Learning
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The active argumentation with the topic "learning", to make aware of own strengths and weaknesses, and experimenting with new methods are topics to which our association would like to give suggestions. It is possible that you find your suitable learning partner with us. |
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The term "Learning"
General Meaning:
In everyday usage "learning" is mainly connected with school. Thus, it is understood as knowledge increase. Beyond that, due to preceding (more painfully or more pleasing) experience, acquiring of motor abilities, as well as an attitude or a behaviour change is understood as learning.
From the view of the science:
From the view of the science, a learning process is present, if a change occurs in relation to an earlier condition (e.g. change of behaviours or cognitive structures). Thus if information are converted into subjectively important and available knowledge or into appropriate proficiency. Withal, the direction of the change of positive or negative behaviour is arbitrary.
Inportant is:
If a process leads to relatively stable changes in behaviour or in behaviour potential, "learning" is present.
Generally three directions of learning theories occur:
- Classical conditioning (PAWLOW)
- Operant conditioning (SKINNER)
- Cognitive learning (BANDURA)
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Examples of possible learning methods:
- Cooperative learning: Social competence is supported, if learning occurs in two party groups, small groups or in a plenum. Thus a higher participation of the individual takes place, by reduction of teachers.
- Individual learning: This means the acquisition of given material. From this an intensive activity with learning matter results, e.g. the production of a text.
- Self-steered learning: The learning process is controlled by the learner, whereby strategies of information acquisition are selected by himself. A consultation by a teacher is possible.
- Programmed learning: It takes place individually. An author provided programmed teaching texts (in the book or on the screen) and determines the learning way and the learning goal. The verification of the learning success are accomplished with intermediate and final tests by themselves. Thereby decision-making and responsibility are out of consideration.
- Explorative learning: It is oriented at the scientific research process. Independent solution strategies are developed, investigate and verified.
- Problem-oriented learning: Own previous knowledge and information need are determined by means of a question, after own learning goals are defined and in further the problem is solved.
- Task-oriented learning: Tasks are solved actively and practically from an activity situation (e.g. work on the project, business game). Professional competence, method competence and social competence are trained.
Source:
Flechsig, K.-H. (1996): Kleines Handbuch didaktischer Modelle. Eichenzell. Neuland - Verlag für lebendiges Lernen. (20 didactical models are concisely and briefly described and clearly systematized)
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