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Assumptions of Human Development and Learning, 2006.
A comparison of cognitive theories and a discussion of assumptions, propositions and applications of human development and learning, particularly affecting childhood educators.
1,472 words (approx. 5.9 pages), 5 sources, APA, AU$ 70.95
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Abstract
This paper analyzes cognitive theories, assumptions, propositions and applications of human development and learning. It looks at some of the many ways in which cognitive development can be learned. It then focuses on three assumptions about children and human nature which might be problematic for educators, specifically early childhood educators.
Table of Contents:
Major Assumptions and Propositions
Comparison of Cognitive Theories: Bruner and Vygotsky
Constructivism and the Classroom
From the Paper
"In the 80s and 90s, a form of information processing theory called connectionism was formulated to describe and predict non-linear thinking. Otherwise known as parallel distributed processing, this theory describes the mind as a large, multiple networks of associations. Each network responds to new experience by becoming either stronger or weaker, and each operating independently of and in parallel with the others (Siefert, 2002). After each experience, relevant networks adapt to better a child's future performance.Balancing a cup of juice, for example, stimulates various sensory associations within a child's hand, arm, and body. Some of these become stronger and others weaker as experience with cups of juice accumulate, but the eventual result an ability to balance a cup (Siefert, 2002). The assumptions supporting connectionism are more compatible with the realities of classroom life. It is noted that learning by children takes place because synchronized learning of separate networks that integrate."
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Human Learning, 2006.
This paper discusses the individual, social and biological aspects of human learning and cognitive development.
1,410 words (approx. 5.6 pages), 9 sources, APA, AU$ 67.95
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Abstract
This paper explains that one of the most significant arguments in regard to cognitive development is "nature vs. nurture": Does genetics or external environment play a greater role in human learning? The author stresses that a person's cultural, religious and social background provides powerful stimuli, which drive the developing human to act in a certain manner, especially in issues of ethics. The paper presents the seven stages of analytical or reflective thinking created by Patricia M. King and Karen S. Kitchener to study the cognitive development of school-age children.
From the Paper
"Contemporary American society relies to a considerable extent on a system of formal education in order to inculcate in children those things society believes they must know and understand. A similar approach is employed in most other technologically advanced nations. While pre-industrial societies do not generally rely to the same extent on formal educational systems, all human cultures possess some idea of age-appropriate behavior and age-appropriate learning . In a hunter-gatherer society, for example, very young children will stay around the camp and perform simple tasks associated with family and the household."
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Human Development and Learning, 2006.
An analysis of the factors that influence the ways that individuals develop in society.
1,074 words (approx. 4.3 pages), 4 sources, APA, AU$ 54.95
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Abstract
This paper discusses the different criteria that affect the way that individual beings develop themselves. It looks at the way that human development is defined or is greatly influenced by religion, history and environment. The paper then discusses the various differences that can be found in human development as differentiated by the these specific factors.
Table of Contents:
Human Development in Relation to their Social Environment
Age and Rites of Passage
The Family
Social Stratification and Division
The Law
Observation
From the Paper
"As societies advanced and progress, laws were created and enforced to address the deviant behaviors of individuals in society. Deviance refers to the non conformity of an individual with the society's social, moral or legal rule. The notion of crimes came into being as a result of the establishment of laws and the legal system. Punishments are imposed that vary in gravity according to the weight of a crime. Laws aimed to create peace and harmony in societies. As societies are flooded with different people from different culture, laws evolve to accommodate and protect their rights. Among countries, treaties are signed to avert aggression against each other. On the other hand, sanctions are imposed on countries that are perceived to be a threat to world peace and security."
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Human Sexuality, 2008.
Explores human sexuality from the standpoint of the social learning theory.
1,800 words (approx. 7.2 pages), 4 sources, APA, AU$ 83.95
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Abstract
This paper explains that the social learning approach suggests that human sexuality should be examined more from a cognitive than a biological perspective. Even though sexuality is a complex issue, the author points out that this theory indicates that individuals are entirely in charge of their decisions and roles with regard to sexuality. The paper concludes that this multi-disciplinary approach opens new ways of exploring human behavior and sexual impulses and for treating problems associated with human sexuality.
