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Ludwig Kreuzpointner Institut für Psychologie · Lehrstuhl Prof. Lukesch Fakultät Psychologie, Pädagogik und Sportwissenschaft Self-regulated Learning Basics.

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Präsentation zum Thema: "Ludwig Kreuzpointner Institut für Psychologie · Lehrstuhl Prof. Lukesch Fakultät Psychologie, Pädagogik und Sportwissenschaft Self-regulated Learning Basics."—  Präsentation transkript:

1 Ludwig Kreuzpointner Institut für Psychologie · Lehrstuhl Prof. Lukesch Fakultät Psychologie, Pädagogik und Sportwissenschaft Self-regulated Learning Basics and Application in Multimedia Learning

2 Ludwig Kreuzpointner Institut für Psychologie · Lehrstuhl Prof. Lukesch Fakultät Psychologie, Pädagogik und Sportwissenschaft A Definition of Learning o Learning is a relatively permanent change in behavior that results from experience (Klein, 2009) o Learning changes the potential for a behavior o The results of the experiences are not forcing permanent o The changes must not been observable o There are always motivational components determining the behavior

3 Ludwig Kreuzpointner Institut für Psychologie · Lehrstuhl Prof. Lukesch Fakultät Psychologie, Pädagogik und Sportwissenschaft Some General Theories o Behaviorism o Social Learning o Cognitivism o Construktivism

4 Ludwig Kreuzpointner Institut für Psychologie · Lehrstuhl Prof. Lukesch Fakultät Psychologie, Pädagogik und Sportwissenschaft Behaviorism - Thorndike ( ): Associationism o Stimulus-response association (S-R) o Puzzle-Box o Law of effect: if a behavior causes a specific effect this changing the probability of doing it o Law of Exercise: We learn by doing. We forget by not doing, although to a small extent only. o Law of readiness: Interference with goal directed behavior causes frustration and causing someone to do something they do not want to do is also frustrating.

5 Ludwig Kreuzpointner Institut für Psychologie · Lehrstuhl Prof. Lukesch Fakultät Psychologie, Pädagogik und Sportwissenschaft Behaviorism – Pavlov ( ): Classical conditioning (Klassische Konditionierung; Warunkowanie klasyczne) o Unconditioned stimulus (UCS) elicits an unconditioned response (UCR) o A first neutral event occurs with the UCS and become a conditioned stimulus (CS) which elicits the UCR as well o So the UCR becomes a conditioned response (CR) o Generalization o Extinction o Watson ( ) o Working a lot with aversive responses o Working with human (little Albert) 1. UCS UCR 2.CS + UCS UCR 3.CS UCR

6 Ludwig Kreuzpointner Institut für Psychologie · Lehrstuhl Prof. Lukesch Fakultät Psychologie, Pädagogik und Sportwissenschaft Behaviorism – Skinner ( ): Operant Conditioning (Operante Konditionierung; Warunkowanie instrumentalne) o Skinner-Box o Operant response: An event whose occurrence influence the frequency of behavior o Positive reinforcement (Reinforcement) o Negative reinforcement (Escape) o Positive punishment (Punishment) o Negative punishment (Penalty) o Contingency: the more probable an operant response results because of a specific behavior the higher the contingency

7 Ludwig Kreuzpointner Institut für Psychologie · Lehrstuhl Prof. Lukesch Fakultät Psychologie, Pädagogik und Sportwissenschaft Skinner-Box

8 Ludwig Kreuzpointner Institut für Psychologie · Lehrstuhl Prof. Lukesch Fakultät Psychologie, Pädagogik und Sportwissenschaft Social Learning – Bandura (+1925): learning by observation o Learning by observing others acting within an environment and anticipate cognitions. o Behavior, environment and cognitions are not static or independent but all reciprocal. o The imitation of a specific behavior depends on the o Observed consequences o The anticipate associate emotions o The identification with the model o The self-efficacy beliefs

9 Ludwig Kreuzpointner Institut für Psychologie · Lehrstuhl Prof. Lukesch Fakultät Psychologie, Pädagogik und Sportwissenschaft Cognitivism o Learning as information-processing function o Selective perception and interpretation o Based on individual experiences, knowledge and development o Interaction of learn-setting and the cognitive structure of the learner o Knowledge: supporting internal processes e.g. with structured overviews or advance organizer o Skills and abilities: activation with process related support and feedback

