Science of Human Learning

 

Introduction

A central concern of educational technology is human learning. Hence, whatever the construct of educational technology (Figure 2.2.), it has to draw its spirit and substance from the science of human learning. Learning theories are taught elaborately in the courses on educational psychology, especially in B. Ed. and M.Ed./MA (Education).  This chapter will present an overview of the science of human learning as propounded by some of the major schools of learning/education theory, like Behaviourism, Cognitivism, Constructivism, Connectivism, and Constructionism. We will briefly reference principles of brain-based learning, Motivation and Self-Regulating Learning theories and mention the multimedia, online and other recently developed learning theories.  This overview is necessary to appreciate the science behind educational technology.

For more, please see chapter 4: Science of Human Learning in Author's Educational Technology for Teacheers: Technology Enabled Learning.

 Motivation and Self-Regulated Learning

Motivation and Self-Regulated Learning is of special significance in the present context when online education is becoming the new norm, and lifelong self-learning is the demand of the 21^st century.    

The title indicates that Motivation and Self-Regulated Learning (theory) derives its spirit and substance from theories of motivation and various depictions of self and self-management. Several names of psychologists are associated with this theory. Zimmerman (2001) defined “self-regulated learning as a self-directive process through which learners transform their mental and physical abilities into task-related skills. This form of learning involves metacognitive, motivational, and behavioural sub-processes that are personally initiated to acquire knowledge and skill, such as goal setting, planning, learning strategies, self-reinforcement, self-recording, and self-instruction”. Paul Pintrich (2000) derives four domains of self-regulation. These are cognition, motivation, behaviour and environment. Self-regulation in the cognitive domain implies a choice of learning strategies by the learner to remember, understand, think critically and creatively and solve problems. Fleming’s VARK model is of relevance here. Self-regulation of motivation lies in the affective domain. It implies maintaining the self-concept and confidence (“I can do this” mindset) guided by ‘Hope of Success”, also controlling negative emotions and ‘Fear of Failure’. Self-regulation of behaviour is regulating overt behaviour. When a learner decides to achieve certain learning tasks, she engages herself deeply till the goal is achieved. The fourth dimension is regulating the environment. The environment can be facilitating or distracting in self-regulated learning. Distractions like noise, poor light and ventilation, heat and humidity, telephone calls and visitors, etc. Self-regulated learners intervene in the environment to facilitate engagement in the learning task, maybe by moving where light is available (there are instances like Pandit Iswar Chandra Vidyasagar, one of the leaders of the 19^th Century Reformist Movement used to read under the street light), or asking people to talk low or keep silence or move out to a quieter place.

 Taxonomies of Educational Objectives 

Marmar Mukhopadhyay 

Introduction

Learning involves acquiring knowledge, skills, attitudes, values, beliefs and behaviours. Learning can be deep (Marton and Saljo 1976) and sustainable - remembered long after and appropriately applied to various situations to solve problems, construct new hypotheses, and create new principles and products. Learning can be superficial and fragile - forgotten as soon as its immediate purpose has been fulfilled. Deep and superficial learning indicates that human learning can happen at multiple levels.

Since human learning happens at multiple levels, some classification is helpful. In the 1950s, a committee headed by Prof Benjamin S. Bloom of Chicago University (USA) pioneered the classification of learning into three domains - cognitive, affective and psychomotor. The Committee further classified different levels of learning within each domain; and probably, for the first time, used the word ‘Taxonomy’3 in education.

The report of the Bloom Committee, Taxonomy of Educational Objectives: The Classification of Educational Goals, published in 1956, brought this new term into the lexicon of education. (More on 

https://drive.google.com/file/d/14wUI5hMTag_jkQvp2Nd7XGhZQmVoNnXl/view