Table of Contents:
Introduction
Analysis of Human Sexuality from the Social Learning Approach
Support for Social Learning Theory
Analysis of Article and Theory
From the Paper
"The hypothesis and case for social learning theory presented by Dyrne & Hogben is backed by scientific theory and the works of early researchers that examined social learning theory with regard to human behavior in general. However, the authors do fail to explore social learning theory with regard to actual cultures and patterns of human sexual behavior.
"However, this gap in research is actually filled by other researchers that have explored the social learning perspective."
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Human Sexuality, 2005.
Summary and discussion of an article by D. Dyrne and M. Hogben on human sexuality, "Using Social Learning Theory to Explain Individual Differences in Human Sexuality".
1,800 words (approx. 7.2 pages), 4 sources, APA, AU$ 83.95
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Abstract
This paper discusses an article about human sexuality that emphasizes an approach to studying the concept of human sexuality and human sexual behavior from the perspective of the social learning theory. The paper also explains and analyzes how the theory is applied to the study of human sexuality and behavior and examines contemporary research that supports this approach.
From the Paper
"Dyrne & Hogben (1999) in their work "Using Social Learning Theory to Explain Individual Differences in Human Sexuality" approach the concept of human sexuality and human sexual behavior from a social learning theory approach. This article is of interest because it presents a new model for exploring human sexuality and the reasons that humans act in a particular manner with regard to sexual behavior." The article analyzed is appended to the paper.
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E-Learning With an M, 2006.
This paper examines a relatively new learning technique: Mobile (m)- learning, which is being developed to complement classroom learning by promoting thinking skills, processes and the application of learning in real world contexts.
1,008 words (approx. 4.0 pages), 5 sources, APA, AU$ 51.95
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Abstract
The writer of this paper explores the effectiveness as well as the development of the m-learning system. The m-learning project is 64 million Euro, three year, pan-European research and development program supported by the European Commission's Information Society Technologies program. The main distinction between electronic (e)-learning and m-learning is one of accessibility, affordability and portability. The m-learning project has demonstrated that this method of learning can be used as more than just a personal enhancement tool. This paper details how competitive and collaborative learning activities can be activated when conducted with a media board. This paper also discusses the downside of this new technology. According to experts, before the full potential of m-learning's rich content can be realized, the limited memory of mobile devices must be addressed.
Table of Contents:
M-Learning Philosophy
Remote Field Trips
The Technical Challenge
References
From the Paper
"The m-Learning Project has demonstrated that m-learning can be used as more than just a personal enhancement tool. Competitive and collaborative learning activities can be activated when conducted with a Media Board. This tool allows users to divide their mobile phone/PDA screens into sectors containing various projects and communicators. Users send comments consisting of text, audio, pictures, and e-mails tailored to the sectors' different interests and levels. Comments may relate to solving problems competitively, communicating with team members collectively by phone, sending multimedia information to the Media Board, and editing the information on the Media Board into a complete multimedia presentation."
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Psychological Theories of Human Development, 2008.
An analysis of the psychoanalytic, learning, humanistic, cognitive and ethological theories of human development.
1,853 words (approx. 7.4 pages), 12 sources, APA, AU$ 86.95
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Abstract
This paper discusses some of the main theories of human development that focus on cognitive development, environmental influences and a combination of the two. It looks at theories that include psychoanalytic, learning, humanistic, cognitive and ethological. The paper focuses on the theory that best aligns with the writer's own approach to teaching - Albert Bandura's theory of learning and social cognition.
Table of Contents:
Introduction
Psychoanalytic Theory
Learning Theory
Humanistic Theory
Cognitive Theory
Ethological Theory
Theorist who's Beliefs Align with My Approach to Teaching
How this Theory Directly Applies and Relates to the Classroom
Conclusion
From the Paper
"The work of Albert Bandura has emphasized the role of environmental influences in shaping behavior patterns so much so that he has laid the responsibility for creating positive environments for child development directly at the feet of parents, teachers, and other caregivers. The principles of social learning through modeling and reinforcement have also made adults, especially teachers, very aware of the role they play in modeling behaviors for children. During the school year, school age children spend more hours at school than at home, therefore, the behavior of their teachers is extremely important in relation to social learning and behavior modeling. Additionally, Bandura's view that individuals have partial control over the environment around them by their reaction to it has great implications for the classroom. It can be surmised that when children feel comfortable and at ease in the classroom they will excel. Especially if these children do not feel powerless, but instead feel as though they have some control, however minor, over the environment."
