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INSTRUCTIONAL TECHNOLOGY PRACTICES
Behaviorism Learning Theory Dr Siti Nazleen Abdul Rabu
Behaviorism
Behaviorism • the earliest theory of learning developed. • offers the simplest explanation of learning theories to date that is Learning is Behaviour Change. • It focuses exclusively on behavior and posits that a stimulus leads to a response: S — R. S-R by Ivan Pavlov Positive /Negative Reinforcement by B.F Skinner
Behaviorism • Behaviourists attempt to maintain a high degree of objectivity in the way they view human activity, and they generally reject reference to unmeasurable states, such as feelings, attitudes, and consciousness. • Human behaviour is above all seen as predictable and controllable. • Behaviourism thus stems from a strongly objectivist epistemological position.
Behaviour, not Mind!
CONTEXT OF BEHAVIORISM THEORY • Under behaviorism, the definition of learning was reduced and simplified to simple conditioning: the stimulus and the response. • The motto of behaviorism might well be expressed as “behavior, not mind!” • Behaviourism is an ‘objectivist’ approach to teaching. • Behaviorist learning theory focuses on that which is observable: how people behave and especially how to change or elicit particular behaviors.
Behaviour, not Mind!
CONTEXT OF BEHAVIORISM THEORY • According to behaviorist theory, what is in the mind is not accessible for study, and hence irrelevant and should not be considered in research. • The mind is viewed as a black box that is largely irrelevant, and, therefore, by extension educational practice based on behaviorist would not take the mind into . • The emphasis is on environmental stimulus and observed response.
Behaviour, not Mind!
CONTEXT OF BEHAVIORISM THEORY Thus a certain stimulus will evoke a particular response.
At its simplest, it may be a purely physiological reflex action, like the contraction of an iris in the eye when stimulated by bright light.
Mind is a Black Box
Behaviour, not Mind!
CONTEXT OF BEHAVIORISM THEORY • Learning happen - based on the observable change of behaviour. • It focuses on the repeated patterns of the behaviour until it happen instantaneously. • Centres on the study of observable and measurable behaviours. • It views the mind as a “black box” which reacts to observable and measurable stimulations. • This theory neglects the thinking process that may occur in the mind. • Contributors in the development of behaviorist theory – Pavlov, Thorndike, Watson and Skinner.
Scholars or Theorist of Behaviorism Ivan Pavlov (Classical Conditioning)
Pavlov
B. F. Skinner (Operant Conditioning)
Skinner
Edward Thorndike (Law of Effect) John Broadus Watson ("Little Albert" experiment)
Thorndike Watson
Behaviorist learning theory emphasizes two major types of conditioning
Scholars or Theorist of Behaviorism Ivan Pavlov (Classical Conditioning)
• His famous “dog experiments”, held that behavior is conditioned to become a reflex response to a stimulus. • Pavlov’s dog experiments in which behavior becomes a reflex response to a stimulus. B. F. Skinner (Operant Conditioning)
• Skinner’s rat experiments, which refer to the reinforcement of a behavior by a reward or punishment. • Refers to the reinforcement of a behavior by a reward or a punishment.
What Do You Think
BEHAVIORIST LEARNING PEDAGOGY • Pedagogical approaches associated with behaviorist learning theory were explored under three categories: reward and punishment, behavioral instructional design, and taxonomies of learning. • Behaviorist pedagogy aims to promote and modify observable behavior in people. Learning is considered a behavior that demonstrates acquisition of knowledge or skills. • To understand behaviorist learning pedagogy, we look at the following three techniques and models: Reward and punishment; Behavioral instructional design; Taxonomies of learning.
BEHAVIORIST LEARNING PEDAGOGY Reinforcement & Punishment Reinforcement : • Students are required to respond and receive immediate for an activity; or getting a correct answer to a multiple-choice test. • Make sure achievements are rewarded with reinforcements, like praises, gifts or good grades.
