This content introduces the fundamental concepts of effective learning, defining it as a lifelong, continuous process that leads to relatively permanent, positive changes in behavior, knowledge, and mental structures, emphasizing the crucial role of learner characteristics and motivation.
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Hello viewers uh welcome to this NPEL
course on effective learning for
professional development.
So today we'll discuss about the first
module that is effective learning. What
do what do we mean by effective
learning? So as you know learning uh is
a lifelong process. It's a continuous
process and um it has been defined in
many ways. However, most of the
psychologist they define learning uh
learning is a process that brings
relatively permanent changes in the
behavior as a result of formal learning
experience etc. So here we can say that
learning brings relatively permanent
changes in the behavior and the changes
are very much positive in nature. So now
as we can see learning is a lifelong
process. So now here we are we'll be
discussing on effective learning. How
can we say that from learning to
effective learning that means the
changes that takes place in the human
behavior or organation's behavior that
relatively stays for a longer period of
times. So similarly learning as a change
in behavior versus a determinant of
changes in behavior. Learning definitely
when there is it's a relatively per it
brings relatively permanent change in
the behavior. So uh it is because of the
learning beh changes in the behavior
takes place. Whereas other other factor
is that learning is a determinant of the
changes in the body is a factor of or
reason of bringing the changes in the
behavior. Therefore the learning
involves some kind of change in the
organism human being and etc and which
is necessary but not sufficient for
observing the changes in the behavior.
That is without learning
changes cannot be ensured. But however
that uh that change is not enough like
observing that changes is not enough or
it's not sufficient for the learning to
takes place. So that is why learning as
an enduring change in the mechanism and
behavior. Learning takes place from time
to time from in the informal way formal
way. So in by observing other things by
learning intentionally or in in the
social uh in the social gatherings
everywhere learning takes place but just
observing uh learning changes by
observing uh the changes in the physical
way may not explain all the processes of
the learning. So learning uh learning as
an enduring change continuous change in
the mechanism of behavior it's called is
more of you know how to make the
learning more productive more effective
and more permanent.
So learning similarly so we are
discussing the you know definitions and
the meaning uh and the nuances of
learning. Similarly learning as a as a
contiguous causal effect of experience
on the behavior without in absence of
the formal learning formal learning also
suppose we are experiencing some uh some
new kind of things from or we are doing
we're working in a particular setup with
different skill set for a continuously
over a period of time. So learning also
takes place as a result of the
experience also and the causal effect of
because that there's a cause and effect
relationship is there and because of our
experience in a particular setup
particular workplace particular work
context. So because of that continuous
cause and effect uh relationship and
because of our experience also learning
takes place. So learning can be so thus
learning can be defined as a change in
the behavior of an organism that are the
result of the regularities in the
environment of that organism. That means
if regularly we practice something,
regularly we do something, perform
something and as a result of that
regular practices uh experiences etc
also learning takes place. So that is
why in order to say that learning is
learning has occurred two conditions
must be met two condition must happen
like far as that observable changes in
behavior like whenever learning takes
place mean definitely it brings some
changes modifications in our behavior in
thought processes in our actions etc.
that is observable change in the
behavior and second is that change in
the behavior must be due to the
regularities in the environment
repeatedly systematically in a
disciplinary way when we we perform we
uh we execute we practice and etc then
that regularity also is another factor
of learning to take place. So one is the
observable if there is an observable
observable changes in the behavior that
causes learning and another is that
there is there is a certain certain
regularities in the behavior change in
the behavior over a period of time in
the particular context. So then uh you
can say so that is why learning is seen
as an effect. So learning is seen an
effect is an impact is a result which is
observable in the change changing
behavior. So sometimes also so sometimes
also learning happens in a
nonassociation way. For example,
nonassociative learning takes place
refers to decrease in the intensity of
the response as a result of repeated
presentation of the stimula. Like
suppose we are being exposed to
particular stimulus uh regularly
regularly first for the first time when
it happens we it draws our attention but
repeatedly repeatedly if it happens then
it becomes uh it becomes uh that means
it we do not give so much of attention
to that it becomes nonassociative not
relevant for us. So like for example
when we particular environment some
ringing of the bail may initially may
cause some uh some it draws attention
may cause some concern etc but
repeatedly it happens then we ignore it.