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Culture, Learning and Market, 2002.
This paper is a personal essay that discusses the obligation to transmit our heritage of culture and learning to the next generation which cannot be met by the market alone.
3,025 words (approx. 12.1 pages), 0 sources, AU$ 128.95
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Abstract
This paper states that learning and culture are two complementary entities in the process of human development. The paper concludes that an ethical stand-alone market system would naturally evolve when all the market players understand that in the long run it makes good economic sense to encourage this real value of humankind.
Table of Contents
Introduction - Towards Human Emergence
Social Environment - The Distilled Wisdom of Our Heritage of Culture and Learning
Culture and Learning- The Essence of Being Human
Transmission of Culture and Learning to Our Next Generation
The Mechanism of Transmission
The Case against Market
The Case for the Market
Is the Assertion Justified ?
Market and Ethics- An Evolutionary Process
Conclusion
From the Paper
"Human societies consist of organized groups of individuals of all ages having a set of behavioral rules that are transmitted from one generation to another. This process of transmission can be divided into two broad categories- direct or indirect. When the values and accumulated knowledge of the society are transmitted through some kind of formal training, it is called ?learning?. While the process of learning aims at transmission of knowledge and values in the formal way, the outcome of this process depends on many things that are never taught - things that we absorb from our social environment. This intangible phenomenon that is an integral and parallel part of learning is ?culture?."
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Lifelong Learning, 2007.
An overview of the definition and principles of lifelong learning.
3,109 words (approx. 12.4 pages), 13 sources, MLA, AU$ 131.95
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Abstract
This paper looks at how lifelong learning is a term that refers to a variety of programs to keep the modern worker up to speed on changes in his or her field and to make education an ongoing process. It discusses how lifelong learning is a reality for many and a goal for many more, while even more people may have no idea what it means even if they participate in it to some degree. The paper also examines how lifelong learning has a clear economic benefit when applied to job situations and to the needs of companies and how it benefits the individual in many ways, some economic, some social, and some in terms of personal self-actualization.
Outline:
Introduction
What is Lifelong Learning
Lifelong Learning--Context and Frameworks
Organizational Learning and Learning Cultures
Work Based Learning
Lifelong Learning and Community Development
Lifelong Learning and Civic Participation
Learning Society: Myth or Reality?
Conclusion
From the Paper
"Collaborative learning involves interpersonal processes by which a small group of students work together to complete an academic problem-solving task meant to promote learning. Under the collaborative learning approach, collaborative activities lead to emergent knowledge, which is the result (not summation) of interaction of the understandings of those who contribute to its formation (Whipple, 1987, p. 5). Collaborative activities enhance learning by allowing individuals to exercise, verify, solidify, and improve their mental models through discussions and information sharing during the problem-solving process. "
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Origins and Principles of Organisational Learning, 1999.
A contemporary review of the contributing research, theory, principles and practices which which underpins organisational learning and the learning organisation.
5,844 words (approx. 23.4 pages), 19 sources, MLA, AU$ 204.95
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Abstract
This paper surveys the main contributors to the theory and practice of organisational learning. It begins with a brief discussion on the origins of organisational learning and the environmental conditions, which have contributed to the recent rise in popularity in the methods and practices of the learning organisation. The contributions of Senge, (1990), Pedler M, Burgoyne J & Boydell T, (1996), Argyris C & Schon D, (1978, 1996) and Dixon N, (1999) to the organisational learning debate are compared and contrasted in order to gain an overview of the principles and practices involved.
From the Paper
"Personal mastery is the cornerstone of the learning organisation as depicted by Senge, (1990). It is seen as the discipline of continually clarifying and deepening our personal vision, of focusing our energies, of developing patience, and of seeing reality objectively. In this sense personal mastery is not about the acquisition of particular sets of skills and knowledge; rather it embodies two underlying processes which facilitate a more fundamental and transferable learning namely clarifying what is important and learning how to see reality more objectively. In practice the application of these processes at an individual level produces a ?creative tension? resulting from the juxtaposition of vision (what is important and desirable) and a clear perspective of reality (the current position). Such creative tension produces a force with the energy necessary to bring the two together."
