Mar 10, 2022 · A. Select research from the provided resources that will support your plan and explain how the research is credible. B. Explain how you discerned the credibility of the research provided. C. Discuss how using credible evidence will support your action plan. D. Explain how the research aligns with fundamental theories discussed in the course. E.
May 04, 2017 · Explain in your own words how you think the draft could be improved Based on the rubric criteria above, the draft milestone BEST fits into which category? Proficient; it effectively and clearly explains how the research aligns with the ethical guidelines of psychology. Needs Improvement; it has references to ethical guidelines, but the ...
May 31, 2017 · 1. Select research from the provided resources that will support your plan and explain how the research is credible. 2. Explain how you discerned the credibility of the research provided. 3. Discuss how using credible evidence will support your action plan. 4. Explain how the research aligns with fundamental theories discussed in the course. 5.
Apr 23, 2017 · The purpose of this article is to explain different ethical theories and compare and contrast them in a way that's clear and easy for students to understand. There are three major categories of ethical systems that students typically learn about in philosophy classes: consequentialism, deontology and virtue ethics. I will describe all of them briefly,…
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Practical tips and guidelines were provided to help learners apply their learning in actual work-environments. Summary. Typically, one Learning Theory may not be adequate as a stand-alone framework and often strategies promoted by different theories would inevitably overlap.
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Learning Theories are frameworks that are extensively used by Instructional Designers to meet the requirements of the target audience and the situation. To do justice to this mandate, an Instructional Designer must first understand the Learning Theories in order to apply them. Once they understand the strengths and weaknesses ...
Asha Pandey is the Founder and Chief Learning Strategist at EI Design. She heads the organization’s Solution Architecting and Innovation mandates. She brings in her experience of 19 years to help EI Design customers transform their learning and keep pace with the changing workplace dynamics.
1. A framework is not a theory and vice versa. 2. The number of learning theories mentioned in this article is 0. 3. A “learning theory” is not usually “presriptive”, that’s what instructional (design) theories are for. 4. Behaviorism does not “focus on a new behavioural pattern being repeated until it becomes automatic”. 5.
There are three major categories of ethical systems that students typically learn about in philosophy classes: consequentialism, deontology and virtue ethics. I will describe all of them briefly, then describe each one of them in more detail, pointing out their defining features and major variants. I’ll then discuss the nature of Objectivist Ethical Egoism and how it compares and contrasts with each of these types of ethics.
Deontology names a type of ethical theory that judges human practices based on whether they are consistent with certain duties that the theory holds as intrinsically moral. Consequences are irrelevant to a fully deontological theory. Deontological theories tend to focus on the motives of actions, and whether a given action was motivated by duty or something else. In many deontological theories, motivation by moral duty itself–rather than other factors, like self-interest–is essential to an action’s being morally right. An advocate of deontology says that you should do certain things, just because those things are the right things to do, (they “align with duty.”) The originator of deontology as a formal theoretical framework was the German philosopher, Immanuel Kant. Later advocates have included W.D. Ross, Robert Nozick and Christine Korsgaard.
Objectivism holds that the governmental protection of rights– as Ayn Rand described them–is necessary for the flourishing of human life in a society. This is due to the particularly destructive nature of force to the lives of individuals other than the perpetrator.
The Ethical Theories: Brief Summary. Consequentialism names a type of ethical theory that judges human practices, like actions or rules, based on their consequences. Human practices that produce good consequences are morally right, while ones that produce bad consequences are morally wrong.
The second major way consequentialist theories can be divided is by “whose consequences” count as morally relevant. That is, what beings are directly morally relevant in evaluating the consequences of a practice.
Objectivist Ethical Egoism, unlike the other terms here, names one specific theory. It takes human life as the abstract or general standard of moral evaluation. Roughly speaking, that which promotes human life is the good, that which damages or destroys it is the bad. Because Objectivism, the whole philosophy from which this ethics springs, views human life as fundamentally individual–needing to be lived, maintained and enhanced by each individual through his own action–Objectivist Ethical Egoism (OEE) takes each individual’s own life as his own effective standard of value. That which promotes the individual’s own life overall is the good for him, that which damages or destroys his own life is the bad for him.
One should avoid contradictions in one’s thinking, since holding contradictory beliefs is the violation of reason. Purpose is an aspect of reason, properly conceived. Holding it as a value emphasizes the need to treat reasoning as a means to goals, and not merely as an end in itself.
Mental processes are an important part in understanding how we learn. The cognitive theory understands that learners can be influenced by both internal and external elements.
Connectivism is one of the newest educational learning theories. It focuses on the idea that people learn and grow when they form connections. This can be connections with each other or connections with their roles and obligations in their lives. Hobbies, goals, and people can all be connections that influence learning.
Constructivism learning theory is based on the idea that students actually create their own learning based on their previous experiences. Students take what they’re being taught and add it to their previous knowledge and experiences, creating a reality that’s unique to them.
Bandura wrote about his findings in 1977, detailing social learning theory and how it affected the behavioral development of students. There are four elements to social learning theory:
Cognitive learning theory impacts students because their understanding of their thought process can help them learn.
