cidental Learning in different Pedagogical Approach
Jan 18, 2016
Incidental Learning in different Pedagogical Approaches
1. Definitions
2. Incidental Learning in language teaching
3. Incidental Learning in Computer-assisted
Learning Environments
4. Interactions between Incidental and
Intentional learning
5. Factors that influence Incidental Learning
6. Hypotheses
7. Experimentation
Definitions
Formal Learning Informal Learninginstitutionally sponsored,
classroom-based, highly structured
Cotrolled and structured by a ‘teacher’
Intentional but not highly structured,
Not classroom-based,
Controlled by the learner
Intentional learning Incidental LearningConscious,
‚intrinsically motivated‘ (?)
Unconscious, unintentioned, unplanned
Byproduct of other learning activities
Situated, contextual, social (Rogers1997)
Explicit Learning Implicit Learning
Learning ‚En-passant‘ (Reischmann 1995)
Significance of Incidental Learning
Incidental learning is the most important form of learning in every day life
-Mother tongue-Every day motor skills-Social knowledge-Use of common technical devices
Some people claim that even at school incidental learning is the main form of learning. (Rogers 1995)
Incidental Learning in language teaching
Incidental learning is the way how pre-school children learn speaking(and many other skills!)
Several studies have shown the tremendous significance of incidental learning for language-teaching in a school context
- Acquisition of vocabulary- Spelling- Grammar
rely at least as much on incidental than on explicit/formal learning
This holds for all ages from primary school children to adults and forFirst and second language learners
Review in Elley, 2005
Implicit and explicit Grammar Learning
Incidental Acquisition of vocabulary
Grade level Shared book Silent readingGrammar teaching
Grade 5 38,6 40,8 25,25
Grade 6 43,9 42,13 30,37
Mean percentage score for of the two Book Flood treatment
(shared reading and silent reading) as compared to trad. Teaching of grammar
Impressive scores for vocabulary acquisition (40%) of eight year olds were obtained when high-interrest Stories were read with brief definitions of key words (without explanations: 15%)
Incidental Learning in Computer-assisted Learning Environments
-> Animation, Incidental Learning and Continuing motivationRieber, 1991-> How seductive Details do their damage: A theory of cognitive interrest in Science learning Harp & Mayer, 1998-> Perceived Disorientation and Incidental Learning in a Web-based EnvironmentBaylor, 2001-> Incidental Learning during Information Retrieval: A Hypertext environmentJones, 2005
Animated graphics are favourable both to incidental learning and to intrinsic motivation
Incidental learning processes (Seductive Details) can negatively interfere with explicit learning
Incidental learning is inhibited by seductive details (‚detracters‘) and perceived Disorientation, and promoted by nonlinear navigation
Interactions between Incidental and Intentional learning
Different studies find contradicting evidence on whether Incidental Learningand formal learning interfere positively or negatively:
The relation between implicit and explicit Learning: Evidence for Parallel Development Willingham &Goedert-Eschmann, 1999
How seductive Details do their damage: A theory of cognitive interrest in Science learning Haarp & Mayer, 1998
Role of implicit and explicit processes in Learning From Examples: A Synergistic effect Mathews etal, 1989
Role of implicit and explicit processes in Learning From Examples: A Synergistic effect Mathews etal, 1989
Theoretical model
Explicit Learning/Thinking Implicit Learning/Thinking
Similar to conscious problem solving
They attempt to form a mental representation of the task by searching memory for knowledge of analogous systems and build/adapt mental model
alternate learning mode
more powerful than explicit thinking in discovering nonsalient covariance between task variables
Experimentation
Learning the rules of an artificial grammar (800 trials learning 4x 2.5 h) according to different tasks:
explicit implicit
Find out the rules Memorize the ‚words‘
Results
Memory-instructed subjects acquired as much tacit knowledge of the grammar as ‚rule-instructed‘ subjects
This knowledge is accessible
Implicit learning failed when a more complex grammar was
used
But also in this situation subjects which in addition to the explicit task worked‚implicitly‘ with the material outperformed the ‚purely explicit‘ subjects in ruledetection.
Factors that influence Incidental Learning
Navigation mode Baylor has shown a moderate positive effect of nonlinear Navigation mode on incidental learning
Distracters The same author also showed that ‚seductive details‘ and percieved disorientation have a negative effect on incidental learning.
Animation According to Rieber animated graphics strongly promote both motivation of learners and incidental learning
Motivation A similar effect has been shown by Elley for the incidental acquisition of vocabulary
Behavioural Tasks
Behavioural tasks promote intentional learning. At the same time they reduce incidental learning (Klauer)
Task level To some extent a higher structural complexity of the task leads to incidental learning of more complex facts of the material (Barker & Hapkievicz)
Conclusions
Incidental learning has been shown to be an essential factor in learning. It has also been shown to influence intentional learning in several fields.In spite of these evidences incidental learning has been neglected in research during the last decade and can be seen as „the forgotten dimension of learning“ (Reischmann 1986).
Hypotheses
The following experiments aim at elucidating the interaction between Pedagogical approach and incidental learning
Transmissive teaching material is less favourable to incidental learning than material based on a cognitivistic approach.
Working in groups will favour incidental learning since it favours an open cognitive attitude
Incidental learning is linked to intrinsic motivation and to a better score in intentional learning (?)
