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The earliest derivatives of Behaviorism can be traced back to the late 19th century where Edward Thorndike pioneered the law of effect, a process that involved strengthening behavior through the use of reinforcement.

During the first half of the twentieth century, John B. Watson devised methodological behaviorism, which rejected introspective methods and sought to understand behavior by only measuring observable behaviors and events.

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LATE 1950s -

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Dog salivation experiment around 1889 by Pavlov, making dogs salivate at the sound of a bell.

Skinner Box experiment in 1930s by B. F. Skinner, to make the pigeons press the lever that lighted by SD light to release food.

J. B. Watson in 1930s with his 'Little Albert' experiment explore the association of fear with loud sound.

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1. Learners are viewed as mental processor to receive, organize, and store - mental CPU
2. Abstract
3. rules finite, production - infinite
4. research - language acquisition, elaboration (reigeluth) of simple to complex, discovery learning (bruner) inquiry based instruction to finds facts and relation

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First third of the 20th century

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gestalt, broadbent (information processing model), newell and simon (AI), Chomsky

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1. Who came out with it? Psychologist, Albert Bandura

2. When was it established? 1960s

3. What were the experiment done/argument/research led to this theory? Bandura’s Social Learning Theory posits that people learn from one another, via observation, imitation, and modeling.

Bandura developed what famously became known as the Bobo Doll experiments. In these studies, children watched adults model either violent or passive behavior towards a toy called Bobo Doll, and what they saw influenced how they subsequently interacted with the dolls. Children who observed violent behavior imitated this behavior and were verbally and physically aggressive toward the doll. Children who witnessed nonviolent behavior behaved less aggressively toward the doll. Bandura concluded that children learn aggression, violence, and other social behaviors through observation learning, or watching the behaviors of others.

4. How does it being translated to classroom practices?

SC integrated these two theories - combines (a) cognitive learning theory (which posits that learning is influenced by psychological factors) and (b) behavioral learning theory (which assumes that learning is based on responses to environmental stimuli)

and came up with four requirements for learning:
1. observation (environmental),
2. retention (cognitive),
3. reproduction (cognitive), and
4. motivation (both).
This integrative approach to learning was called social learning theory.

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Albert Bandura (1925 - Present)

Key Concepts

People learn through observing others' behavior, attitudes, and outcomes of those behaviors[1]. "Most human behavior is learned observationally through modeling: from observing others, one forms an idea of how new behaviors are performed, and on later occasions this coded information serves as a guide for action." (Bandura). Social learning theory explains human behavior in terms of continuous reciprocal interaction between cognitive, behavioral, and environmental influences.

Necessary conditions for effective modeling

Attention - various factors increase or decrease the amount of attention paid. Includes distinctiveness, affective valence, prevalence, complexity, functional value. One's characteristics (e.g. sensory capacities, arousal level, perceptual set, past reinforcement) affect attention.

Retention - remembering what you paid attention to. Includes symbolic coding, mental images, cognitive organization, symbolic rehearsal, motor rehearsal

Reproduction - reproducing the image. Including physical capabilities, and self-observation of reproduction.

Motivation - having a good reason to imitate. Includes motives such as past (i.e. traditional behaviorism), promised (imagined incentives) and vicarious (seeing and recalling the reinforced model)

Reciprocal Determinism

Bandura believed in "reciprocal determinism", that is, the world and a person's behavior cause each other, while behaviorism essentially states that one's environment causes one's behavior[2], Bandura, who was studying adolescent aggression, found this too simplistic, and so in addition he suggested that behavior causes environment as well[3]. Later, Bandura soon considered personality as an interaction between three components: the environment, behavior, and one's psychological processes (one's ability to entertain images in minds and language).

Social learning theory has sometimes been called a bridge between behaviorist and cognitive learning theories because it encompasses attention, memory, and motivation. The theory is related to Vygotsky's Social Development Theory and Lave's Situated Learning, which also emphasize the importance of social learning.

[sociallocker id=3099]

[/sociallocker]

Additional Resources and References

Resources

References

1. Bandura, A. (1977). Social Learning Theory. New York: General Learning Press.

2. Bandura, A. (1986). Social Foundations of Thought and Action. Englewood Cliffs, NJ: Prentice-Hall.

3. Bandura, A. (1973). Aggression: A Social Learning Analysis. Englewood Cliffs, NJ: Prentice-Hall.

4. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman.

5. Bandura, A. (1969). Principles of Behavior Modification. New York: Holt, Rinehart & Winston.

6. Bandura, A. & Walters, R. (1963). Social Learning and Personality Development. New York: Holt, Rinehart & Winston.

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Albert Bandura (1925 - Present) People learn through observing others' behavior, attitudes, and outcomes of those behaviors[1]. "Most human behavior is learned observationally through modeling: from observing others, one forms an idea of how new behaviors are performed, and on later occasions this coded information serves as a guide for action."

