This online booklet contains various learning modules written as chapters intented to guide you in the field learning. All information is grounded in evidence from a broad range of research fields and you should find refernces throughout the booklet.

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**Authors**  Jessica Lindvall [https://orcid.org/0000-0002-5042-8481](https://orcid.org/0000-0002-5042-8481);  Nina Norgren

**The booklet is built around a series of independent modules**, where each module have a specific focus and an explanation of the ideas within the module to establish the purpose (the learning intention);
* **Module 1 - How learning works**
You will after going through the module be able to:
1. Describe how learning works according to a few learning models
2. Explain how learning models can help you improve your applicational setting e.g. mentor situation, group organisational learning, class-room training/teaching
3. Apply at least one learning strategy to your own situational setting
* **Module 2 -**

Each module offers you an opportunity for reflection and to apply the content learned in a series of reflective exercises. We hope these will allow you to apply the knowledge into your own settings. Overall we wish the content and the reflective exercises to be;
- *Theory-grounded:* the advice is grounded in research-based theory of how learning works
- *Evidence-based:* the advice is supported by empirical research evidence showing how learning works
- *Relevant:* the advice has clear and practical implications for how to apply to your situation
- *Clear:* the advice is understandable, concrete and consice

Module 1 - How learning works (principles of learning)
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> *Learning results from what the student does and thinks and only from what the student does and thinks. The teacher can advance learning only by influencing what the student does to learn*
> [H.A. Simon](https://en.wikipedia.org/wiki/Herbert_A._Simon) (one of the founders of the field of [Cognitive Science](https://en.wikipedia.org/wiki/Cognitive_science) and Nobel Laureate)

# What does learning look like?

## A definition of learning
> *Learning is “a process that leads to change, which occurs as a result of experience and increases the potential for improved performance and future learning”. The change in the learner may happen at the level of knowledge, attitude or behavior. As a result of learning, learners come to see concepts, ideas, and/or the world differently.*
> Ambrose S.A et al, [How learning works 2010](https://www.researchgate.net/publication/270297276_How_Learning_Works_7_Research-Based_Principles_for_Smart_Teaching) which is adapted from Mayer, [The promise of educational psychology, Vol II](https://www.researchgate.net/publication/246915429_The_promise_of_educational_psychology_vol_II_Teaching_for_meaningful_learning) 2002)

There are three critical components to this definition:
1. Learning is a process, not a product
2. Learning involved change in knowledge, beliefs, behavious or abilities/attitudes and unfolds over time
3. Learning is not something done to an individual, but rather something an individual do themselves

## Learning theories in a nut-shell

| Learning theories | Theory branch | Learning is... | The learner... |
| ---------------- | ---------------------------- | -------------- | -------------- |
| **Behaviourism** |Classic conditioning (Pavlov), Nine levels of learning (Gagne) | changing the probability of specific behavioral outcomes by reinforcing behavioural patterns with stimulus and response. |is passive and the learning comes from a directed stimulus or response (from the instructor). Learners are empty vessels to be filled.|
| **Cognitivism** | Constructivism (Piaget), Connectivism (Vygotsky) |knowledge stored in the cognitive architecture of the learner, the memory, throtugh the processing, organisation and synthesising of learning. | is active in the processing, organising and synthesising the learning. The learning is considered to be *independent* of the learner. |
| **Humanism** |The absorbant mind (Montessori), Facilitation (Rogers) | self-determant and person-centric. The teacher acts as a facilitator, encouraging learning. | is free to make their own choice on what to learn. Learner has a natural and built-in potential for learning. |
| **Neurolism**[1](/YXJ1DpCVRzyV1Pyaq_6qOg) |Chunking (Armitage Miller), Artificial Intelligence (Broadbent), Multiple Intelligence (Gardner) |the anatomy of the brain and its capacity to cope with complex reactions such as intelligence, thinking and learning. Learning affects the brain and creates new synapses and links. | TEXT |

Learning however is not *only* one or the other of the ablove theories. It is all of them and much more. Learning is highly contextualised, meaning that the "where" of the learning and "who" is involved in the learning as well as "how" it is instructed all matters.
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# What are different ways to think about learning?
## Different types of knowledge
## The learning process

# What are the barriers for learning?
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References
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This booklet captures, outlines and merges principles of learning from various sources, especially;
* Ambrose S.A et al, [How learning works - 7 research-based principles for smart teaching](https://www.researchgate.net/publication/270297276_How_Learning_Works_7_Research-Based_Principles_for_Smart_Teaching), First edition, ISBN: 978-0-470-61760-1
* Lovett M.C et al, [How learning works - 8 research-based principles for smart teaching](https://www.wiley.com/en-ae/How+Learning+Works%3A+Eight+Research+Based+Principles+for+Smart+Teaching%2C+2nd+Edition-p-9781119861690), Second edition, ISBN: 978-1-119-86169-0
* Bates B, [Learning Theories simplified](https://uk.sagepub.com/en-gb/eur/learning-theories-simplified/book261881), ISBN: 9781526459374
* Almarode J, Fisher D, Frey N, [How learning works - a playbook](https://uk.sagepub.com/en-gb/eur/how-learning-works/book279410), ISBN: 9781071856635