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{{T}}
[[Category:English]]
[[Category:Learning Theories]]

{{BR}}
= Introduction =

Learning theories offer structured ways to explain how learning happens, what changes during learning, and how teaching can support that change. In this university-level aiMOOC, you will compare major theoretical traditions, connect them to evidence and instructional choices, and learn to use theories as analytical lenses rather than as rigid recipes.

By the end of the course, you should be able to distinguish major learning theories, explain their assumptions, analyze teaching situations through more than one theoretical lens, design learning activities with a clear rationale, and evaluate the strengths and limits of theory-based educational claims.

Learning is studied across [[English:Educational psychology|educational psychology]], [[English:Cognitive psychology|cognitive psychology]], [[English:Pedagogy|pedagogy]], [[English:Instructional design|instructional design]], and the [[English:Learning sciences|learning sciences]]. A theory is not the same as a teaching method: a theory explains or models learning, while a method is a practical decision about how to teach.

[[File:Learning model based on the studies of Jean Piaget and Lev Vygotsky Distinct ways for gain knowledge, ideal scenario.png|500px|frameless|center]]

{{BR}}
= What Counts as a Learning Theory? =

A '''learning theory''' identifies important variables and proposes relationships among them. Different theories focus on different units of analysis. [[English:Behaviorism|Behaviorism]] emphasizes relations among environmental events and observable behavior. Cognitive approaches examine attention, memory, knowledge structures, and metacognition. Constructivist approaches emphasize the active construction of meaning. Social and situated approaches examine participation, observation, language, culture, and communities. Network approaches ask how learning is distributed across people, tools, and digital resources.

At university level, it is useful to ask five questions when reading any theory:

# [[English:Unit of analysis|Unit of analysis]]: What is being explained: behavior, cognition, meaning, participation, identity, or a network?
# [[English:Mechanism of learning|Mechanism of learning]]: What process is claimed to produce learning?
# [[English:Role of prior knowledge|Role of prior knowledge]]: How does what you already know affect new learning?
# [[English:Role of context|Role of context]]: Does the theory treat context as background, input, or part of learning itself?
# [[English:Instructional implication|Instructional implication]]: What kinds of teaching and assessment follow from the theory?

Theories can overlap, and a single course can legitimately draw on several of them. The strongest educational design decisions make the underlying assumptions explicit and check whether the chosen method fits the learners, task, discipline, and evidence.

{{BR}}
= Behaviorism =

[[English:Behaviorism|Behaviorism]] studies learning through observable relations between environmental events and behavior. In education, behaviorist principles are especially visible in practice, feedback, reinforcement, shaping, mastery sequences, and clearly specified performance criteria. Behaviorism does not require an educator to ignore thinking; rather, the behaviorist explanation focuses on relations that can be observed and measured.

{{BR}}
== Classical Conditioning ==

[[English:Classical conditioning|Classical conditioning]] describes learning through associations among stimuli. [[English:Ivan Pavlov|Ivan Pavlov]]'s laboratory work on conditioned reflexes became a foundational example. A previously neutral cue can come to elicit a response after repeated pairing with a stimulus that already elicits that response.

[[File:Ivan Pavlov NLM3.jpg|500px|frameless|center]]

[[File:Classical Conditioning.svg|500px|frameless|center]]

In higher education, classical conditioning is not usually the main model for complex conceptual learning, but it can help explain learned emotional responses to contexts. For example, repeated experiences of public humiliation during presentations may make a presentation setting itself anxiety-provoking. Conversely, predictable routines and supportive practice can help build more constructive associations.

{{BR}}
== Operant Conditioning ==

[[English:Operant conditioning|Operant conditioning]], strongly associated with [[English:B. F. Skinner|B. F. Skinner]], explains how consequences influence the future probability of behavior. '''Reinforcement''' increases the likelihood of a behavior, while '''punishment''' decreases it. Positive and negative refer to adding or removing a stimulus, not to whether the consequence is morally good or bad.