BEHAVIORIST LEARNING PEDAGOGY Reinforcement & Punishment
BEHAVIORIST LEARNING PEDAGOGY Reinforcement & Punishment
BEHAVIORIST LEARNING PEDAGOGY Behavioral Instructional Design
• Behaviorism was prominent in the origins of instructional design. • Instructional design is the systematic planning and presenting of instructional sequences, based on a theory of learning. • Behavioral instructional theory therefore consists of prescriptions for what stimuli to employ if a particular response is intended. • “The instructional designer can be reasonably certain that with the right set of instructional stimuli all manner of learning outcomes can be attained”.
BEHAVIORIST LEARNING PEDAGOGY Behavioral Instructional Design
• Behaviorism emphasized the ability to analyze and deconstruct the elements or steps of learning into instructional design, by breaking down a task into smaller steps or chunks and by specifying behavioral objectives. • Learning success was assessed by tests developed to measure performance in relation to each objective. • Taxonomies or classifications of learning behaviors were therefore considered to be important, in order to design and test instruction. • Benjamin Bloom’s 1956 taxonomy of learning (cognitive, affective and psychomotor domains) is a classic in this field.
BEHAVIORIST LEARNING PEDAGOGY Taxonomy of Educational Objectives
• The taxonomy could help teachers specify curricular objectives and ensure that the educational plans cover the range of behaviors required to be taught. • The taxonomy was to comprise three handbooks: Handbook I addressed the cognitive domain, Handbook II, on the affective domain, and Handbook III, on the manipulative or motor-skill area. • Bloom’s cognitive domain - the six categories set out as learning objectives for students were listed according to level of difficulty, in that the first must be mastered before the next.
BEHAVIORIST LEARNING PEDAGOGY Taxonomy of Educational Objectives
BEHAVIORIST LEARNING PEDAGOGY Taxonomy of Educational Objectives
• Are you aware that teachers prepare their course content objectives based on behavioural objective. • Refer to your course objectives.
BEHAVIORIST LEARNING TECHNOLOGY • Instructional technology has its roots in behaviorism. • Learning technologies that were intended to encourage practice and reinforcement of specific tasks were developed.
BEHAVIORIST LEARNING TECHNOLOGY Two major examples of technologies based on behaviorist learning theory emerged: • Teaching machines and programmed instruction; • Computer-assisted instruction (CAI) or Computer-assisted learning (CAL) • The rise of education technologies occurred within the behaviorist school of thought. • Teaching machines, programmed instruction and computerassisted learning (CAI) were invented within this context.
BEHAVIORIST LEARNING TECHNOLOGY • Computer-Assisted Instruction (CAI) or (CAL) • Computer-assisted instruction (CAI) was developed during the 1950s for teaching and training. • CAI is essentially a drill-and-practice approach to learning, and the control is with the program designer and not the learner (although small levels of individual customization were implemented). • It is the earliest example of educational applications of a computer. • Drill and practice, and “electronic page turning,” both associated with CAI, were the earliest forms of educational software.
BEHAVIORIST LEARNING TECHNOLOGY Examples of Computer-Assisted Instruction (CAI)
Behaviour, not Mind!
THE APPLICATION OF BEHAVIORISM THEORY
• Behaviourism’s influence is still strong in corporate and military training, and in some areas of science, engineering, and medical training. • It can be of particular value for rote learning of facts or standard procedures such as multiplication tables, for dealing with children or adults with limited cognitive ability due to brain disorders, or for compliance with industrial or business standards or processes that are invariant and do not require individual judgement.
Behaviour, not Mind!
THE APPLICATION OF BEHAVIORISM THEORY • Behaviourism, with its emphasis on rewards and punishment as drivers of learning, and on pre-defined and measurable outcomes, is the basis of popular conceptions of learning among many parents, politicians, and, it should be noted, computer scientists interested in automating learning. • It is not surprising then that there has also been a tendency until recently to see technology, and in particular computer-aided instruction, as being closely associated with behaviourist approaches to learning, although computers do not necessarily have to be used in a behaviourist way.