So that is called the nonassociative
learning that we take it as though it
happens. So it decrease the slowly and
steadily decreases the intensity of the
response. Initial initial um um in
initial stage we may uh we may first of
all give draw it draws our attention we
give attent we give attention to that
what it happens etc. But with the
repeated pract repeated happening then
it intentions the intensity it's to
ignite the response decreases that is
called the nonassociative learning.
So learning is so learning is the effect
learning is the cause also. We have
already discussed learning because
learning causes the changes in behavior
and by observing the effect its impact
on our behavior we think we we think
that we assume that yes learning has t
has taken place. So these are some of
the definition. Now the functional
definition of the learning uh functional
definitions promote the development of
cognitive learning theories. When the
researcher they have started working on
the different dimension components and
definitions of the learning some says
that it's cognitive some says that it is
behavioral some says that it is
observable associative etc different
with with all these kind of various
diverse viewpoints then the learning
theories develop. So these these
definitions these functional learning
theories definitions are cognitive
definition of the learning like learning
as it is being defined as a mental uh as
a cognitive changes mental changes in
the mental structures mental constructs.
So that is the it is it is a this
definition says that it is it refers to
a specific change in the organism
organism a change in the mental
constructs means mental construct in
terms of our ideas in terms of our uh
knowledge in terms of our association in
terms of our representation of certain
things. So that can function as a
contiguous cause of the changes of the
behavior because these are the factors.
So these are the factors continuous
factors of bringing change in the
behavior. So it is considered as the
causal factors causal factors cause of
changes in the behavior primarily in our
mental structures mental structure
cognitive structure or construct like in
our thought process. Okay. So then
learning changes the physical structure
of the brain. So when learning takes
place there are also biological
neurologically also there are some
changes takes place in our brain uh
through the process of continuous
interactions because when the there is a
continuous interaction between the input
of information and the you know coding
then in input activation of the input
the information that we take then we
further process it. So some physical
changes also in the happens in the
structure of the brains that is because
of these continuous interactions uh like
uh we that means our interaction with
the stimulus then we we receive it then
we process it we think it and a
continuous interaction between the
learning component from the environment
and with our perceptions and
understanding. So because of the
continuous interactions also it brings
uh not only the changes in our ideas in
the constructs and etc but also in the
physical structure of the brain. So the
psychology of learning uh the primarily
focuses on so there are many theories
but the basic philosophy of the
psychology of learning that it focuses
on how people learn. Now here the
question is that yes it is sure that um
because of learning changes or
modification of behavior changes of
behavior takes place which is relatively
permanent. Okay. But how learning takes
place that is how people learn how they
interact with the environment in which
they learn there are what are there what
are the different mechanisms of learning
there are what are the different process
of learning and how do we learn it's a
long-term process a continuous process.
So the psychology of learning primarily
focuses on how people learn, how do they
remember, how do they interact with the
environments, all these know hows and
know why and know when all these kind of
processes process processing activities.
So that is very important for learning
understanding the impact of learning and
its impact on the brain.
Then next comes here uh to that is why
to sum sum up to summarize learning can
be described as a process by which an
individual it's a long-term process
continuous process uh by which uh we
acquire we acquire the novel ideas or or
the experiences from the situation we
when we are exposed to new experiences
new kind of situation uh contextual uh
you know factors etc then we try to
understand it summarize it and extract
the meaning out of it. So we acquire
novel ideas, new ideas from our
experiences from uh and from our
learning interactions. Then we retain
retains and applies the idea skills and
knowledge in solving the problems. Like
for example, whatever suppose we have
grasped, we have comprehended, we have
uh understood, we try to apply it in
different kind of situation. So that we
apply our ideas we apply our skills and
competencies. We applies our knowledge
uh in we apply and trust try to resolve
while apply it in our real life context
in solving the problems in confronting
the problems in analyzing the problems.
