1. Social Cognitive View of Learning (Bandura)
1.1. WHAT INFLUENCES LEARNING
1.1.1. Triadic Reciprocity Model
1.1.1.1. Behaviour
1.1.1.2. Personal characteristics
1.1.1.3. Environment
1.2. Vicacious Learning: the majority of what we learn in academic environment is based on observing and interacting with others
1.2.1. WHAT IS REQUIRED FOR EFFECTIVE LEARNING
1.2.1.1. Attention
1.2.1.1.1. Retention
1.3. SOURCE OF INSTRUCTION
1.3.1. Teacher (MODEL)
1.3.1.1. Mastery Model
1.3.1.1.1. Coping Model
2. Social Cultural View of Learning (Vygotsky)
2.1. Mental functioning
2.1.1. Mastery
2.1.1.1. Socialization with one´s culture and environment
2.2. WHERE DOES LEARNING COME FROM
2.2.1. Social interaction
2.2.1.1. Exchange of knowledge between individuals
2.2.1.1.1. Through psychological tools of a culture of a social group that has developed over the time
2.3. Education
2.3.1. The more homogenous the group the less diversity
2.4. SOURCE OF INSTRUCTION ( Teacher and Parent)
2.4.1. Zone of Proximal Development
2.4.1.1. The difference between the cognitive level (what the individual can do independently) and the potential cognitive level (what the individual can do with support or guidance).
2.4.2. Scaffolding
2.4.2.1. It based on cognitive and motivational aspects of learning
2.4.2.2. Effective elements :
2.4.2.2.1. 1. Recruit interests
2.5. Collaborative Learning (Mercer, 2013)
2.5.1. Appropriation
2.5.1.1. Co-construction
2.5.1.1.1. Transformation
3. Collaboration, Learning and Transfer
3.1. Meyer (1998)
3.1.1. Key elements to develop transferable problem-solving
3.1.1.1. Skill
3.1.1.1.1. Metaskill
3.2. Perkins and Salomon (2012)
3.2.1. To transfer learning it requires:
3.2.1.1. Detect a similarity between what we already know with a new situation
3.2.1.2. Connect the knowledge or skill possesed to the new situation
3.2.1.3. Elect to pursue the connection between two related relations
3.3. Svinicki & Schallert (2016)
3.3.1. Categories of learning goals
3.3.1.1. Knowledge acquisition
3.3.1.2. Knowledge application
3.3.1.3. Knowledge creation
3.3.1.4. Discipline - specific discourse