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Instructional Technology and Learning Disabilities, 2008.
An analysis of the role of instructional technology in the teaching of children with learning disabilities.
26,086 words (approx. 104.3 pages), 70 sources, APA, AU$ 363.95
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Abstract
This paper discusses learning in children with learning disabilities. It discusses the need for interventions and how they are more likely to succeed and to bring about successful outcomes if applied early and carried out by teaching experts. The paper specifically focuses on the role of instructional technology and how this can aid teaching children with learning disabilities.
Table of Contents:
Introduction
Section One
Learning Disabilities and Variations in Younger Children
Definitions and Overview
The Problematics of a Definition of Learning Disorder
Definitions and General Characteristics
Towards a Working Definition of LD
Overview of Learning Disabilities and Related Disorders
LD Characteristics and the Differentiation of Student Learning Needs
Characteristics and Variables
ADHD
The Issue of Multiple Intelligences
Dyslexia
Co-occurrence
Section 2
Learning Technologies and Learning Disabilities
Introduction: Overview of Learning Technologies
Advantages of Technology in Instruction
Control and Manipulation in Learning Among Sixth Graders
UDL
Other Aspects and Advantages of Technological Instruction
Technology, Confidence and Self-image
Instructional Technologies and Learning Disabilities
A Brief Overview of Theoretical Concerns
Theory and Instructional Technology for Learners with Disabilities
Various Assistive and Instructional Technologies
Specific Areas: Listening
Speech and Language
Reading
Writing
Language
Mathematics
Computers
Conclusions
From the Paper
"There is little doubt the advent of new technical innovations and computer assisted methods will increase and that there will be more methods of helping the learning disabled student on the market in the future. There is also no doubt that these technological means and methods do play a very important role in helping the learner in the modern educational context - and particularly the sixth grade student and other young adolescents."
"However what should be continually borne in mind is that technology changes the environments in which we work and learn. These changes should be researched and studied so that the impact of technology does not usurp those positive aspects from previous teaching methods and techniques that have proven to be of worth. There is a tendency in the excitement about new technologies in some quarters to, as it were, to " throw the baby out with the bath water". In other words, while technology undoubtedly brings great advances in the field of learning disabilities, it should also be treated with caution and 'interrogated' so that only the most effective and helpful technologies are employed."
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Blended Learning, 2007.
This paper explores blended learning as a teaching methodology for grades K-12.
2,050 words (approx. 8.2 pages), 27 sources, APA, AU$ 94.95
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Abstract
This paper explains that blended learning describes learning or training events or activities where e-learning is integrated into traditional forms of training by using many methods and resources that are derived from multiple information sources. The author points out that the unstructured learning environment, which characterizes blended learning, allows students to learn in the way that best suits them. The paper relates that on-line learning can be used in all grades but this use varies greatly depending on the grade and the teacher's own abilities to maximize the use of the computer and the Internet.
Table of Contents:
What is Blended Learning?
Characteristics of Blended Learning
Blended Learning K-12
Conclusion
From the Paper
"Blended learning must take place in both an on-line and off-line setting. The dual setting of on-line and off-line learning are combined to administrate the sharing of content, establishing and continuing communication, and stimulating interaction. The web enhances learning in that it aids in the pragmatic goals as well as augmenting the pedagogical goals. Another feature is that there is both structured and unstructured learning. Unstructured learning can take place on-line through both synchronous and asynchronous conversations (ie. on-line chats and also message boards)."
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Observational Learning, 2002.
This essay discusses observational learning, which is a learning theory based on the work of Albert Bandura.
650 words (approx. 2.6 pages), 4 sources, AU$ 38.95
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Abstract
This paper explains that Bandura demonstrated through a variety of experiments that the application of consequences was not necessary for learning to take place. The author points out that learning was simply possible through the process of observing someone else's activity.
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Cooperative Learning, 2002.
A discussion of cooperative learning including its history, the current status of the theory and a classroom implementation plan.
6,969 words (approx. 27.9 pages), 18 sources, MLA, AU$ 229.95
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Abstract
This paper examines the concept of cooperative learning, the instructional use of small groups in which students work together to maximize their own and each other's learning through reaching shared goals. Through a literature review it evaluates the advantages of cooperative learning over competitive learning, grades, test scores, etc. and other methods. It looks at the general theory and provides a general implementation plan for applying it to today's classroom.