So that is we receive we understand we
comprehend then we try to practice it or
apply it for solving the day-to-day
problems. So it also modifies the
behavior it also modifies our behavior.
So by the experience gained in the past
and making the changes permanent. So
continuously when we learn we grasp new
things and we try to adopt it apply it
in our thought process in your
behavioral practices in our
manifestation etc. So slowly and
steadily in this that is why it's always
called that continuous learning brings
the permanent changes in the behavior
because whenever we receive and we grasp
we we try to uh integrate all these uh
sense is the themes it's a ideas and
thoughts in our practices in our
workplace practices in our personal
experiences that means personal or
day-to-day life problems problems
problem solving behavior so we practice
it so it modifies the behavior not only
it gives gives the ideas new ideas but
it also gives us the cues and clues to
translate it into our practice in in
solving the day-to-day life problems. So
as you can see this from this figure
like for example whatever we learn
definitely we learn certain things we
extract the themes get the meaning out
of it then the comprehend it then we try
to apply it whatever you have learned
we'll try to we'll apply it in the
particular situation uh in maybe that in
exploring the new environment new
concept understanding the difficult
concept or maybe in the workplace
context or in our day-to-day life in
solving the problems. So we try in two
three ways we'll try it. Okay. So apply
it and then we'll do it. Then actually
out of suppose out of three occasions we
practice it we execute it in one
occasion that we do it. So after doing
it after solving that problem after
practicing all these things again we
review it. That means we um you we
reflect on it. We try to analyze it and
that is called the we review it whether
that was the best way most uh effective
way most you know most cost effective
way as most successful way of doing the
things in that way or not. So like for
example whatever we study before the
exam whatever we study we learn uh learn
again one thing is that before exam we
practice it self practice it selfch
check it self self um testing our own
ability then suppose and after giving
the exam also we again review the
question paper question paper like to
what extent we have been successful in
answering the questions what will be
approximately our score etc. So after
doing or similarly the problems we solve
in by adopting one strategy then we
review it
then we review it. After reviewing if if
we find that no still there are chances
that it can be improvised still there
are uh you know opportunities still
there are possibilities of changing some
positive aspect then we review it then
again that review after review then then
again the the revised version gets again
we learn it. So in this process learning
whatever we learn we apply it do it
review it and again after review the
revised version the updated version
again we consolidate in our process
memory processes learning process so similarly
similarly
so that so learning is a continuous
process so ultimately learning is a
continuous process having the following
characteristics now these are the like
the learning we have just now discussed
about how learning takes place etc but
what are the outcomes of learning Okay.
What what are the results? What are the
impacts? What are the factors that uh
significant factors of learning? For
example, like learning is the is the
modification behavior. Yes, definitely.
Be it social learning, formal learning,
observational learning in whichever way
we learn, it brings modification in our
behavior. What is learning is purposive?
Always learning mostly learning is goal
directed. Goal directed purposive. That
means we learn certain things with an
intention with a goal and purpose. So
psychologist like Macdonald he stresses
that the purposeful nature of the
learning uh that is goal that means he
has developed also the theory that goal
oriented goal directed learning okay so
that means learning is goal directed
without goal and focus that is learning
learning is meaningless. So learning
always is purpose purposive and is
carried on by carried forward with a
goal. Again learning is a continuous
process knowingly or unknowingly whether
consciously we are learning it or
unconsciously learning it like
observational learning or casual
learning etc. Learning is a continuous
process. Sometimes we by intentionally
learn it because we think that is
important for for us but otherwise in
other times also in different occasions
also through observation etc also we can
also learn it and yes learning is a
universal phenomena. Learning is
universal. Learning takes place
everywhere across the across the uh
globe across the you know across the
living organisms across the culture
across the environment learning takes
place. So it's an universal phenomenon.
