In this tutorial, we'll examine three different learning theories. Like the adult learning theories that we've learned about, these theories are research-based theories on the topic of learning. They hold a variety of implications for the design of effective professional development plans and professional development activities. So let's get started.
Networked learning theory emphasizes developing and maintaining connections with both information and people. In networked learning theory, communication is essential to supporting each other's learning. Essentially, what networked learning theory tells us is that relationships and connections matter, and that learning takes place both in relation to the networks that we create with our learning resources and in relation to the networks that we create with other people.
A PLC is a great example of a professional development approach that is aligned to network learning theory. The relationships and connections and communication that happen within the context of the PLC all contribute to the learning of all of the members of that group.
Another research-based learning theory is situated learning theory, which focuses on the idea that learning is a product of the context in which it occurs. So in situated learning theory, learning requires collaboration and social interaction. And knowledge should be presented in authentic contexts. Social interaction is a really key element in situated learning. Social interaction, and collaboration, and communication together lead to greater student achievement and understanding.
The idea is that learners progress from a basic entry level understanding of new information to a level of expert understanding through the process of social interaction and through real-world applications of the skills, and standards, and other content that are being learned. So in the context of professional development, a teacher will be engaging in professional growth and development opportunities within the context of the teacher's day-to-day experiences. And this means that a teacher's professional growth and development are going to be situated or job-embedded.
A peer coaching model is a great example of an approach to PD that is aligned with situated learning theory. Peer coaching involves those elements of social interaction, and collaboration, and communication that are so important to the learning process in this theory.
A third research-based learning theory is social learning theory, which asserts that we learn from each other through the process of observation, imitation, and modeling. According to social learning theory, there is reciprocal interaction among cognitive influences, behavioral influences, and environmental influences. There are a number of key components of social learning theory.
First, learning is not just behavior. Learning is shaped by our cognitive processes and by the social context in which our learning is taking place. Learning also results from the observation of behaviors, including observing the consequences of a given behavior.
Learning also results from drawing information from behaviors that we observe and making decisions based on this information that we are drawing out. And this can include a peer modeling process. Reinforcement is an important part of learning, but it cannot be the only factor in learning. And finally, the learner needs to be an active participant in the learning process. The learner cannot be passive in this process of learning.
Since social learning theory tells us that learning takes place in social contexts, we can see that professional development really is directly connected to this theory. Within the context of our professional development, our learning absolutely is occurring through the observation of others, through the observation of the interactions of other people, and even through our direct interactions with other people.
A great example of social learning theory in action is when a new staff member arrives in a school or a district. That staff member can learn a great deal by just observing the actions and the interactions of the other staff members. By drawing information from these observations, the staff member can make good decisions about how to interact with other people on staff, and how to participate on staff in a manner that is appropriate with expectations.
An influential factor in social learning theory as defined by Bandura is self-efficacy, or one's belief in their ability to reach a goal or to complete a task. Self-efficacy provides the foundation for human well-being, and motivation, and personal accomplishment. And so in the context of site-based management in schools and districts, self-efficacy is a very important component in the successful functioning of these schools and districts as they work to build capacity, and to impact improvements, and implement change, and to sustain continuous improvement efforts that have been implemented.
A feeling of high self-efficacy means that an individual is more likely to be willing to try new ideas or to take on a new challenge. And consequently, an individual with high self-efficacy is going to be more likely to be able to accomplish difficult tasks. We can promote self-efficacy in the context of professional development by ensuring that we provide adequate scaffolding for tasks so that teachers believe that each step along their learning path is attainable at their current level of skill or understanding.
Let's look at a few examples of professional development activities that incorporate elements of these learning theories. First, let's consider some informal study groups that meet after school to discuss concerns and to share ideas. The setting supports networked learning theory, as it embraces the idea that relationships and connections matter. These teachers are taking time out of their busy schedule to get together outside of the school day in order to communicate with one another. These study groups also support situated learning theory, and the assertion that learning requires social interaction and collaboration.
These informal study groups incorporate social learning theory to some extent, as social learning theory tells us that people learn from one another. And certainly, these learners are being active in their learning process. But social learning theory could be even better incorporated into this situation if the teachers also included an element of observation so that they could also learn through that observation of behaviors, and through observations of interactions, and that would allow them to draw some conclusions that could then be added to this after-school discussion to make the learning even more robust.
Let's consider one more situation, this one being teachers who are enrolled in an online course that also meet face to face at a scheduled time every week. This example illustrates self-efficacy as these teachers who are participating in the online course are embracing this idea of self-efficacy. They are working towards completing tasks and reaching goals in this online setting, and supporting their efforts through these face-to-face meanings.
Situated learning theory and networked learning theory are also incorporated here, as the face-to-face meeting every week is helping that social interaction, and collaboration, and communication to take place. Networked learning theory is even further supported here, as the teachers who are participating in both the face-to-face meanings and the online coursework are really building up a strong network of not only other people, but also learning resources.
So here's a chance for you to stop and reflect. Consider a recent professional development opportunity. Was this opportunity aligned with any or all of these learning theories? If not, what could have been changed in that learning opportunity to make it better aligned with networked learning theory, situated learning theory, or social learning theory?
As you reflect on how this new information can be applied, you may want to explore the additional resources section that accompanies this video presentation. This is where you'll find links to resources chosen to help you deepen your learning and explore ways to apply your newly acquired skill set. Thanks for watching. Have a great day.
(00:00 - 00:20) Introduction
(00:21 - 01:09) Networked Learning Theory
(01:10 - 02:38) Situated Learning Theory
(02:39 - 04:57) Social Learning Theory
(04:58 - 06:19) Self-Efficacy
(06:20 - 08:41) Examples
(08:42 - 09:27) Stop and Reflect
Andragogy and Teacher Professional Development
This site explains the importance of considering andragogical principles when creating professional development opportunities for teachers.
http://cnx.org/contents/01b08e6f-8a39-4c2b-a7bf-a63290081a65@1/Andragogy_and_Teacher_Professi
The Importance of Andragogy in Education
This blog post by Tom Whitby stresses the importance of considering the principles of andragogy in professional development design. Whitby indicates professional development should be active, teacher-centered, and include opportunities for dialogue.
https://tomwhitby.wordpress.com/2015/04/13/the-importance-of-andragogy-in-education/