[[File:B.F. Skinner.jpg|500px|frameless|center]]

[[File:Operant conditioning diagram rev.svg|500px|frameless|center]]

In university teaching, examples include immediate feedback on low-stakes quizzes, structured practice with clear criteria, and progressive mastery of procedural skills. A limitation appears when external rewards become the only reason to engage: complex learning also depends on understanding, autonomy, social interaction, identity, and transfer.

A concise video introduction to associative learning, classical conditioning, and operant conditioning is provided by Crash Course Psychology:

{{#ev:youtube|https://www.youtube.com/watch?v=qG2SwE_6uVM|500|center}}

{{BR}}
= Cognitivism and Information Processing =

[[English:Cognitivism (psychology)|Cognitivism]] shifts attention from observable behavior alone to internal processes such as attention, perception, memory, reasoning, problem solving, and metacognition. From this perspective, learning involves changes in knowledge structures and in the ways information is encoded, organized, retrieved, and used.

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== Schemas, Memory, and Prior Knowledge ==

A '''schema''' is an organized knowledge structure that helps you interpret information and connect new material with what you already know. Prior knowledge can accelerate learning when it is accurate and relevant, but misconceptions can also distort new information.

Working memory has limited capacity, whereas long-term memory can store extensive organized knowledge. Instruction can therefore support learning by reducing unnecessary processing, sequencing complex material, connecting new ideas to prior knowledge, and providing opportunities for retrieval and application.

[[English:Cognitive load theory|Cognitive load theory]], developed principally by [[English:John Sweller|John Sweller]] and colleagues, analyzes how instructional design interacts with human cognitive architecture. It distinguishes the complexity inherent in the material from avoidable load created by poor presentation. The practical goal is not to make learning effortless, but to direct limited cognitive resources toward processes that contribute to learning.

This discussion with John Sweller connects cognitive load theory to learning and instruction:

{{#ev:youtube|https://www.youtube.com/watch?v=WPm3ls6y-GE|500|center}}

{{BR}}
== Metacognition ==

[[English:Metacognition|Metacognition]] means thinking about and regulating your own learning. It includes planning an approach, monitoring comprehension, selecting strategies, checking progress, and evaluating results. University learners benefit when they can explain not only what they know but also how they know whether a strategy is working.

A cognitive approach to a difficult reading might ask you to preview its structure, activate prior knowledge, generate questions, retrieve main ideas without looking, and compare your explanation with the text. The emphasis is on how information is processed and reorganized, not merely on exposure.

{{BR}}
= Constructivism and Social Constructivism =

[[English:Constructivism (philosophy of education)|Constructivism]] holds that learners actively build understanding by relating new experiences and information to existing knowledge. Constructivism is a theory of learning and knowledge; it should not be treated as a guarantee that any minimally guided activity will be effective.

[[English:Jean Piaget|Jean Piaget]] described cognitive development in terms of changing structures and processes such as assimilation and accommodation. His work strongly influenced constructivist thought.

[[File:Jean Piaget in Ann Arbor.png|500px|frameless|center]]

[[English:Lev Vygotsky|Lev Vygotsky]] emphasized the social and cultural mediation of higher mental processes. The [[English:Zone of proximal development|zone of proximal development]] describes the distance between what a learner can do independently and what the learner can do with appropriate guidance or collaboration. The later educational concept of '''scaffolding''' is often used in connection with this idea, although the term itself was introduced by later researchers rather than by Vygotsky.

[[File:Lev-Semyonovich-Vygotsky-1896-1934.jpg|500px|frameless|center]]

[[File:Vygotsky Basic Mediated Action.jpg|500px|frameless|center]]

Constructivist university teaching may use problem-based learning, inquiry, concept mapping, peer explanation, case analysis, and structured discussion. Effective guidance remains important, especially when learners have limited prior knowledge.