Learning is progressive and development.
Learning is always upward development.
Progressive that is towards moves
towards the positive change bringing the
positive changes in the behavior in
thought process in action. And learning
is transferable transferable because it
can be transferred from one section, one
situation, one context to another
context. Like suppose in class 8
whatever we have learned it, it will be
transferred to class 11 level thing. In
the past whatever we have learned in a
particular sector it will be transferred
it may be transferred to the next future
future learning. So learning is
transportable learning is physible
possible and learning is material
learning of the material things learning
of the subject matter learning of you
know different contextual experiences
all these things it facilitate it
facilitates or it facilitates learning
sometimes it facilitates if they are
aligned or they are similar kind of
thing. Sometimes also it inhibits that
means it uh hinder hinders or it
obstructs maybe that's like that is the
kind of again causes of the forgetting
also comes in there. Learning is
transferable provided we have invested
time we have learned properly
comprehended properly. Uh you know we
have extended it up to its application
and we have analyzed it further so that
it gets consolidated and that transfer
transfer of learning will be way more
helpful and positive. But if we learn it
in a very you know very lucy but then
very simple way a low level a shallow
level then it may or may not be
transferred in that positive way but it
may also interfere also. So learning
includes all the three aspects of the
human behavior. Learning are all the
three aspects of human behavior like
learning learning brings changes in our
thought processes. Learning brings uh
changes in our attitude, in our emotion,
in our behavior, in our motivation etc.
and in performance also performance also
in learning can bring changes. So
learning affects all our thoughts,
cognition, affection and uh behavioral aspect.
aspect.
Now then coming to the learner's uh
characteristic, learner characteristics.
So learning is a process. Now learner is
the major stakeholder is the key as the
nucleus or the of the of the whole
learning process and activity. So
learner characteristics like consist of
many aspects like suppose uh we I am the
learner then it is the learner the human
being is the composition of many
psychophysical traits. So learner's
characteristics is that first consider
the personal characteristics his
demographic information his age
maturation stage each background
cultural background all these is
personal characteristics. Then academic
characteristics comes in his prior
knowledge whatever then what is his
current uh state of knowledge at what
stage developmental stage he is what
what is his uh previous learning what
are the learning goals that is
integrated in these things. What are the
his pri prior knowledges and whether he
has um you know what type of educational
level is level is in or type of
education whether technical
non-technical his prior knowledge
previous knowledge background what are
his learning goals whether individual
goal or group goal all these are the
academic characteristics okay now
thereafter the social and emotional
characteristics related to the group uh
or the individual like social that is is
your social characteristics emotional
characteristics either embedded in in in
the group or the individual has got. For
example, the social emotional
characteristics you know like for
example in the group like uh where the
individual uh within the group is his
sociability, his self-image, his
self-efficacy, his mood, his
preparedness, his willingness to learn,
his willingness to collaborate uh you
know his self-esteem all these things
are some individual factors and some
group factors and how the person behaves
in the group. So these are the social
emotional factors are the
characteristics. Thereafter finally you
come to the cognitive characteristics.