10 Ludwig Kreuzpointner Institut für Psychologie · Lehrstuhl Prof. Lukesch Fakultät Psychologie, Pädagogik und Sportwissenschaft Models of information-processing o Representation of experiences in semantic networks o Assimilation: Integration of new exp. within the network o Accommodation: Change of existing structures o Proposals and schemata (or scripts) o Dual coding theory: verbal (semantic network) and an nonverbal (pictorial) storage systems of information. Information is activated o representational: the direct activation of verbal or non-verbal representations o referential: the activation of the verbal system by the nonverbal system or vice-versa o associative processing: the activation of representations within the same verbal or nonverbal system. o Mental model

11 Ludwig Kreuzpointner Institut für Psychologie · Lehrstuhl Prof. Lukesch Fakultät Psychologie, Pädagogik und Sportwissenschaft Learning within the mental model Single-loop learningDouble-loop learning

12 Ludwig Kreuzpointner Institut für Psychologie · Lehrstuhl Prof. Lukesch Fakultät Psychologie, Pädagogik und Sportwissenschaft The Stage Theory

13 Ludwig Kreuzpointner Institut für Psychologie · Lehrstuhl Prof. Lukesch Fakultät Psychologie, Pädagogik und Sportwissenschaft Bloom´s Taxonomy – cognitive domain

14 Ludwig Kreuzpointner Institut für Psychologie · Lehrstuhl Prof. Lukesch Fakultät Psychologie, Pädagogik und Sportwissenschaft Constructivism – basic assumption o Epistemological o Everyone has an subjective view of the world o There are no objective perceptions, knowledge is viabel o We just see, what we already know o The common sense is social negotiated o Learning perspective o Learning is a process of individual construction o Relations cannot be found within the experience; they are thought by the actor o Knowledge cannot be taught, it will be internal generated

15 Ludwig Kreuzpointner Institut für Psychologie · Lehrstuhl Prof. Lukesch Fakultät Psychologie, Pädagogik und Sportwissenschaft Constructivism positions o Radical one: o The construction of knowledge is individual an self-determined, instructions inhibit the individual act of constraction o Self-policing leads to viable solutions, when there are also settings non-viable solutions do not work o Moderate one: Supporting the construction with o Expertise in multiple settings o Sample of situation for testing viability o Motivation to selfreflexion

16 Ludwig Kreuzpointner Institut für Psychologie · Lehrstuhl Prof. Lukesch Fakultät Psychologie, Pädagogik und Sportwissenschaft Instruction-Models o Anchored Instruction o Teaching in the context of learning o e.g. video tutorials o More transfer by showing the principals in different settings o Cognitive Flexibility o Multiple perspective results in a flexible representation o Different times, different goals, different contexts o Building an individual cognitive map o Cognitive Apprenticeship o The learner observed an expert o Explication of internal cognitive processes o Modeling, coaching, fading, articulation, reflection

17 Ludwig Kreuzpointner Institut für Psychologie · Lehrstuhl Prof. Lukesch Fakultät Psychologie, Pädagogik und Sportwissenschaft Straka (2003): The Two-Shell-Model of Motivated Self- Directed Learning

18 Ludwig Kreuzpointner Institut für Psychologie · Lehrstuhl Prof. Lukesch Fakultät Psychologie, Pädagogik und Sportwissenschaft Winne & Hadwin (1998): Model of self-regulated learning COPES SMART Scanning, monitoring, assembling, rehearsal, translating

19 Ludwig Kreuzpointner Institut für Psychologie · Lehrstuhl Prof. Lukesch Fakultät Psychologie, Pädagogik und Sportwissenschaft Gagne, Briggs & Wager, 1988: 9 Events of instruction Gain attention Inform about objectives Stimulate recall of prior knowledge Present the material Provide guidance for learning Elicit performance Provide feedback Assess performance Enhance retention and transfer

20 Ludwig Kreuzpointner Institut für Psychologie · Lehrstuhl Prof. Lukesch Fakultät Psychologie, Pädagogik und Sportwissenschaft 20

21 Ludwig Kreuzpointner Institut für Psychologie · Lehrstuhl Prof. Lukesch Fakultät Psychologie, Pädagogik und Sportwissenschaft Course-Evaluation ScalesItemsMSDαScore Range Acceptance Online Portal Acceptance Modules Acceptance Tasks Emotion Enjoyment Emotion Anger Emotion Boredom Self-Efficiency Transfer Tasks

22 Ludwig Kreuzpointner Institut für Psychologie · Lehrstuhl Prof. Lukesch Fakultät Psychologie, Pädagogik und Sportwissenschaft


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