This University of Cambridge presentation discusses constructivist perspectives on learning:

{{#ev:youtube|https://www.youtube.com/watch?v=50lVLYAXzYE|500|center}}

{{BR}}
= Social Cognitive Theory and Observational Learning =

[[English:Social cognitive theory|Social cognitive theory]], associated with [[English:Albert Bandura|Albert Bandura]], explains learning through interactions among personal factors, behavior, and environment. It extends beyond simple imitation by emphasizing cognitive processes, expectations, goals, and beliefs about one's capabilities.

[[File:Albert Bandura Psychologist (headshot).jpg|500px|frameless|center]]

'''Observational learning''' involves attending to a model, retaining information about the observed behavior, being able to reproduce relevant actions, and having sufficient motivation to perform them. '''Self-efficacy''' is a person's belief about their capability to organize and execute actions required for a particular task or situation. It can influence effort, persistence, and choice.

For university students, modeling is important in laboratory demonstrations, worked examples, clinical supervision, studio critique, academic writing, and professional placements. Models are most useful when they make normally invisible thinking visible by explaining decisions, criteria, and error correction.

Crash Course Psychology introduces Bandura's Bobo doll studies and observational learning:

{{#ev:youtube|https://www.youtube.com/watch?v=128Ts5r9NRE|500|center}}

{{BR}}
= Experiential Learning =

[[English:Experiential learning|Experiential learning]] emphasizes learning through experience combined with reflection. In [[English:David A. Kolb|David A. Kolb]]'s influential model, learning is represented as a recurring process involving concrete experience, reflective observation, abstract conceptualization, and active experimentation.

[[File:Kolb's Experiential Learning CYCLE (9443035785).jpg|500px|frameless|center]]

A university field project can illustrate the cycle. You first engage in a concrete task, then analyze what happened, connect the experience to concepts or theory, and test a revised approach. Reflection is essential: experience alone does not automatically produce well-formed knowledge.

Kolb's model is useful as a planning and reflection framework, but it should not be used to permanently classify students into fixed "learning styles." Designing varied learning opportunities is more defensible than matching instruction to a presumed stable style.

This lecture provides an accessible overview of Kolb's experiential learning theory:

{{#ev:youtube|https://www.youtube.com/watch?v=idWdvBFAGHo|500|center}}

{{BR}}
= Situated Learning and Communities of Practice =

[[English:Situated learning|Situated learning]] argues that learning is deeply connected to the activities, tools, language, and social relations of the contexts in which knowledge is used. [[English:Jean Lave|Jean Lave]] and [[English:Etienne Wenger|Etienne Wenger]] described learning as increasing participation in social practice, including movement from more peripheral toward fuller participation in a community.

A [[English:Community of practice|community of practice]] forms around a shared domain, recurring interaction, and a developing repertoire of practices. Examples in higher education include research groups, design studios, teaching clinics, engineering project teams, and professional placements.

This perspective changes the question from "What information did the student acquire?" to "How is the student becoming able to participate competently in this practice?" Assessment can therefore include authentic tasks, use of disciplinary tools, collaboration, professional judgment, and communication with relevant audiences.

{{BR}}
= Connectivism and Networked Learning =

[[English:Connectivism|Connectivism]] was proposed by [[English:George Siemens|George Siemens]] and developed alongside work by [[English:Stephen Downes|Stephen Downes]] as a framework for learning in a digital and networked age. It emphasizes creating, navigating, and maintaining connections among people, information sources, tools, and knowledge networks.

A connectivist learner must do more than collect links. You need to judge source quality, recognize patterns, update connections when knowledge changes, and contribute responsibly to networks. This is especially relevant to rapidly changing fields in which no individual can personally hold all current expertise.

The following generic network diagram is useful as a visual analogy for connected nodes and pathways. It is not itself a complete model of learning.

[[File:ConnectedNetwork.svg|500px|frameless|center]]

Connectivism is influential in discussions of online learning and MOOCs, but its status as a distinct learning theory is debated. Treating that debate as a scholarly question is more useful than assuming that every digital activity is automatically connectivist.

