Studiebot antwoord

Vraag gesteld door: Gisella van Dun - 1 jaar geleden

Vertaal de volgende tekst in de standaard Nederlandse taal: assumptions about learning:
1. Observable behaviour is more important than understanding internal activities
2. Behaviour should be focused on simple elements: specific stimuli and responses
3. Learning is about behaviour change
Cognitivism often takes a computer information processing model. Learning is viewed as
a process of inputs, managed in short term memory, and coded for long-term recall.
Cindy Buell details this process: In cognitive theories, knowledge is viewed as symbolic
mental constructs in the learner's mind, and the learning process is the means by which
these symbolic representations are committed to memory.
Constructivism suggests that learners create knowledge as they attempt to understand
their experiences (Driscoll, 2000, p. 376). Behaviorism and cognitivism view knowledge
as external to the learner and the learning process as the act of internalizing knowledge.
Constructivism assumes that learners are not empty vessels to be filled with knowledge.
Instead, learners are actively attempting to create meaning. Learners often select and
pursue their own learning. Constructivist principles acknowledge that real-life learning is
messy and complex. Classrooms which emulate the fuzziness of this learning will be
more effective in preparing learners for life-long learning.
Limitations of Behaviorism, Cognitivism, and Constructivism
A central tenet of most learning theories is that learning occurs inside a person. Even
social constructivist views, which hold that learning is a socially enacted process,
promotes the principality of the individual (and her/his physical presence i.e. brainbased) in learning. These theories do not address learning that occurs outside of people
(i.e. learning that is stored and manipulated by technology). They also fail to describe
how learning happens within organizations
Learning theories are concerned with the actual process of learning, not with the value
of what is being learned. In a networked world, the very manner of information that we
acquire is worth exploring. The need to evaluate the worthiness of learning something is
a meta-skill that is applied before learning itself begins. When knowledge is subject to
paucity, the process of assessing worthiness is assumed to be intrinsic to learning. When
knowledge is abundant, the rapid evaluation of knowledge is important. Additional
concerns arise from the rapid increase in information. In todays environment, action is
often needed without personal learning that is, we need to act by drawing information
outside of our primary knowledge. The ability to synthesize and recognize connections
and patterns is a valuable skill.
Many important questions are raised when established learning theories are seen
through technology. The natural attempt of theorists is to continue to revise and evolve
theories as conditions change. At some point, however, the underlying conditions have
altered so significantly, that further modification is no longer sensible. An entirely new
approach is needed.
Some questions to explore in relation to learning theories and the impact of technology
and new sciences (chaos and networks) on learning:
How are learning theories impacted when knowledge is no longer acquired in the
linear manner?

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