Cognitive characteristics like his
attention span, his memory, his mental
procedures, his level of intellectual
skills like um understanding,
comprehending the thing, memorizing,
remembering the things and knowows of
the how to solve the problem, how to do
what to do, what with what type of
content. So how the learner perceives,
remembers, things, solves problems,
organizes or represents the information
in his or way you know like all the
processing things then how do we present
it. So all these are the cognitive
characteristics of the learner
you know you here the learner
characteristics have been defined like
you know what what type of what are the
varieties diversityities are there. So
that these are the learning uh you know
learning uh learning digital learning
platform prior knowledge is there
learning learners goal is there t then
technological access is there then
learning you know context is there
environment is there all these factors
integrate and that integrate and be a
part of the learner's characteristics
how much technological exposure is there
what is the learning context is there uh
digital uh digital digitally native digital
digital
um savviness is there or not prior
knowledge all these factors core factors
rather it determines the cognitive
characteristics of the learner
so so the group again individual
learning self-arning
differs a little bit from the group
setup group setup group learning so so
there are different large differences
between the characteristics of the
different learners in the individual
context and the group context so
depending on their developmental stage
now these groups also differs in their
motivation ition in their prior
knowledge in terms of their expertise
level in terms of their physical
abilities, study times etc. So learners
also differ uh in terms of their level
of motivation their prior knowledge
their study time regularity or effort
they put their expertise and their
capabilities also. So the differences
within the learner characteristics have
an impact on the structure of the
instruction the degree of the support
and the guidance of the learning
processor. So according to that is why
with according to the learner
characteristics learner readiness
learner preparedness learner
developmental stage the instructional
processes processes instructional
processes curriculum etc are being
designed designed whether it means how
to match it with the learner's
developmental stage his mental readiness
his uh background and his existing
knowledge prior knowledge etc etc. So
learning learning and instruction the
instructional pedagogy curriculum should
match with the learner's
characteristics. So that is learning
characteristics are highly individual
and vary from every learner. Like in the
classroom of 50 students each and every
learner is different. His learn thinking
style, learning style, his memory
ability, his application knowledge
everything will be different because
every learner is unique and he is having
his unique characteristics. So and the
with the in the classroom of the 50
students how to deal with these 50
students learners uh catering to their
individual individual characteristics
individual um in individual needs
individual needs needs mean psych
psychosocial needs educational needs
emotional needs etc. So therefore it is
a therefore the instructional designers
instructional designers uh you know they
must constantly deal with these new kind
of differences diversity that exist
among the learners and must take the
decisions as to what characteristics of
the target group or the audience group
are the most important when delivering
or designing the instruction.
Okay. So uh now the then thereafter
comes the learner's readiness whether
the learner is ready for uh this uh
lesson or not ready for the classroom
ready for the uh for taking of this
lesson or the curriculum u or lessons of
the curriculum or the for they prepare
for the examination in the classroom
activity or not. So how why and how they
should be ready learner readiness means
mental preparedness willingness and
attention everything that is that is
learners readiness. So learners are able
to actively and effectively
control and monitor their motivation,
cognition and the behaviors and
successfully complete uh successfully
complete the target uh academic skills.
When the learners are willingly capable
of and readily ready mentally ready and
they are active and effectively they can
monitor control their
cognitive behavior, motivation and they
are primarily focused toward the
academic skills and the task. So that is
called the that is one important part of
the learner's readiness. Then often it
is also defined as the ability of the
learner to acquire the knowledge and
initiate the behavior change which lead
to effective successful learning
outcome. Like for the first thing is
that to our extent the learner has
acquired the knowledge and ability has
the capacity and ability to grasp it uh
to uh to understand it grasp it and then
to practice it then to translate it into
behavioral changes then to initiate the
behavioral changes and that is the
translate it apply it in the day-to-day
activities or the behavioral changes.
That means the learner is able to not
only acquire the knowledge but he has
the ability and capacity to translate it
or to put it into the practice. That is
another thing. Then learners uh then
also determines the learner's autonomy
and self-efficacy. How autonomous that
means independent the learner is. He can
independently learn. That is learner's
autonomy. Freedom autonomy independent
self-efficacy. He has the ability he is
capable of doing certain things. That is
self-efficacy is individual efficiency.