Experimentation
Four groups of (12) students pass an animated learning sequence which covers the molecular basis and concepts of Diffusion, Osmosis and Plasmolysis. The learning sequence is divided into several steps at the end of which incidental learning is measured by a number of questions.
„Pedagogy“ Transmissive Constructivistic
Work alone Group A1 Group B1
Work in pairs Group A2 Group B2
Animation 1: mouvement moléculaire
Behaviouristic ConstructivisticImplicit content Implicit content
2 sortes de balles quibougent a vitessediffertente
Vitesse des ballesCouleur des balles
Plusieurs sortes deballes (a choix) quibougent a vitessedifferente
Vitesse des ballesCouleur des balles
Animation 2: Dispersion dans l’espace(Diffusion)
2 types de balles dontune se disperse à partird’un point
Vitesse des ballesCouleur des ballesReflexion depend de lataille des balles
2 types de balles dontune se disperse à partird’un point choisi parclic
Vitesse des ballesCouleur des ballesReflexion depend de lataille des balles
Animation 3: Structure de la membraaneModèle „fluid mosaic“avec „canal pourl’eau“(Animation Flash?Construction pas àpas?)
Diamètre des pores <sucre, protéines, etc.
Cooncept de la fluidité
Modèle „fluid mosaic“avec „canal pourl’eau“(Animation Flash?Constructioninteractive dirigée parl’etu)
Diamètre des pores <sucre, protéines, etc.
Cooncept de la fluidité
Animation 4: OsmoseMembranesémiperméable:Les petites balles(H2O) passent lamembrane, les grandes(=sucre) (ne passentpasL’eau est accumuléedu coté du sucre
L’eau traverse lamembrane dans lesdeux directions
Membranesémiperméable:Les petites balles(H2O) passent lamembrane, les grandes(=sucre) ne passent pasL’eau est accumuléedu coté du sucre
L’eau traverse lamembrane dans lesdeux directions
Animation 5: Pression osmotiqueDans de l’eau: lescellules gonflentDans une solutionsalée: les cellulesrétrécissent
Pas ts les cellulesréagissent à la memeconc. de selOsmose passe pardeux membranes
Mettre les cellulesdans desconcentrations de seldifférents (choisi parl’etu)
Pas ts les cellulesréagissent à la memeconc. de selOsmose passe par deuxmembranes
Time table
Revue de la litterature Fin Janvier 2006
Concept de l‘approche experimentale Fin Fevrier 2006
Decision sur l‘environnement à utiliser (Flash, Authorware, SVG/PHP)
Mi-Mars 2006
Programmation des unités d‘apprentissage Fin Decembre 2006
Conception de l‘experimentation Janvier 2007
Déroulement de l‘experimentation Mars/Avril 2007
Evaluation des résultats Mai 2007
Ecrire le Mémoire Juillet 2007
Questions ouvertes et problèmes
Problèmes techniques
-Vitesse des animations sur Mac- Programmation de certains paramètres en Flash
Problèmes conceptuels
- Comment differencier les animations pour les deux approches pedagogiques sans trop compromettre la comparabilité des deux experimentations.
ReferencesLP Rieber 1991, J of educational Psychology Vol 83/3 318 – 328Animation, incidental Learning and continuing motivation
LPRieber 1991, ETR&D Vol. 44 1996, 43-58Seriously considering play: Designing Interactive learning environments based on the blending of microworlds, simulations and games
SF Harp & REMayer, J of educational Psychology 1998, Vol. 90/3 414-434How seductive details do their damage: A theory of cognitive interest in science learning
RCSchank & ChCleary, Engines for Education, Lawrence Erlbaum Ass. Publishers Hillsdale NJ, 1995 95-105Incidental learning
Jones, T. Incidental learning during information retrieval: a hypertext experiment
Mathews, RC, Buss, RR, Stanley, WB, Blanchard-Fields, F, Cho, JR and Druhan,B. J of experimental psychology:Learning, Memory and Cognition Vol. 15/6 1083-1100: 1989
Rude, B.D. 2004, The case against incidental learning
Elley, W.B. http//cela.albany.edu/reports/inpraise/main.html (Dez 2005)In praise of incidental learning: Lessons from some empirical findings on lan guage acquisition: 1997
Elley, WB Vocabulary acquisition from listening to stories read aloud. Reading research Quarterly 24, 174-187: 1989
Elley, WB, Barham, I,Lamb, H & Wyllie,M The role of grammar in a secondary school curriculum New Zealand Council for Educational Research 1982
SKerka 2000, Trends and Issues 2000 Alert No.18Incidental learning
Baylor, A.L. Percieved disorientation and incidental learning in a Web-based environment: Internal and external factors J of Educational Multimedia and Hypermedia Vol. 10/3 227-251:2001
VJMarsick & KJWatkins 2001, New directions for adult and continuing education 89 25-34Informal and incidentaal learning
Marsick, V.J. and Watkins, K. Informal and incidental learning in the workplace. London and NewYork:Routledge, 1990
WStangl Latentes, passives, implizites, inzidentelles oder informelles Lernen, 2004
Rogers, A Learning:Can we change the discourse? Adults learning 8, no.5 (Jan 1997): 116-117
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Hillocks, G. What works in teaching composition: A Meta-analysis of experimental treatment studies American Journal of Education 93, 133-170: 1984
Harris, R. An experimental inquiry into the functions and value of formal grammar in the teaching of English. Ph.D. Dissertation, University of London: 1962
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