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4. How to Incorporate Social Learning into the Classroom?

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4. How to Incorporate Social Learning into the Classroom?

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a. Attention and the Flipped Classroom
b. Retention: Peers Teaching Peers and Peer Coaching
c. Imitation through Real Plays
d. Reinforcement and Motivation through Simulation and Gamification

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There's been a lot of talk about social learning, yet most of what has been shared involves online or blended learning. Why not social learning in the classroom? Many of the recent instructor-led training (ILT) trends have elements of social learning. Below are at least four ways to incorporate social learning into the classroom.
Attention and the Flipped Classroom
Social learning is based on the behavior modeling theory where people learn new things by observing others. The first step of this learning through observation and the modeling process is that you have to pay attention, otherwise you aren't observing anything. Isn't that the whole reason that many university classes and now corporate training classes have moved to the flipped classroom method? There's no better way to get groups to pay attention than to put them in control of the discussion and allow the learners to determine the agenda. So assign pre-work, often online e-learning modules that include knowledge check questions that you can track or not, but that the facilitator uses to gauge the level of knowledge. Then, the facilitator asks, "What content was most challenging? What questions do you have?" Let the learner's questions guide the class. By gathering answers to questions from the class or even assigning questions to teams or pairs, you encourage peer collaboration and group problem solving. Learners today come to class for an experience - not a lecture or instruction.
Retention: Peers Teaching Peers and Peer Coaching
Another way to incorporate social learning is to have peers teaching peers and include peer coaching. In order to model behavior, learners must retain what they observed. Take away large group lectures and replace them with group discussions or knowledge huddles. If learners are in teams, they attend different discussions and return to their teams and 'teach' their topic to their team mates. This closely mirrors the real-world. According to Bersin by Deloitte, 80 percent of workforce learning occurs through on-the-job interactions with peers, teammates and managers. To ensure all key points are taught around the topics, online or printed materials can be created as reference material, or even follow-up online learning.
Imitation through Real Plays
Next in the social learning modeling behavior process is performing and practicing the positive behavior that is observed. An important adjustment to truly apply social learning is to transform the role play into a 'real play.' Bring in individuals who can realistically take on the roles, either managers, colleagues, or clients. And for the social aspect, have learners prepare together. Don't tell them which person is going to conduct the real-play until a few minutes before. Then, during the real play, anyone not real-playing is an observer filling out an observer scorecard. This allows the observers to become actively involved when it comes time to debrief. If there is a score being assigned at the end, allow the observers 'score' to be part of the final. Time permitting, the real play can be conducted and debriefed multiple times. Not only does this process incorporate social learning, it also appeals to the growing numbers of young leaders who when surveyed said that their teammates are the most important people at work.
Reinforcement and Motivation through Simulation and Gamification
The final way to incorporate social learning into the classroom is through simulation and gamification. Gamification has been a growing trend, and when combined with simulation, can really bring social learning theory to life. The ultimate goal of classroom training, and social learning, is learning. However, observation does not necessarily equate to behavior change or learning. Yet, there is a higher likelihood for learning and behavior change when participants see a person taking an action and being rewarded for that action (or conversely, punished for an inappropriate action or inaction). This is the basis of simulation, and more specifically what is often called "best practice" computer-based simulation. Place learners in teams and have them collectively take on a role in a computer simulation. As they make decisions, they follow a decision-tree where they experience the outcome of their decisions - good or bad - in terms of reactions of other characters in the simulation, future events, and on their scores.

With all teams starting from the same place, final scores can create competition and be used to incorporate gamification elements such as a leaderboard. According to Bersin by Doloitte, tor a young generation of future leaders eager to receive training and development, even more so than flexible hours and cash bonuses, using simulation and gamification can immediately engage learners and create the 'pull' necessary to ensure learning and behavior change.

With leadership development spending increasing, but instructor-led training decreasing, what are the most effective organizations doing? High performing organizations today are transforming their instructor-led training into a more engaging and effective experience by incorporating social learning. Millennials and adult learners alike want to learn together.
Amy Happ is a Performance Consultant with Advantexe Learning Solutions.

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How to Incorporate Social Learning into the Classroom - Training Industry

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There's been a lot of talk about social learning, yet most of what has been shared involves online or blended learning. Why not social learning in the classroom? Many of the recent instructor-led training (ILT) trends have elements of social learning. Below are at least four ways to incorporate social learning into the classroom.

