Learning is the process by which we acquire new information, behaviors, skills, attitudes, and preferences. Humans, animals, and some machines all have this capacity. There are two main types of learning: formalized and nonformal learning. These two types of learning are different in nature, but their basic characteristics are similar.
Conceptions 1 to 3
Teachers have a wide variety of conceptions about learning. Teachers’ conceptions of what learning is might be quite different from the conceptions of students. For example, some teachers might think of STEM as a linear process, while others may think of it as a complex process. Teachers from different educational levels can benefit from this activity, since it allows them to think about how students learn.
Generalization is the process of identifying the most important characteristics of a concept. For example, if we see a bird, we will identify it as a bird. However, learning can become overly specific. In order to prevent this from happening, Bayesian theories propose probabilities for the definition of a concept.
Students who think about concrete concepts may associate it with personal perceptions. As a result, they are more likely to remember them. This is an important aspect of the dual-coding theory, which states that concrete concepts are easier to remember than abstract ones. Examples of concrete concepts include educational math concepts.
Concept learning has been studied by many cognitive and behavioral theories. Bruner first proposed a cognitive theory of hypothesis formation, while Hunt described the first information processing model, based on the simple classification of attributes. In the 1970s, Merrill & Tennyson outlined a new model based on attributes and examples. This model has the potential to reduce three common mistakes in concept formation.
Formalized learning
Formalized learning involves face-to-face instruction in a classroom-like setting. This type of learning can be expensive, time-consuming, and may require that learners take a full day off work. However, it does have its advantages. A face-to-face training can be more effective than an online course, as it allows learners to track their progress and track their learning.
A formalized learning strategy should be tied to specific business goals. It should also leverage a variety of informal and traditional learning approaches. It should also be measurable. A formalized learning strategy can include onboarding and compliance training. A broader approach may include product training or soft skills training. The goal is to provide employees with the skills they need to be successful in their roles.
Formalized learning programmes are commonly thought to be less personalized. They use material that is generally adapted to students. As such, they often ignore individual needs, preferences, and agendas. In 2003, Rogers described the difference between formal and informal learning. His distinction between the two is echoed in many of his later writings, as well as in the work of other key theorists.
The distinction between formal and informal learning is important because there are differences between the two forms of learning. Formal learning occurs within an organized environment with a defined goal, whereas informal learning occurs outside of a structured learning environment. While both methods can benefit individuals, formal learning is best for individuals who need to learn specific skills.
Formalized learning involves structured training and is more formal than informal learning. The former involves training in a structured, planned environment, which can be virtual or physical. It is usually characterized by clear learning objectives and goals, which are set by the trainer or instructor.
Nonformal learning
Nonformal learning is a kind of learning that does not require a formal curriculum or syllabus. This type of learning does not lead to certification or accreditation. Instead, it involves people taking courses without the use of a curriculum. This method is a good choice for people who do not want to follow a rigid syllabus or curriculum.
While there are many types of nonformal learning, they all have the same goal: to provide people with educational experiences that are more personalized and relevant to their personal lives. Nonformal learning is student-centered, voluntary, and available to everyone. It also involves more creative and flexible methods of learning. Several examples of nonform learning include literacy programs, occupational skill trainings, online tutorials, and fitness classes. These programs are organized by nonprofit organizations.
Another example of non-formal learning is incidental learning, where a learner stumbles upon an idea or skill while in an activity that is not a formal part of the curriculum. While these incidental learning events are often dismissed by instructors, they can often lead to valuable learning. These incidental teachable moments can sometimes be incorporated into formal learning.
Nonformal learning is a great way for people to gain valuable skills and gain employment. The skills acquired through informal learning can be assessed and documented, resulting in a partial or complete qualification. This can help individuals increase their chances of entering the labour market, find new professional opportunities, and get exemptions from certain training modules. This type of learning can be especially useful for early school leavers and low-skilled adults.
Non-formal learning is an important aspect of education, and many countries have prioritized it. The aim is to increase opportunities for lifelong learning, and reshape learning to accommodate 21st century knowledge economies.
Observational learning
Observational learning is the process by which we learn from others’ behaviors. This process involves four distinct stages that involve a variety of motivational and social factors. First, the observer needs to be in the right frame of mind. Second, it needs to observe the model for an adequate amount of time.
Third, observational learning can change our perception of a situation. This may change our idea of what is appropriate or unacceptable in certain circumstances. For example, if we see a dog sneezing on a television screen repeatedly, we may start to alter our scripts about sneezing. These changes in our perceptions can then lead us to model similar behaviors.
Observational learning is an important area in psychology. If we hope to understand the process of change in humans and other animals, we need a sound theory of how behavior is learned and modified. This article discusses some seminal research in the field of observational learning. It outlines common behavioral analytic conceptualizations and highlights some important implications for our understanding of complex behavior.
Observational learning is the process of acquiring knowledge or skills through watching others. When observing someone else, we can learn how to perform a skill by copying it. Although classical and operant conditioning emphasize direct experience, much of our learning is indirect. When we observe someone waving, we can imitate this gesture later.
Indigenous peoples practice observational learning in many domains. One significant example is the classroom setting. Unlike traditional schooling, Indigenous communities emphasize participation and keen observation in ongoing endeavors. Through these experiences, children can learn to complete multiple tasks without distraction.
Latent learning
Latent learning is a form of learning that occurs without an immediate reward or stimulus. Its main proponent was psychologist Edward Tolman. Tolman challenged the traditional behavioralist view of learning, asserting that humans can learn without a clear stimulus or immediate reward. While behaviorists thought that all learning occurs through direct experience, Tolman showed that latent learning occurs when a learner shows behavior that is not immediately evident. The behavior only becomes apparent when the right motivation and circumstances are present.
Latent learning can occur in many areas of our lives. For example, a person may learn to play the guitar by imitating a master. But, if the master is not around, the student might still learn the technique even without an immediate reward. Similarly, an infant may be able to learn how to play the guitar even without a clear incentive.
One famous example of latent learning is Tolman’s experiment. He trained rats to find food in a specific location, and then rewarded them when they found it. One group was rewarded immediately, but another group did not receive food until day three, and another group was not rewarded until day seven. This delayed reinforcement increased the rate of learning in the delayed group.
Latent learning is a type of learning that occurs in the brain without a conscious effort and without any immediate reinforcement or punishment. The information is retained in the brain for weeks, months, and even years, even without being explicitly displayed.
