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Structure • Exercise: Activity 1
• Overview precursors and typical behaviorists: activity 2 (Thorndike)
• Pairwise discussion: activity 3
• Feedback ~ feedback model
• Applying feedback model: activity 4
Activity 1
Black
Britney
Stetos
Bed
Zoötrope
Christmas
Precursors: associationists• Associations: a connection between
‘psychological’ contents. These can be feelings, perceptions or representations– Philosophy! Aristoteles, Locke, Berkeley, Hume– But developed into a complete theory (e.g., David Hartley,
Thomas Brown, James Mill, John Stuart Mill, enz. )
Associationism
• Associationist laws:
– Contiguity principle (time/space)– Similarity principle – Contrast principle
Precursor: Thorndike
• Connectionism (Stimulus-Response)
• Four laws– Law of effect: reinforce behavior
– Law of readiness: when learner is ready, faster connections between S-R
– Law of exercise: repeat connection S–R
– Associative shifting: R is applicable to new S that is slightly different from initial S
Associative shifting
Apply Thorndike: activity 2
• Group 1 & 2: Basic knowledge course
• Group 3 & 4: CPR training
http://www.pbs.org/wgbh/aso/databank/entries/bhskin.html
Skinner
‘Learning’ according to Skinner
• Learning: observable change in behavior
• Not the stimulus, nor the response is important. It is the way we manipulate the reinforcement that is important.
Reinforcement = Immediate feedback
‘Learning’ according to Skinner• ‘Operant learning‘: manipulate reinforcer to influence frequency of
behavior. • ‘Contingency principle’: reinforcer
in time and space sufficiently connected to the behavior• Positive reinforcement!• ‘Shaping' - 'successive approximation
Shaping
• ‘Shaping' - 'successive approximation’
• Reinforcement schemas
• Open tasks/questions (active production instead of recognizing)
Design “Skinnerian” education:
• Describe final desired behavior
• Describe initial behavior
• Task analysis
• Lead learner through sequens: reinforce step by step
• Contingent feedback
• Continuous evaluation
• Individual tempo!
Feedback
• Activity 3– Two preparatory question about “feedback”
• Kind of feedback during task execution
• Kind of feedback after task execution
– Develop short integrated answer on flipboard.– Discussion of answers
The “feedback scene”
Timperly & Hattie, 2007, p. 83
The “feedback scene”
Timperly & Hattie, 2007, p. 84
• Towards a “model” for giving feedback
• Towards a “model” for giving feedback
Activity 4
• Choose one of the observed “feedback” appraoches
• Re-engineer according to the “feedback model”
• Apply as much as possible elements of the feedback model.