In this video, George Siemens explains the origins and meaning of connectivism:

{{#ev:youtube|https://www.youtube.com/watch?v=yx5VHpaW8sQ|500|center}}

{{BR}}
= Adult and Transformative Learning =

University students are often adult learners, so two additional perspectives are useful. [[English:Andragogy|Andragogy]] is associated with [[English:Malcolm Knowles|Malcolm Knowles]] and highlights adult learners' experience, self-direction, readiness, and orientation toward relevant problems. These are useful design considerations, but they are not universal traits shared equally by every adult learner.

[[English:Transformative learning|Transformative learning]], associated with [[English:Jack Mezirow|Jack Mezirow]], focuses on critical reflection on assumptions and frames of reference. Learning can become transformative when you examine the beliefs through which you interpret experience, engage in reasoned dialogue, and revise perspectives that no longer withstand scrutiny.

In higher education, transformative learning is especially relevant to professional identity, ethics, intercultural learning, reflective practice, and disciplines in which students must reconsider assumptions rather than merely add facts.

{{BR}}
= Comparing the Theories =

No single table can capture every version of a theory, but the comparison below helps reveal their different emphases.

{| class="wikitable"
! Perspective
! Main focus
! Typical learning mechanism
! Role of teaching
! Useful assessment evidence
|-
| [[English:Behaviorism|Behaviorism]]
| Observable behavior and environmental contingencies
| Conditioning, reinforcement, practice, feedback
| Structure conditions and consequences
| Accurate performance and fluency
|-
| [[English:Cognitivism (psychology)|Cognitivism]]
| Mental representation and information processing
| Attention, encoding, organization, retrieval, metacognition
| Manage complexity and support knowledge structures
| Explanation, recall, problem solving, transfer
|-
| [[English:Constructivism (philosophy of education)|Constructivism]]
| Meaning built from prior knowledge and experience
| Active interpretation, conceptual change, inquiry
| Elicit prior ideas and guide knowledge construction
| Reasoning, models, explanations, applied products
|-
| [[English:Social cognitive theory|Social cognitive theory]]
| Interaction of person, behavior, and environment
| Observation, modeling, self-regulation, efficacy beliefs
| Model processes and support guided practice
| Independent performance and strategic self-regulation
|-
| [[English:Experiential learning|Experiential learning]]
| Reflection on experience
| Experience, reflection, conceptualization, experimentation
| Create meaningful cycles of action and reflection
| Reflective analysis and improved action
|-
| [[English:Situated learning|Situated learning]]
| Participation in social practice
| Legitimate participation, tool use, identity development
| Provide access to authentic practice and expert participation
| Competent participation in authentic tasks
|-
| [[English:Connectivism|Connectivism]]
| Learning across networks and digital resources
| Forming, navigating, evaluating, and updating connections
| Support network literacy and source judgment
| Quality of connections, synthesis, and knowledge updating
|-
| [[English:Transformative learning|Transformative learning]]
| Frames of reference and assumptions
| Critical reflection, dialogue, perspective revision
| Create conditions for inquiry and reflective discourse
| Revised reasoning supported by evidence
|}

{{BR}}
= Designing University Learning with Multiple Theories =

Good instructional design often combines theories because complex learning has several dimensions. Consider a university seminar in which students must evaluate a public-policy proposal.

# [[English:Cognitive activation|Cognitive activation]]: Use an advance organizer and short retrieval task so students activate prerequisite knowledge.
# [[English:Modeling|Modeling]]: Demonstrate how an expert evaluates one policy claim and make the reasoning process explicit.
# [[English:Guided practice|Guided practice]]: Let students analyze a second claim with immediate feedback and clear criteria.
# [[English:Collaborative inquiry|Collaborative inquiry]]: Ask groups to investigate a realistic policy problem and compare interpretations.
# [[English:Experiential reflection|Experiential reflection]]: Require students to reflect on a debate, connect the experience to theory, and plan a revised argument.
# [[English:Networked learning|Networked learning]]: Ask students to locate current evidence, evaluate sources, and explain how their information network changed their conclusion.
# [[English:Transformative reflection|Transformative reflection]]: Invite students to identify an assumption that changed and justify why the revision was warranted.