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1. Prompt student to ask question or provide reflection
2. Stimulate individual interpretations and expressions on any subjects based on their own experience throughout the learning process
3. Don't bound to fixed and rigid curriculum, but inclusive of what's beyond the syllabus such as any ideas constructed during the learning process
4. Encourage work group rather than to avoid student working in silo

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sorting games, flash card, puzzle, re-enactment,

dual coding: tiger - name, spell, sound, image

explain concept
discovery learning

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When applied to a classroom setting, it focuses on conditioning students behaviour with various type behaviour reenforcements and consequences called operant conditioning. Basically it is used by teachers who reward or punish students behaviour. Rely on skill and drill exercises to provide the consistent repetition necessary for effective reinforcement of response patterns

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Start at 00:01:30

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The Brain: A Secret History - Emotions; Bandura Bobo Doll Experiment

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root back to Socrates time -
directed questions that led his students  weaknesses in their thinking.
Jean Piaget -  humans learn through the construction of one logical structure after another. He also concluded that the logic of children and their modes of thinking are initially entirely different from those of adults.

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1. Dr. John Stephen, Geophysic exploration
2. Dr. Salwa, HBP construction management
3. Dr Izyan, HBP quantity surveying
4. Radziah, PJJ Economics

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Dewey called for education to be grounded in real experience. He wrote,
- how learning happens, engage in sustained inquiry: study, ponder, consider alternative possibilities and arrive at your belief grounded in evidence." Inquiry is a key part of constructivist learning.
Vygotsky introduced the social aspect of learning into constructivism. He defined the "zone of proximal learning," according to which students solve problems beyond their actual developmental level (but within their level of potential development) under adult guidance or in collaboration with more capable peers.

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Connectivism

Who : Connectivism is a learning theory promoted by Stephen Downes and George Siemens.

When:2005

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Definition: Connectivism is a learning theory that explains how Internet technologies have created new opportunities for people to learn and share information across the World Wide Web and among themselves.

Explanation: A key feature of connectivism is that much learning can happen across peer networks that take place online. In connectivist learning, a teacher will guide students to information and answer key questions as needed, in order to support students learning and sharing on their own. Students are also encouraged to seek out information on their own online and express what they find. A connected community around this shared information often results.

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Improve engagement because we are now in online digital era

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Example how do you apply these in teaching: 

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Example how do you apply these in teaching: 

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connectivism is a learning theory that explains how Internet technologies have created new opportunities for people to learn and share information across the World Wide Web and among themselves. These technologies include Web browsers, email, wikis, online discussion forums, social networks, YouTube, and any other tool which enables the users to learn and share information with other people. One of the main example of using this theory is the massive open online course (MOOC) phenomenon that comes from connectivist theory. In a connectivist MOOC (cMOOC), it is open to anyone who wants to enroll, it uses open software and systems across the Web to facilitate learning and sharing, it takes place primarily online, and it happens according to a specified curriculum for a designated period of time. While facilitators guide the cMOOC, its participants are largely responsible for what they learn and what and how they share it; this connected behavior largely helps create the course content.

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Ready infrastructure (computers, internet connection)

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Nearpod is an interactive classroom tool for teachers to engage students with interactive lessons

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Thank you Dr Rose for a much-needed knowledge sharing on TEAL. Can't wait to try them in my classroom!
Is there any difference in active learning between F2F  and distance learning setting?

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I don't have any mud..excellent workshop

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Thank you Dr. Rose=)

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no mud this time.

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At this point of time, my muddiest point would be triggering the students interest in laws-related subject.

From experience, the students showed positive responses when we learn about a topic at practical setting. Hence, i am wondering how technology could help with this?

Thanks, Dr Rose for the wonderful sharing session!

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at the moment, kak odi is too overwhelmed by so much information to chew and digest, maybe later after a period of cooling off after a trip to McD for chocotop, kak odi might find the mud pie.

anyways thank you so very much, adinda dr rose and all the new friends, plus old ones like radziah - radiah with a zee, and aidi.

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Good workshop. Would love to learn more. No muddy thoughts

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do not have any muddiest point
Thanks a lot for this workshop

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No mud, but mood, fresh mood for next semester's teaching. Thanks so much Dr Rose! hundred roses for you!

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I do not have any mud at this moment. Anyway, thank you so much for the sharing. Very informative.

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So amazed information of knowledge

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Thank you for the sharing

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Is there any study show that using these apps for active learning enhance students performance and understanding?

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no mud but still too overwhelmed. Great course, thanks Dr Rose

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So amazed information of knowledge

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How about the bells? What are they for

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Thank you so much DR. ROSEMALIZA

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Thank you so much for the workshop. I have learned more about technology that can be used in education. Thanks!

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Thank you for facilitating our learning. Indeed I learned, unlearned, relearned, colearned today. Also thank you to all participants also... you all are great learning peers today :).

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Thank you very mudh Dr. Rose!