Learning type

Definition

• DSchneider strongly believes that pedagogical strategies must be adapted to learning types since they engage different sorts of cognitive processes.

• Conversely, one also may claim that various learning theories are strongly influenced by what kinds of learning was studied. Since learning theories have a strong impact on instructional design theory, one may suspect that the latter are not neutral, even is some claim to be.

• The concept of learning type also refers to learning levels, i.e. in what ways a learner is able to use some acquired knowledge. A lot of discussion focuses actually on levels of mastery and therefore you really should also consult that article.

Kinds of learning

One way to categorize kinds learning are these broad categories, somewhat inspired from [TIP]

1. Attitudes
   • Disposition or tendency to respond positively or negatively ....
2. Factual Information (Memorization):
   • Processing of factual information and remembering .....
3. Concept Learning (Discrimination):
   • ... how to discriminate and categorize things. It is not related to simple recall and must be constructed.
4. Reasoning (Inference, Deduction):
   • thinking activities that involve making or testing inferences
5. Procedure Learning:
   • .... being able to solve a certain task by applying a procedure.
6. Problem solving:
   • identification of subgoals, use of methods to satisfy subgoals.
7. Learning Strategies:
   • can hardly be taught and only be learned and to some extent only !

As an alternative, you may consider Gagne's Domains of learning taxonomy. These learning outcomes categorize the capabilities of the learner following instruction:

• Verbal information, recall things from memory
  • Labels and facts
  • Bodies of knowledge (paraphrasing)
• Intellectual skills
  • are demonstrated by being able to classify and label things. There are 5 subcategories. They are ordered in increasing complexity:
  1. discrimination, recognize that classes of things differ
  2. concrete concepts, being able to classify a thing according to its physical features
  3. defined concepts, also use abstract features to classify
  4. rules, apply simple procedures to solve a problem
  5. higher-order rules, apply complexe procedures, e.g. select from simple procedures
• cognitive strategy, invent or select process to solve a task/problem.
• attitude, change behavior according to a new value or belief
• motor skill, perform a physical task

A small typology of learning types

The following typology is a combination of various learning types including learning levels and its purpose is to provide a practical framework to create pedagogical scenarios.

Learning categories - suitable for instructional design planning
I: know that	I-a Facts : recall, description, identification, etc.
	I-b Concepts: discrimination, categorization, discussion, etc.
II: know how	II-a Reasoning and procedures: inferences, deductions, etc. + procedure application
	II-b Problem solving and production et strategies: identification of subgoals + application of heuristics/methods
III: knowing in action	III Situated action : action strategies in complex and authentic situations
IV: Other	IV Other: e.g. motivation, emotion, reflection, i.e. elements that could intervene in all the other categories

Links

• [Kearsley's TIP] Explorations in Learning & Instruction: The Theory Into Practice Database
  • This is one of the best sources on Learning Theory.
• Bloom's Taxonomy
• Learning Domains or Bloom's Taxonomy
• Major Categories in the Taxonomy of Educational Objectives (Bloom 1956)
• Robert Gagne
• Applying Learning Theories to Online Instructional Design

References

• Bloom Benjamin S. and David R. Krathwohl. Taxonomy of Educational Objectives: The Classification of Educational Goals, by a committee of college and university examiners. Handbook I: Cognitive Domain. New York, Longmans, Green, 1956. ISBN 0582280109

• Driscoll, M.(1991) Psychology of Learning for Instruction: Allyn and Bacon.

• Gagne, Robert M. (1975). Essentials of Learning for Instruction. New York: Holt, Rinehart and Winston.

• Gagne, Robert M. (1985). The Conditions of Learning and Theory of Instruction, Harcourt, ISBN 0030636884

• Gagne, Robert M., Briggs, Leslie, J., Wager, Walter, F. (1985). Principles of Instructional Design, Wadsworth, ISBN 0030347572