This sequence is not a recipe. Its value comes from aligning each element with the learning goal and evaluating whether students actually achieve stronger understanding, skill, and transfer.

{{BR}}
= Evidence, Critique, and Responsible Use =

Learning theories differ in scope and evidential basis. Some describe relatively specific processes, while others are broad frameworks for interpreting learning. A responsible university-level use of theory therefore requires precise claims.

Avoid treating a theory as a slogan. "Constructivist" does not automatically mean unguided discovery, "behaviorist" does not mean rewards for everything, and "cognitive" does not mean that any statement about the brain is scientifically supported. Likewise, popular claims about fixed learning styles should not be confused with established evidence about individual differences, prior knowledge, motivation, or accessibility.

When evaluating a theory-based teaching proposal, ask whether the theory actually predicts the claimed outcome, whether the evidence matches the learner population and task, what alternative explanations exist, and how success will be measured. Theory becomes educationally useful when it improves explanation, design, evaluation, and revision.

{{BR}}
= Interactive Tasks =

{{BR}}
== Quiz: Test Your Knowledge ==

{{MC}}

'''Which statement best represents operant conditioning?'''
(Consequences influence the future probability of behavior)
(!Learning occurs only through insight)
(!Knowledge is stored entirely outside the learner)
(!Meaning develops without prior knowledge)

{{E}}
<br>

{{MC}}

'''What is a schema in a cognitive account of learning?'''
(An organized knowledge structure)
(!A fixed learning style)
(!A type of punishment)
(!A digital social network)

{{E}}
<br>

{{MC}}

'''What does the zone of proximal development describe?'''
(The range between independent performance and performance with appropriate support)
(!The amount of information stored in long term memory)
(!The strength of a conditioned reflex)
(!The number of people in a learning network)

{{E}}
<br>

{{MC}}

'''Which process is central to Bandura's account of observational learning?'''
(Attending to and learning from a model)
(!Pairing two stimuli without observation)
(!Ignoring environmental influences)
(!Memorizing facts without context)

{{E}}
<br>

{{MC}}

'''Which sequence belongs to Kolb's experiential learning model?'''
(Experience reflection conceptualization experimentation)
(!Stimulus response punishment extinction)
(!Attention storage retrieval forgetting)
(!Lecture test grade certificate)

{{E}}
<br>

{{MC}}

'''What does cognitive load theory emphasize?'''
(The interaction between instructional design and limited working memory)
(!The claim that all learners have one fixed style)
(!The idea that reinforcement is the only cause of learning)
(!The view that context never affects learning)

{{E}}
<br>

{{MC}}

'''Which statement best fits situated learning?'''
(Learning is connected to participation in authentic social practice)
(!Learning is independent of tools and context)
(!Learning happens only through rewards)
(!Learning is identical to information storage)

{{E}}
<br>

{{MC}}

'''What is a key concern in connectivism?'''
(Building and evaluating useful knowledge connections)
(!Eliminating all digital tools)
(!Classifying students by intelligence type)
(!Replacing evidence with popularity)

{{E}}
<br>

{{MC}}

'''What is self efficacy?'''
(A belief about one's capability to perform actions required for a task)
(!A reward delivered after every response)
(!A measure of working memory capacity)
(!A stage of classical conditioning)

{{E}}
<br>

{{MC}}

'''How should learning theories be used in university instructional design?'''
(As evidence informed lenses aligned with goals context and learners)
(!As universal recipes that never require evaluation)
(!As labels that determine one permanent teaching method)
(!As substitutes for assessment evidence)

{{E}}
<br>

{{BR}}
== Memory Game ==

<div class="memo-quiz">
{|
|-
| Reinforcement || A consequence that increases the future probability of a behavior
|-
| Schema || An organized structure of knowledge used to interpret information
|-
| Scaffolding || Temporary support that helps a learner perform a developing task
|-
| Modeling || Learning support through observing an example of performance
|-
| Reflection || Deliberate analysis of experience in order to develop understanding
|-
| Connectivism || A framework emphasizing learning through networks and connections
|-
| Metacognition || Monitoring and regulating one's own thinking and learning
|}
{{E}}
<br>

