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kinner's Operant Conditioning Mechanisms




• Positive Reinforcement or reward: Responses that are rewarded
  are likely to be repeated

• knowledge is constructed from experience
  
  
• learning is a personal interpretation of the world
  
  
• learning is an active process in which meaning is developed on
  the basis of experience
  
  
• conceptual growth comes from the negotiation of meaning, the
  sharing of multiple perspectives and the changing of our internal
  representations through collaborative learning
  
  
• learning should be situated in realistic settings; testing
  should be integrated with the task and not a separate activity

Behavioral objectives can be summed up using the mnemonic device ABCD
(Schwier, 1998).





Example: After having completed the unit the student will be able
to answer correctly 90% of the questions on the posttest.




• A - Audience - the student
• B - Behavior - answer correctly
• C - Condition - after having completed the unit, on a post
  test
• D - Degree - 90% correct

implications of constructivism for instructional
design:








"...purposeful knowledge construction may be facilitated by
learning environments which:







• Provide multiple representations of reality - avoid
  oversimplification of instruction by by representing the natural
  complexity of the world
  
  
• Present authentic tasks - contextualize
  
  
• Provide real-world, case-based learning environments, rather
  than pre-determined instructional sequences
  
  
• Foster reflective practice
  
  
• Enable context- and content-dependent knowledge
  construction
  
  
• Support collaborative construction of knowledge through social
  negotiation, not competition among learners for recognition







"Although we believe that constructivism is not a prescriptive
theory of instruction, it should be possible to provide more
explicit guidelines on how to design learning environments that
foster constructivist learning"

Behaviorism

Weakness -the learner may find themselves in a situation where the
stimulus for the correct response does not occur, therefore the
learner cannot respond. - A worker who has been conditioned to
respond to a certain cue at work stops production when an anomaly
occurs because they do not understand the system.

Strength - the learner is focused on a clear goal and can respond
automatically to the cues of that goal. - W.W.II pilots were
conditioned to react to silhouettes of enemy planes, a response which
one would hope became automatic.

Cognitivism

Weakness - the learner learns a way to accomplish a task, but it
may not be the best way, or suited to the learner or the situation.
For example, logging onto the internet on one computer may not be the
same as logging in on another computer.

Strength - the goal is to train learners to do a task the same way
to enable consistency. - Logging onto and off of a workplace computer
is the same for all employees; it may be important do an exact
routine to avoid problems.

Constructivism

Weakness - in a situation where conformity is essential divergent
thinking and action may cause problems. Imagine the fun Revenue
Canada would have if every person decided to report their taxes in
their own way - although, there probably are some very "constructive"
approaches used within the system we have.

Strength - because the learner is able to interpret multiple
realities, the learner is better able to deal with real life
situations. If a learner can problem solve, they may better apply
their existing knowledge to a novel situation.