There are three fundamentally different ideas about the nature of learning and the properties/nature of knowledge. These ideas include both a view of how learning occurs and also a view of what knowledge actually is. These three basic approaches are referred to as behaviorism, cognitivism and constructivism. A basic understanding of the three theories is required to complete this tutorial. Refer to the references section in this tutorial for an overview of the differences between these theoretical approaches to learning and knowledge. In this interactive tutorial you will be presented with 25 characteristics of these three learning theories. Your goal will be to determine which of these characteristics refer to behaviourism, cognitivism and constructivism.

Given that computer hacking cause huge loss among firms, it¡¦s necessary to understand how individuals engage to commit it. Most of previous research on computer hacking, discuss the reasons by motivation, deterrence theory, moral intensity and social learning theory. However, those perspectives were adopted in researches independently. Thus, there is a need for research to combine these perspectives to create a completed, empirical model to explain the hacker¡¦s intention. Based on motivation theory, moral intensity, deterrence theory, and social learning theory, an empirical study of the intention of computer hacking was conducted. Moreover, we found the key factor ignored in the past, severity level of computer hacking, which will change the way of other factors affecting the intention. Data collected from 473 individuals in Taiwan confirmed our hypotheses and tested against the research model. The results support the proposed model in predicting intention to commit computer hacking. This study demonstrated that intrinsic motivation, extrinsic motivation, moral intensity, punishment certainty, punishment severity, and social influence were key factors that resulted in intention of computer hacking. In addition, severity level of computer hacking was a strongly significant moderator in all factors to intention. Lastly, several implications of information security management and direction to reduce computer hacking rate for practices are discussed.

The purpose of this qualitative study was to examine the Applied Learning Academy (ALA) and allow the lessons learned from this public school to emerge from the narrative stories of past students, parents, teachers, administrators, and local business associates who have been directly involved and influenced by the applied learning teaching method. Accountability is critical for all public and charter schools. Districts have been trying to raise the standards with new programs and strategies in an effort to make learning experiences relevant to students? daily lives. Revisiting John Dewey?s philosophy from the progressive movement, project-based, service learning, community partnerships, and portfolio assessment helped to create the applied learning method. In the present study, a qualitative case study approach was utilized to identify successful factors, benefits, and drawbacks of applied learning in order to describe the transition of portfolio assessment, project-based learning, and community-based partnerships within the classroom and to understand the impact and misconceptions of applied learning as experienced through the Recognized Campus, ALA, a 6-8th public middle school within a large urban school district. Participant interviews, field observations, and historical records were collected which indicated that student centered project-based curriculum, small school size creating family relationships, community involvement with partnerships, service learning projects, and metacognitive development from portfolio assessments were the major factors that supported academic rigor and relevance because of the real educational applications in this applied learning middle school. Briefly defined, applied learning is when a problem is seen within the surrounding community, and the solution is generated by the students. This progressive 15-year impact of applied learning ultimately leads to the development of four applied learning schools despite the misconception that applied learning was a remedial or gifted program. Redefining applied learning for a better understanding developed a reconceptualized diagram borrowed from the quantum mechanics model. Reconceptualization expands the interpretation by increasing the intellectual flexibility. As the student becomes energized from the acquired knowledge of learning applicable skills through service learning, project-based curriculum, and portfolio assessment, the student?s academic growth should increase to a higher, educational ?energy level? supported by the critical, situated-learning, and feminist theories.

Adults associate their childhood with playing outdoors, often in natural settings. This type of free play is valuable to child development. Children tend to use outdoor play areas in physically active ways, and time spent outdoors relates positively to increased physical activity in children. However, children today are spending an increasing amount of time indoors rather than outdoors. Recent research has shown that the amount of time children spend in outdoor play is directly related to parental concerns about their children's exposure to outdoor hazards. The purpose of this project was to investigate the relationship between parental attitude toward nature and the development of fine and gross motor skills in young children. The sample for this study was drawn from parents of children ages 3 to 5 years old enrolled at one of two University Child Development Centers. The assessment tool used was composed of sections that ask parents about their attitudes toward nature, about their young children spending time outdoors, how much time their children actually spend in outdoor and indoor activities, and standard demographic questions. The childcare centers independently assessed d correlations and ANOVA. Results from this study indicated that parents had positive views toward nature and towards their child's recreation. Children who participated in certain indoor activities tended to score higher in the area of fine motor skills. However, children who spent more time indoors in free play had lower gross motor skill scores. Parents who scored better on the Parental Attitude toward Their Child's Outdoor Recreation scale reported that their child spent more time in outdoor free play and outdoor organized sports and activities. Parents preferred outdoor play spaces when compared to indoor play spaces and specifically those outdoor spaces that were constructed with more nearby natural components.