{{BR}}
== Drag and Drop ==

<div class="lueckentext-quiz">

{| class="wikitable"
! Match the correct terms.
! Topic
|-
| '''Associating stimuli'''
| Classical conditioning
|-
| '''Consequences shape future behavior'''
| Operant conditioning
|-
| '''Organizing information through mental structures'''
| Cognitive processing
|-
| '''Meaning develops through guided interaction'''
| Social constructivism
|-
| '''Experience is analyzed and tested through action'''
| Experiential learning
|}
{{E}}

<br>
...
<br />

{{BR}}
== Crossword Puzzle ==

<div class="kreuzwort-quiz">
{|
|-
| Pavlov || Which physiologist is strongly associated with classical conditioning?
|-
| Skinner || Which psychologist is strongly associated with operant conditioning?
|-
| Schema || What cognitive term names an organized knowledge structure?
|-
| Scaffolding || What term describes temporary instructional support that is gradually withdrawn?
|-
| Modeling || What observational learning process involves demonstrating a behavior or strategy?
|-
| Connectivism || What framework emphasizes learning through networks in a digital age?
|}
{{E}}
<br>

{{BR}}
== LearningApps ==

<iframe> https://learningapps.org/index.php?s=Learning+Theories </iframe>

{{BR}}
== Cloze Text ==

<quiz display=simple>
{'''Complete the text.'''<br>
|type="{}"}
Behaviorism explains learning partly through relations between behavior and { consequences }. Cognitivism emphasizes processes such as attention, memory, and { retrieval }. Constructivism highlights how learners connect new information with { prior knowledge }. Vygotskian perspectives emphasize learning through socially and culturally mediated { interaction }. Bandura's social cognitive theory gives a central role to observational { modeling }. Kolb's experiential model includes deliberate { reflection }. Situated learning connects knowledge to participation in authentic { practice }. Connectivism emphasizes the quality of learning { networks }. Transformative learning examines assumptions through critical { reflection }. Strong instructional design aligns theoretical choices with learning goals and evaluates actual { outcomes }.
</quiz>

<br>

{{BR}}
= Open-Ended Tasks =

{{BR}}
=== Easy ===
# [[English:Learning autobiography|Learning autobiography]]: Write a 500-word account of one successful learning experience and interpret it using two different learning theories.
# [[English:Theory concept map|Theory concept map]]: Create a visual concept map connecting behaviorism, cognitivism, constructivism, social cognitive theory, experiential learning, and connectivism.
# [[English:Teaching observation|Teaching observation]]: Observe ten minutes of a lecture or tutorial and record examples that could be interpreted through at least two theoretical lenses.
# [[English:Media explanation|Media explanation]]: Produce a two-minute audio or video explanation of one learning theory using a university example from your own field.

{{BR}}
=== Standard ===
# [[English:Interview about learning|Interview about learning]]: Interview a student, tutor, or workplace mentor about how people learn a difficult skill, then analyze the interview using two theories.
# [[English:Instructional redesign|Instructional redesign]]: Take a conventional lecture segment and redesign it using one cognitive principle and one constructivist or social learning principle.
# [[English:Feedback experiment|Feedback experiment]]: Run a small, ethical self-study comparing two forms of feedback during practice, record your observations, and discuss what a behaviorist interpretation can and cannot explain.
# [[English:Community of practice visit|Community of practice visit]]: Visit or observe a laboratory, studio, clinic, workshop, research group, or online professional community and analyze how newcomers learn to participate.

