schemabased methods for student engagement comprehension and cognitive development.
  • Demonstrate critical thinking problemsolving and instructional design skills by implementing inquirybased learning research techniques scenariobased learning and differentiated instruction to support diverse learners in collaborative and cooperative learning environments.
  • Develop effective assessment and communication strategies by integrating cumulative measurement methods selfassessment tools motivational engagement strategies and structured feedback mechanisms to enhance instructional goals student learning outcomes and professional growth.
  • Demonstrate teaching methodologies by utilizing differentiated instruction motivational frameworks and transformative learning approaches to foster inclusive studentcentered and engaging learning environments.
  • Assess instructional effectiveness by applying authentic learning principles cognitive processing models and pedagogical innovations to measure student learning outcomes in practical contexts.
  • Assess instructional effectiveness by applying authentic learning principles cognitive processing models and pedagogical innovations to realworld educational contexts.

Course Calendar

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
assignment 1

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
GDB
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
Quiz 1
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
Quiz 2
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
Quiz 3
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)
Final Term Exams
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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