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

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

Self-regulated Learning

Basics and Application in Multimedia Learning


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


Some General Theories

o Behaviorism

o Social Learning

o Cognitivism

o Construktivism


Behaviorism - Thorndike (1874-1947): 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.


Behaviorism – Pavlov (1849-1936): 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 (1878-1958)

o Working a lot with aversive responses

o Working with human (little Albert)


Behaviorism – Skinner (1904-1990): 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


Skinner-Box


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

http://www.youtube.com/watch?v=vdh7MngntnI


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


Models of information-processing

o Representation of experiences in semantic networkso Assimilation: Integration of new exp. within the networko Accommodation: Change of existing structureso Proposals and schemata (or scripts)

o Dual coding theory: verbal (semantic network) and an nonverbal (pictorial) storage systems of information. Information is activatedo representational: the direct activation of verbal or non-verbal

representationso referential: the activation of the verbal system by the

nonverbal system or vice-versao associative processing: the activation of representations

within the same verbal or nonverbal system.o Mental model


Learning within the mental model

Single-loop learning Double-loop learning


The Stage Theory


Bloom´s Taxonomy – cognitive domain


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


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


Instruction-Models

o Anchored Instructiono Teaching in the context of learningo e.g. video tutorialso More transfer by showing the principals in different settings

o Cognitive Flexibilityo Multiple perspective results in a flexible representationo Different times, different goals, different contextso Building an individual cognitive map

o Cognitive Apprenticeshipo The learner observed an experto Explication of internal cognitive processeso Modeling, coaching, fading, articulation, reflection


Winne & Hadwin (1998): Model of self-regulated learning

COPES

SMARTScanning, monitoring, assembling, rehearsal, translating


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


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Course-Evaluation

Scales Items M SD αScore Range

Acceptance Online Portal

6 25.90 2.36 .66 6-30

Acceptance Modules 13 54.93 4.76 .80 13-65

Acceptance Tasks 6 22.35 2.91 .75 6-30

Emotion Enjoyment 6 23.45 2.56 .72 6-30

Emotion Anger 5 10.03 2.15 .74 5-25

Emotion Boredom 6 11.07 2.39 .74 6-30

Self-Efficiency 10 42.35 5.40 .83 10-50

Transfer Tasks 8 102.75 6.55 .55 0-120


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