{{BR}}
=== Advanced ===
# [[English:Theory comparison paper|Theory comparison paper]]: Write a 1,500-word critical comparison of two learning theories, focusing on assumptions, mechanisms, evidence, and implications for higher education.
# [[English:Evidence audit|Evidence audit]]: Select one popular educational claim, trace its theoretical justification and empirical evidence, and present a reasoned verdict with limitations.
# [[English:Course design prototype|Course design prototype]]: Design a one-week university learning sequence that deliberately combines at least three theories and explains the rationale for every major activity and assessment.
# [[English:Networked learning investigation|Networked learning investigation]]: Map how knowledge about a rapidly changing topic travels through experts, databases, journals, social media, and AI tools, then evaluate the network using connectivist concepts and source-quality criteria.

{{:Open Task - Create a MOOC}}

{{BR}}
= Learning Assessment =

# [[English:Comparative case analysis|Comparative case analysis]]: Analyze one teaching case from behaviorist, cognitive, and constructivist perspectives, then explain which lens is most useful for each part of the case.
# [[English:Design justification|Design justification]]: Propose a learning activity for a complex university skill and justify the design using at least two theories and explicit assumptions about prior knowledge and context.
# [[English:Theory and evidence critique|Theory and evidence critique]]: Evaluate a claim that a teaching method "works because of" a named learning theory and identify what additional evidence would be required to support the causal claim.
# [[English:Transfer challenge|Transfer challenge]]: Apply one theory developed in a classroom context to a workplace, clinical, laboratory, or online learning setting and explain what must change in the application.
# [[English:Integrated assessment plan|Integrated assessment plan]]: Design an assessment strategy that captures observable performance, conceptual understanding, reflection, and participation without treating these as interchangeable outcomes.
# [[English:Scholarly synthesis|Scholarly synthesis]]: Build an argument about whether connectivism should be treated as a distinct learning theory, using criteria for what counts as a theory and evidence from multiple sources.

<br>
<br>

{{BR}}
= Evidence of Learning =

Important evidence of learning includes accurate knowledge of major theoretical concepts and their historical associations; the ability to compare assumptions and mechanisms across theories; skill in analyzing teaching, learning, and assessment situations through multiple lenses; products such as concept maps, reflective analyses, course designs, interviews, videos, and evidence audits; and transfer shown when you can adapt theory-based reasoning to unfamiliar disciplines, technologies, professional settings, and learner populations.

A strong portfolio should also show that you can distinguish theory from method, avoid unsupported labels, justify instructional decisions with evidence, and revise a design when assessment data contradict your expectations.

<br>
<br>

{{BR}}
= OERs on the Topic =

The English Wikipedia article on learning theory in education provides an openly accessible overview that can be used to extend and cross-check the concepts in this course.

<iframe> https://en.m.wikipedia.org/wiki/Learning_theory_(education) </iframe>

<br>

{{BR}}
= Linked Learning Areas =

{| align=center
{{:D-Tab}}
'''[[English:Learning Theories|Learning Theories]]'''
# [[English:Behaviorism|Behaviorism]]
# [[English:Classical conditioning|Classical conditioning]]
# [[English:Operant conditioning|Operant conditioning]]
# [[English:Cognitivism (psychology)|Cognitivism]]
# [[English:Cognitive load theory|Cognitive load theory]]
# [[English:Metacognition|Metacognition]]
# [[English:Constructivism (philosophy of education)|Constructivism]]
# [[English:Zone of proximal development|Zone of proximal development]]
# [[English:Social cognitive theory|Social cognitive theory]]
# [[English:Experiential learning|Experiential learning]]
# [[English:Situated learning|Situated learning]]
# [[English:Community of practice|Communities of practice]]
# [[English:Connectivism|Connectivism]]
# [[English:Transformative learning|Transformative learning]]
# [[English:Instructional design|Instructional design]]
|}

{{BR}}
= aiMOOC Projects =
[[Category:English]]
[[Category:Learning Theories]]
[[Category:Higher Education]]
[[Category:Education]]
[[Category:Educational Psychology]]
[[Category:Pedagogy]]
[[Category:Psychology]]
[[Category:Instructional Design]]
[[Category:AI_MOOC]]
[[Category:GPT aiMOOC]]
{{MT}}

English:Learning Theories - Versionsgeschichte

Glanz: aiMOOC über GPT aiMOOC Action erstellt