Outline
Introduction
History of Cooperative Learning
Current Status of Cooperative Learning Theory
Specifying the Precise Elements of Cooperative Learning That Maximize Learning Outcomes
Distinguishing Cooperative Learning Methods From Other Methods
Implementation of Cooperative Learning Strategies in The Classroom
The General Implementation Plan
Specific Example of Classroom Lesson
Summary
From the Paper
"It should be noted that structures can be used over and over again. They can also be used with almost any subject area and in a variety of grade levels. Every structure incorporates positive interdependence, individual accountability, and simultaneous interaction. Further, it is important that teachers understand that in terms of implementing cooperative learning strategies, these instructional models should not take over the whole classroom. There should still be individualized instruction throughout the day; however, all students can benefit in some way by listening to and working with others during at least some of the class period."
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E-Learning, 2003.
An in-depth study of the implementation of e-learning in the corporate world, primary and secondary education, and in higher education.
6,429 words (approx. 25.7 pages), 26 sources, MLA, AU$ 216.95
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Abstract
Developments in information technology are constant, and their applications are ever-changing. Since the Internet?s inception, continual advancements have altered the way in which people live, work, and communicate. One of the most up and coming trends in the field is instruction and learning through electronic means, e-learning. It is infiltrating business, as well as educational environments. The core of educational learning has traditionally been focused around a classroom setting. With the utilization of e-learning, that is changing. Classes and entire degree programs are now being offered online without the need for physical meetings or a central location. E-learning is altering informational exchange among students and between teachers and students. This paper first uncovers the ways in which businesses have been utilizing e-learning thus far. Like all aspects of IT, e-learning faces potential problems. Basic guidelines for proper e-learning implementation, learned from successful and unsuccessful programs, are then presented. Next, primary, secondary, and higher educational centers usage of e-learning is examined. It concludes with a discussion of the business of e-learning, aside from corporate training and education.
From the Paper
"While corporate America and American universities increase the market for e-learning, other potential business opportunities exist throughout the world. Many overseas markets remain virtually untapped. As many businesses have begun sending workers overseas as a result of corporate globalization, the need to find a platform on which to train them has been a boost to the e-learning market. Click2learn was one of the first companies to break into the market overseas by signing and agreement with CSS Group, a Russian technology distributor, to bring Click2learn?s e-learning platform into the Russian market. This provides a significant advantage and cost savings to the Russian companies by allowing them to skip all of the previous training technologies and move straight into the more advanced e-learning market."
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Workplace Learning, 2006.
A critical analysis of the behaviorism theory of learning and its relevance to current workplace learning.
3,928 words (approx. 15.7 pages), 11 sources, MLA, AU$ 156.95
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Abstract
This paper assesses the behaviorist's perspective on learning and its capacity to explain the human learning process within the workplace setting. The paper starts by introducing the development of the perspective of behaviorism on learning, comparing it with three other equally important theories of learning, namely, cognitivism, humanism and constructivism. Next, the paper critically assesses the learning theories of behaviorism and its application to current workplace settings and explains the shortcomings of behaviorism revealed by this study.
Table of Contents
Introduction
Behaviorism and Cognitivism
Behaviorism and Constructivism
Behaviorism and Humanism
Critically Analysis of Behaviorism to Current Workplace Learning
Classical Conditioning
Connectionism
Contiguity Theory
Contingency Schedule
Disequilibrium Hypothesis
Habit Family Hierarchy
Summary
Summary and Conclusion
From the Paper
"The school of Behaviorism primarily has two agents, that is, the teacher and the student. The teacher is obliged to set the path of learning by identifying, calculating and perceiving the objectives, while the student is compelled to achieve these objectives and also produce reactions derived from external/internal motivation. The assumption set forth by the behavioral scientists is that if the humans are given a particular controlled-environment, they can be trained to behave in a particular way, on a consistent basis. This theory had been initially tested with mice and the positive results of those studies motivated the researchers to enhance and broaden their theory to include humans. The outcome of the relationship between the teacher and the student has produced positive outcomes (David C. Leonard, 2002)."
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