The End
Behaviorism
INSTRUCTIONAL TECHNOLOGY PRACTICES
Behaviorism Learning Theory Dr Siti Nazleen Abdul Rabu
Behaviorism
Behaviorism • the earliest theory of learning developed. • offers the simplest explanation of learning theories to date that is Learning is Behaviour Change. • It focuses exclusively on behavior and posits that a stimulus leads to a response: S — R. S-R by Ivan Pavlov Positive /Negative Reinforcement by B.F Skinner
Behaviorism • Behaviourists attempt to maintain a high degree of objectivity in the way they view human activity, and they generally reject reference to unmeasurable states, such as feelings, attitudes, and consciousness. • Human behaviour is above all seen as predictable and controllable. • Behaviourism thus stems from a strongly objectivist epistemological position.
Behaviour, not Mind!
CONTEXT OF BEHAVIORISM THEORY • Under behaviorism, the definition of learning was reduced and simplified to simple conditioning: the stimulus and the response. • The motto of behaviorism might well be expressed as “behavior, not mind!” • Behaviourism is an ‘objectivist’ approach to teaching. • Behaviorist learning theory focuses on that which is observable: how people behave and especially how to change or elicit particular behaviors.
Behaviour, not Mind!
CONTEXT OF BEHAVIORISM THEORY • According to behaviorist theory, what is in the mind is not accessible for study, and hence irrelevant and should not be considered in research. • The mind is viewed as a black box that is largely irrelevant, and, therefore, by extension educational practice based on behaviorist would not take the mind into . • The emphasis is on environmental stimulus and observed response.
Behaviour, not Mind!
CONTEXT OF BEHAVIORISM THEORY Thus a certain stimulus will evoke a particular response.
At its simplest, it may be a purely physiological reflex action, like the contraction of an iris in the eye when stimulated by bright light.
Mind is a Black Box
Behaviour, not Mind!
CONTEXT OF BEHAVIORISM THEORY • Learning happen - based on the observable change of behaviour. • It focuses on the repeated patterns of the behaviour until it happen instantaneously. • Centres on the study of observable and measurable behaviours. • It views the mind as a “black box” which reacts to observable and measurable stimulations. • This theory neglects the thinking process that may occur in the mind. • Contributors in the development of behaviorist theory – Pavlov, Thorndike, Watson and Skinner.
Scholars or Theorist of Behaviorism Ivan Pavlov (Classical Conditioning)
Pavlov
B. F. Skinner (Operant Conditioning)
Skinner
Edward Thorndike (Law of Effect) John Broadus Watson ("Little Albert" experiment)
Thorndike Watson
Behaviorist learning theory emphasizes two major types of conditioning
Scholars or Theorist of Behaviorism Ivan Pavlov (Classical Conditioning)
• His famous “dog experiments”, held that behavior is conditioned to become a reflex response to a stimulus. • Pavlov’s dog experiments in which behavior becomes a reflex response to a stimulus. B. F. Skinner (Operant Conditioning)
• Skinner’s rat experiments, which refer to the reinforcement of a behavior by a reward or punishment. • Refers to the reinforcement of a behavior by a reward or a punishment.
What Do You Think
BEHAVIORIST LEARNING PEDAGOGY • Pedagogical approaches associated with behaviorist learning theory were explored under three categories: reward and punishment, behavioral instructional design, and taxonomies of learning. • Behaviorist pedagogy aims to promote and modify observable behavior in people. Learning is considered a behavior that demonstrates acquisition of knowledge or skills. • To understand behaviorist learning pedagogy, we look at the following three techniques and models: Reward and punishment; Behavioral instructional design; Taxonomies of learning.
BEHAVIORIST LEARNING PEDAGOGY Reinforcement & Punishment Reinforcement : • Students are required to respond and receive immediate for an activity; or getting a correct answer to a multiple-choice test. • Make sure achievements are rewarded with reinforcements, like praises, gifts or good grades.