Teachers can utilize connectivism in their classrooms to help students make connections to things that excite them, helping them learn. Teachers can use digital media to make good, positive connections to learning.
Behaviorism Learning Theory. Behaviorism learning theory is the idea that how a student behaves is based on their interaction with their environment. It suggests that behaviors are influenced and learned from external forces rather than internal forces.
Functionalists analyze how the parts of society work together. Functionalists gauge how society’s parts are working together to keep society running smoothly. How does this perspective address aging? The elderly, as a group, are one of society’s vital parts.
According to the guiding principle of conflict theory, social groups compete with other groups for power and scarce resources. Applied to society’s aging population, the principle means that the elderly struggle with other groups—for example, younger society members—to retain a certain share of resources. At some point, this competition may become ...
Generally, theories within the symbolic interactionist perspective focus on how society is created through the day-to-day interaction of individuals, as well as the way people perceive themselves and others based on cultural symbols. This microanalytic perspective assumes that if people develop a sense of identity through their social interactions, their sense of self is dependent on those interactions. A woman whose main interactions with society make her feel old and unattractive may lose her sense of self. But a woman whose interactions make her feel valued and important will have a stronger sense of self and a happier life.
One microanalytical theory is Rose’s (1962) subculture of aging theory, which focuses on the shared community created by the elderly when they are excluded (due to age), voluntarily or involuntarily, from participating in other groups.
Here, aging is a process and not an outcome, and the goals (compensation) are specific to the individual.
The virtue theory puts people in boxes based on their reputations at one point in time. Consequential Ethics. These four theories fall into one of two categories. The first one, consequential ethics, states that outcomes determine ethical decisions. Therefore, the result of a situation makes that decision OK.
The theory of utilitarianism falls into this category because the benefit of decisions is the biggest factor. The virtue theory can fit into consequential ethics because a person’s reputation can be based on the consequences of his or her decisions. Nonconsequential Ethics.
There are two sides to this theory. Act utilitarianism says you will make decisions based on helping others, while rule utilitarianism says you will act out of fairness. Those who don’t agree with this theory believe that nobody can predict outcomes, so we can’t know what the benefits of our actions will be.
There are four major ethical theories: deontology (or duty), utilitarianism, rights, and virtue. Each one of these theories looks at our ethical behavior in different ways. Deontology. The theory of deontology states that when we have to make ethical decisions, our first thoughts are on our duties and obligations.
Follow Us: maia Pascual/Pixabay. Ethics is the branch of philosophy that deals with morality and how it shapes behavior. Different branches of the study of ethics look at where our views of morality come from and how they shape our everyday lives. There are four major ethical theories: deontology (or duty), utilitarianism, rights, and virtue.
The ethical theory of virtue states that we can judge a person’s decisions based on his or her character and morality. The way someone lives his or her life can explain any ethical decision according to this theory. For example, a person who lies and cheats to get ahead in life probably makes decisions based on advancing his or her own interests according to the virtue theory.
The biggest hole in the theory of deontology is that there’s no standard for what a person’s duties and obligations are . Philosophers who don’t agree with this theory believe that everyone’s duties are different, so there’s no way to know what drives a person to make a particular decision. Utilitarianism.
Skinner, who theorized that learning occurs through a series of rewards or punishments. While Skinner believed that all learning could occur this way, Behaviorist Theory is most commonly utilized in classrooms today as a tool for behavior management. However, educators still utilize rote practice and repetition: two practices that are linked to Behaviorist Theory. According to Skinner, rewards increase the likelihood that behaviors will be repeated, while punishments decrease the likelihood of repetition. He also theorized that rewards and punishments could be either positive or negative in nature. This can confuse a lot of people! What he meant was that when we give or add something to the environment, the interaction is positive; when we take something away, the interaction is negative. So, for example, removing an undesirable activity from the agenda might be a negative reward, and adding an undesirable activity to it might be a positive punishment.
New learning is shaped by schemas, which the learner brings to the learning process. Lev Vygotsky is an important founder of Constructivist Learning Theory. Vygotsky believed that learning is a collaborative process, and that social interaction is fundamental for cognitive development.
Leadership classrooms buzz with excitement, signaling purposeful student interaction. As teachers aim to empower students, they use teaching strategies that require collaboration and higher order thinking, acting as a guide on the side rather than a sage on the stage.
Maslow’s research on the Hierarchy of Needs is a major concept within this theory, as it focuses on the whole person, specifically the cognitive and affective needs of the learner. The theory holds that self-actualization is the ultimate goal of each individual.
However, educators still utilize rote practice and repetition: two practices that are linked to Behaviorist Theory. According to Skinner, rewards increase the likelihood that behaviors will be repeated, while punishments decrease the likelihood of repetition.
Cognitive Learning Theory is largely based on the work of Jean Piaget, who rejected the idea that learners are passive and simply react to stimuli in the environment. Instead of focusing solely on observable behavior, Cognitive Theory seeks to explain how the mind works during the learning process.
As you can see, today’s classrooms do not solely utilize one learning theory over another, but instead incorporate multiple theories throughout the learning experience. Each theory has strengths and limitations, especially considering the realities of education in the 21st century.