Then self-regulation. He can monitor his
own learning. He can understand it. He
can change it. He can regulate it. He
can control his study behavior. So
self-regulation or self-directed
learning. When we talk about the some
students like you know high secondary
students or um higher education students
they're very much focused and self-arner
means they not only understand the
content but they can reg monitor and
regulate their own behavior. So that is
called that there. So they decide what
to do with the content, when to do, how
to how to prepare for it, how to or how
to achieve the success, how to map it,
my map my um progress, all these things
like self-directed learning primarily
adult learners. So every moment whatever
they're learning, they they're not just
receiving it, preparing it, but also
reflecting on it. So self-directed
learning learner's attitude some and
beliefs towards expected learning
outcome like they also assume that what
would be the ultimate what would be my
result what would be the learning gain
what would be the learning outcome from
this from this course particular course
that I'm I have taken up and so again
learner's intellectual character his
capability is mental ability capac
capability of understanding a subject
like whether he's will he's very
comfortable in technical subject science
subject, mathematical subject, how or or
he's very uh very you know very sharp in
understanding and remembering the
historical events, geographical
geographical data, all these things. So
that is the learner's intellectual
character and the learning strategies he
adopt. So all these are also again
important factor. Learner's autonomy,
self-efficacy, self-regulation. Uh
whether he's an independent learner to
self give the direction to his own
learning and he has the learner's
attitude and his positive attitude
towards learning. Even if it doesn't
matter how difficult the uh difficult
the subject is. The learner is you know
determined to overcome all these things.
He's he has a very positive uh attitude
and he puts uh effort on the on this. So
this is and self-regulated learning is
refers to the learn learn learning
strategies both as action and the
process. So when the learner reflect on
his reflects on his own learning
processes thought processes. So he
analyzes it, analyzes, reflects his
analyzes it and also in order to improve
it, in order to rectify his strategies,
he also take some actions that is both
in both in terms of action that if he
feels that no this this methodology this
strategy has not helped me a a lot then
I have to change the process of
understanding maybe he has started
something uh something different
strategy of you know writing down the
notes taking the notes or maybe uh
demonstrating ing it explaining your or
applying the cognit the concept mapping
method some other method strategy to to
retain more information and perform
better so that also that depends on the
self-regulated self-regulation
uh of the self-regulated abil ability
self-regulation of the learners that is
self-regulated refers to the learning
strategies both as an actions and the
processes what action I need to take and
how should I do it how should I change
how should I prepare myself which are
directed towards the acquisition of the
target information. My goal is to secure
suppose as 85%. Then now in with present
existing practices I'm getting the 60%
score. Then how what should I do in
whichever way which strategies in
whichever way I should prepare myself so
that I can get 85%. So from time to time
he's evaluating, reflecting, analyzing
his own performances, giving the self
feedback and then changing the
strategies so so that she can he or she
can get the more marks more secure more.
So that is called a self-regulated
behavior. The learner monitors,
analyzes, maps his or her performances,
formulate the strategies, apply it, then
see the results from time to time. So
that his all his learning strategies and
performances are being evolved in the
process of
so then uh then comes the learner's
motivation. So motivation is the most
important factor. Uh so sometimes
motivation primarily are two types
primarily that is one is extensive
motivation. we learn study something
prepare for for examination is that
because our goal is to get a good mark
or good grade or so uh secure the um uh
certificate or credential etc. one
another another thing is that uh we
learn because we love to learn it
because we like the subject because we
love to go into the depth of that
subject so motivation can be intrinsic
that is because we love we like to we
love I love literature I love philosophy
all these things that is why and is more
I'm more passionate about learning
certain things uh that is because of our
my intrinsic motivation I my liking
special liking for a subject or I'm
learning it because I have to gain
certain certificate some credentials
from degrees etc. that is the external
factors. So learning so but both the
ways both the intrinsic and in extrinsic
motivations are complemented to each
other. So the criteras of learning are
like for example
uh criteras of learning like learning
involves change. Learning endures over
time. Learning definitely is followed by
the changes. Learning endures over time
over the time over the long run it's a
long run long term. And learning occurs
through experiences.
Through experience also from experience
also we gain more thing. Learning is an
active activity of construction. Uh
always learning is positive. Learning is
positive, constructive, progressive all
kind of things. So and learning is
handled with uh in the context of
others. In group context also learning
takes place and it is driven by the
learner's agency. Learner agency that
the ownership the ownership of the
learner himself. So I think uh I should
con conclude here right now in the next
class we'll continue with the other
slides other definition and other
aspects of the effective learning. Thank
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