Thesis (Ph. D.)--Brandeis University, 2009. / "UMI:3369218." MICROFILM COPY ALSO AVAILABLE IN THE UNIVERSITY ARCHIVES. Includes bibliographical references.

This case study examined the Screen It! Program and focused on how this program benefitted the students. This study focused on students’ perceptions and in order to have a holistic understanding of the phenomenon, it was important to understand the viewpoint of museum educators, teachers, and students. In these types of museum-school partnerships, students’ voices are rarely heard and considered when creating curricula. Therefore, consideration of students’ voices may help museum educators craft these partnership programs in the future. Three themes emerged emphasizing the importance of expectations and program goals, curricular relevancy to student life and community, and meaningful learning outcomes. Along with utilizing relevant learning theories during classroom instruction, by actively responding to the voices and needs of the students in these areas, museum educators can provide more meaningful learning experiences for students. / text

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<p>In this research paper, guided by Prof Z Groener, I explore the learning barriers experienced by deaf learners in the structured workplace component of a learnership programme. I focus on the learning barriers of deaf learners at work on an Information Technology learnership where the learning environment shapes and are shaped by deaf learners. Twenty deaf learners have entered during 2005 into an Information Technology: Technical Support NQF4 learnership, funded by the Information Systems (IT), Electronics and Telecommunications Technologies Sector Education Training Authority (ISETT Seta). I have determined how deaf learners are faring with work and learning in a technological environment that has experienced rapid and extensive restructuring during the past ten years. The specific difficulties which they experience during their structured workplace component of the learnerships have also been defined. I argue that when deaf learners form part of a community of practice, consisting of both deaf learners and hearing colleagues and who operate in the same area of knowledge and activity, they fare better than those who did not form part of such a community. I conclude this research paper with a link to the situated learning theory where I explain why the learner&rsquo / s situation contributed to their ability to learn.</p>

Given the "right" representation, learning is easy. This thesis studies representation learning and meta-learning, with a special focus on sparse representations. Meta-learning is fundamental to machine learning, and it translates to learning to learn itself. The presentation unfolds in two parts. In the first part, we establish learning theoretic results for learning sparse representations. The second part introduces new multi-task and meta-learning paradigms for representation learning. On the sparse representations front, our main pursuits are generalization error bounds to support a supervised dictionary learning model for Lasso-style sparse coding. Such predictive sparse coding algorithms have been applied with much success in the literature; even more common have been applications of unsupervised sparse coding followed by supervised linear hypothesis learning. We present two generalization error bounds for predictive sparse coding, handling the overcomplete setting (more original dimensions than learned features) and the infinite-dimensional setting. Our analysis led to a fundamental stability result for the Lasso that shows the stability of the solution vector to design matrix perturbations. We also introduce and analyze new multi-task models for (unsupervised) sparse coding and predictive sparse coding, allowing for one dictionary per task but with sharing between the tasks' dictionaries. The second part introduces new meta-learning paradigms to realize unprecedented types of learning guarantees for meta-learning. Specifically sought are guarantees on a meta-learner's performance on new tasks encountered in an environment of tasks. Nearly all previous work produced bounds on the expected risk, whereas we produce tail bounds on the risk, thereby providing performance guarantees on the risk for a single new task drawn from the environment. The new paradigms include minimax multi-task learning (minimax MTL) and sample variance penalized meta-learning (SVP-ML). Regarding minimax MTL, we provide a high probability learning guarantee on its performance on individual tasks encountered in the future, the first of its kind. We also present two continua of meta-learning formulations, each interpolating between classical multi-task learning and minimax multi-task learning. The idea of SVP-ML is to minimize the task average of the training tasks' empirical risks plus a penalty on their sample variance. Controlling this sample variance can potentially yield a faster rate of decrease for upper bounds on the expected risk of new tasks, while also yielding high probability guarantees on the meta-learner's average performance over a draw of new test tasks. An algorithm is presented for SVP-ML with feature selection representations, as well as a quite natural convex relaxation of the SVP-ML objective.

The purpose of this autoethnographic study was to examine three questions: (a) how did my view of myself as a non-Aboriginal educator change as a result of teaching in an Aboriginal cultural context, (b) how did my teaching philosophy and pedagogical approach change as a result of teaching in an Aboriginal cultural context, and (c) how did my sense of community and relatedness to the people I interacted with change due to increased cultural awareness and exposure to Aboriginal cultures? Data from my time in my teacher education program and teaching in Klemtu, BC was collected, and Mezirow’s (1997) transformative learning theory was used to analyze the shift that I made in these three areas. Finally, recommendations were made to teacher education programs and future non-Aboriginal educators who choose to teach in Aboriginal-run schools.