BEHAVIORIST LEARNING PEDAGOGY Reinforcement & Punishment
BEHAVIORIST LEARNING PEDAGOGY Reinforcement & Punishment
BEHAVIORIST LEARNING PEDAGOGY Behavioral Instructional Design
• Behaviorism was prominent in the origins of instructional design. • Instructional design is the systematic planning and presenting of instructional sequences, based on a theory of learning. • Behavioral instructional theory therefore consists of prescriptions for what stimuli to employ if a particular response is intended. • “The instructional designer can be reasonably certain that with the right set of instructional stimuli all manner of learning outcomes can be attained”.
BEHAVIORIST LEARNING PEDAGOGY Behavioral Instructional Design
• Behaviorism emphasized the ability to analyze and deconstruct the elements or steps of learning into instructional design, by breaking down a task into smaller steps or chunks and by specifying behavioral objectives. • Learning success was assessed by tests developed to measure performance in relation to each objective. • Taxonomies or classifications of learning behaviors were therefore considered to be important, in order to design and test instruction. • Benjamin Bloom’s 1956 taxonomy of learning (cognitive, affective and psychomotor domains) is a classic in this field.
BEHAVIORIST LEARNING PEDAGOGY Taxonomy of Educational Objectives
• The taxonomy could help teachers specify curricular objectives and ensure that the educational plans cover the range of behaviors required to be taught. • The taxonomy was to comprise three handbooks: Handbook I addressed the cognitive domain, Handbook II, on the affective domain, and Handbook III, on the manipulative or motor-skill area. • Bloom’s cognitive domain - the six categories set out as learning objectives for students were listed according to level of difficulty, in that the first must be mastered before the next.
BEHAVIORIST LEARNING PEDAGOGY Taxonomy of Educational Objectives
BEHAVIORIST LEARNING PEDAGOGY Taxonomy of Educational Objectives
• Are you aware that teachers prepare their course content objectives based on behavioural objective. • Refer to your course objectives.
BEHAVIORIST LEARNING TECHNOLOGY • Instructional technology has its roots in behaviorism. • Learning technologies that were intended to encourage practice and reinforcement of specific tasks were developed.
BEHAVIORIST LEARNING TECHNOLOGY Two major examples of technologies based on behaviorist learning theory emerged: • Teaching machines and programmed instruction; • Computer-assisted instruction (CAI) or Computer-assisted learning (CAL) • The rise of education technologies occurred within the behaviorist school of thought. • Teaching machines, programmed instruction and computerassisted learning (CAI) were invented within this context.
BEHAVIORIST LEARNING TECHNOLOGY • Computer-Assisted Instruction (CAI) or (CAL) • Computer-assisted instruction (CAI) was developed during the 1950s for teaching and training. • CAI is essentially a drill-and-practice approach to learning, and the control is with the program designer and not the learner (although small levels of individual customization were implemented). • It is the earliest example of educational applications of a computer. • Drill and practice, and “electronic page turning,” both associated with CAI, were the earliest forms of educational software.
BEHAVIORIST LEARNING TECHNOLOGY Examples of Computer-Assisted Instruction (CAI)
Behaviour, not Mind!
THE APPLICATION OF BEHAVIORISM THEORY
• Behaviourism’s influence is still strong in corporate and military training, and in some areas of science, engineering, and medical training. • It can be of particular value for rote learning of facts or standard procedures such as multiplication tables, for dealing with children or adults with limited cognitive ability due to brain disorders, or for compliance with industrial or business standards or processes that are invariant and do not require individual judgement.
Behaviour, not Mind!
THE APPLICATION OF BEHAVIORISM THEORY • Behaviourism, with its emphasis on rewards and punishment as drivers of learning, and on pre-defined and measurable outcomes, is the basis of popular conceptions of learning among many parents, politicians, and, it should be noted, computer scientists interested in automating learning. • It is not surprising then that there has also been a tendency until recently to see technology, and in particular computer-aided instruction, as being closely associated with behaviourist approaches to learning, although computers do not necessarily have to be used in a behaviourist way.
The End
Behaviorism
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