Difference between revisions of "Learning Behavior"
From Learning and training wiki
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| − | |[http://ideas.time.com/2013/04/29/learning-from-mistakes-is-harder-than-we-think/ | + | |[http://ideas.time.com/2013/04/29/learning-from-mistakes-is-harder-than-we-think/ Learning from mistakes is harder than we think] |
| − | | | + | |Annie Murphy Paul tells us about different ways of learning from our mistakes. |
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|[http://www.businessballs.com/bloomstaxonomyoflearningdomains.htm Benjamin Bloom's Taxonomy of Learning Domains: Design and Evaluation Toolkit for Training and Learning] | |[http://www.businessballs.com/bloomstaxonomyoflearningdomains.htm Benjamin Bloom's Taxonomy of Learning Domains: Design and Evaluation Toolkit for Training and Learning] | ||
Revision as of 16:39, 6 June 2013
 LEARNING BEHAVIOR |
| The term learning behavior[1][2][3] may be addressed as an umbrella term[4], once it covers several sets of behavior that focus on effective learning (both e-learning and traditional learning). The word ‘behavior’ stands for ‘the way in which one acts or conducts oneself’, and within the given context, ‘towards’ (the process of) learning.
The term may be approached through different prisms, by focusing on the learner’s behavior and alternatively on the mentor’s behavior. Within the learner’s behavior spectrum one may differ between two aspects: intrinsic learning behavior and active learning behavior.
It is characterized by the natural neural cognitive activities responsible for learning processes performed in the sub-conscious level; it is the ‘brain behavior’. Examples from intrinsic learning behaviors are: • information processing and association with prior knowledge – memory;[5] • learning from mistakes and failure;[6] • innate curiosity;[7] Each of this operations, are performed by the brain within various learning styles sets, depending on the individual’s personal inclination. See also: cognitivism
Employed in parallel with the above-mentioned activities, the active learning behavior refers to the actions performed by the individuum in the conscious level aiming the mastery of the task to be learned. The latter is the most frequently addressed in the literature on learning behavior and encompasses the following practices: • self-discipline (through self-conditioning); • self-organizing, establishing a strategy; • self-studying, self-reflection; • self-motivation[8]; • engagement; • concentration, focus, mindfulness; • transformative learning/collaborative learning (widening one’s perspective): exchange of ideas, seeking feedback, sharing information, seeking for help, talking about errors, collaboration, argumentation, discussion; • learn by doing: to put the knowledge in practice, problem solving; • creating a proper environment for learning activities, learn in a proper environment; • provide oneself with proper sleep;
An alternative approach refers to the outer stimulus ‘pro-learning’. It consists in the way the mentor (eg. the boss, supervisor, trainer, instructor, etc.) acts in favour of the learning performance of his pupil. For example, challenging the learner’s previous knowledge and conditioning his behavior by making use of either negative reinforcement (punishment), or positive reinforcement (reward, compliment), the latter enhancing motivation. See also: behaviorism |
 Web Resources |
| Below you have a list of resources that provide additional information on different aspects of Learning Behavior. |
| Link | Content |
|---|---|
| Learning from mistakes is harder than we think | Annie Murphy Paul tells us about different ways of learning from our mistakes. |
| Benjamin Bloom's Taxonomy of Learning Domains: Design and Evaluation Toolkit for Training and Learning | Activities to be trained for each domain, as well as demonstration and evidence to be measured. |
| Bloom’s digital taxonomy, Wheel and Knowledge Dimension | This is an interactive tool that gives concrete examples of activities for the Cognitive domain of Bloom’s Taxonomy including explanations of the associated types of knowledge. |
| Assessment & Instructional Alignment | A 45-minute tutorial that shows how Bloom’s Taxonomy can be used to align course objectives, activities and assessments for enhancing learner experience. |
| Bloom's Taxonomy, language for communicating about learning | An infographic by Kevin Wilcoxon, Instructional Designer at University of Nevada Las Vegas, to simply describe the Bloom's Taxonomy concept. |
| 4 different visual guides to Bloom’s Taxonomy | An article explaining the meaning of Bloom’s Taxonomy through some pictures. |
References
- ↑ Bennett, S., & Emeritus, L. (2011). Learning Behaviors and Learning Spaces, (February), 1–24.
- ↑ Schaefer, B. a, & McDermott, P. a. (1999). Learning Behavior and Intelligence as Explanations for Children’s Scholastic Achievement. Journal of School Psychology, 37(3), 299–313.
- ↑ Edmondson, A. (1999). Psychological Safety and Learning Behavior in Work Teams. Administrative Science Quarterly, 44(2), 350.
- ↑ http://en.wikipedia.org/wiki/Umbrella_term
- ↑ Okano, H., Hirano, T., & Balaban, E. (2000). From the Academy Learning and memory, 97(23), 12403–12404.
- ↑ http://scienceblogs.com/cortex/2009/10/22/learning-from-mistakes/
- ↑ Loewenstein, G. (1994). The Psychology of Curiosity: A Review and Reinterpretation. Psychological Bulletin, 116(1), 75–98.
- ↑ http://www.education.com/reference/article/motivation-affects-learning-behavior/