Training and instructional design need to be based on an understanding of how people learn, but there are various learning and psychological models one can use. The more you understand about multiple models of learning, the better you will be as a trainer and instructional designer.
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Learning Theories As They Relate To Training
By
JS Atherton
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Hudson (1967) studied English schoolboys, and found that conventional measures of intelligence did not always do justice to their abilities. The tests gave credit for problem-solving which produced the "right" answer, but under-estimated creativity and unconventional approaches to problems.
He concluded that there were two different forms of thinking or ability in play here:
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27-Jan-2010
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By
JS Atherton
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Personal Construct Psychology (PCP) is known as such, rather than as a “theory”, because it is the only approach in psychology which was developed from the start as a complete psychology, explicit about its asumptions and theoretical base. Although often treated as a cognitive approach alongside others — and seeming a little too rational in some respects — it claims to go beyond the distinction between cognition, emotion and conation (“will”) found in all other psychologies.
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27-Jan-2010
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By
JS Atherton
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Cognitive dissonance is a psychological phenomenon which refers to the discomfort felt at a discrepancy between what you already know or believe, and new information or interpretation. It therefore occurs when there is a need to accommodate new ideas, and it may be necessary for it to develop so that we become "open" to them. Neighbour (1992) makes the generation of appropriate dissonance into a major feature of tutorial (and other) teaching: he shows how to drive this kind of intellectual wedge between learners' current beliefs and "reality".
Beyond this benign if uncomfortable aspect, however, dissonance can go "over the top", leading to two interesting side-effects for learning
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27-Jan-2010
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By
JS Atherton
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Constructivism is the label given to a set of theories about learning which fall somewhere between cognitive and humanistic views. If behaviourism treats the organism as a black box, cognitive theory recognises the importance of the mind in making sense of the material with which it is presented. Nevertheless, it still presupposes that the role of the learner is primarily to assimilate whatever the teacher presents. Constructivism — particularly in its "social" forms — suggests that the learner is much more actively involved in a joint enterprise with the teacher of creating ("constructing") new meanings.
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27-Jan-2010
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By
JS Atherton
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For our purposes, there are two quite different traditions about learning how to learn. One stems from the Deep and Surface learning strategies studies (about responses to being taught), and the other from the work of Gregory Bateson.
Bateson maintained that many discussions about learning were confused by category errors about the kind of learning they were about. He suggested that there are a number of levels, in which each superior level is the class of its subordinates (rather like Kelly's notion of superordinate and subordinate constructs).
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27-Jan-2010
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By
JS Atherton
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ordon Pask's work stands rather outside the mainstream of the psychology of education, but is immediately recognised by many learners and teachers in adult education as being very significant. He was a cyberneticist rather than an educationalist, and developed a systems approach to learning which is highly abstract and difficult, although rewarding: it is reflected in the “conversational” models of learning of Laurillard and Thomas and Harri-Augstein.
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