implications
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implications [2011/03/06 01:48] ppale |
implications [2011/08/31 09:51] jpetrovic |
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| Here are some practical implications of theories analyzed here. | Here are some practical implications of theories analyzed here. | ||
| - | - Reward and punishment can motivate to present already learned behavior. They do not initiate learning. - [[learning_theories:sign_learning|Sign Learning]], [[learning_theories:operant_conditioning|Operant conditioning]] | + | - Potential to learn leads to frustration if not satisfied. [[learning_theories:connectionism|Connectionism]] |
| - | - The meaning is not in (educational) information. Rather meaning is derived from existing knowledge (schemata) and interaction with presented information. | + | - Negative reinforcement (punishment) does not really lead to any kind of learning. [[learning_theories:connectionism|Connectionism]] |
| + | - Repetition enhances learning. [[learning_theories:connectionism|Connectionism]] | ||
| + | - Reward and punishment do not initiate learning, but rather can motivate to present already learned behavior. [[learning_theories:sign_learning|Sign Learning]], [[learning_theories:operant_conditioning|Operant conditioning]] | ||
| + | - Students need to be able to learn at their own pace. [[instructional_design:The Keller plan]], [[instructional_design:Programmed instruction]] | ||
| + | - Students must have learning objectives defined. [[instructional_design:The Keller plan]] | ||
| + | - In order to advance to the next unit, a student needs to demonstrate mastery of the preceding unit. [[instructional_design:The Keller plan]], [[instructional_design:Programmed instruction]] | ||
| + | - Most human behavior is learned through modelling: by observing others. (Bandura 1960) - [[learning_theories:social_cognitive_learning_theory|Social Cognitive Theory]] | ||
| + | - The meaning is not conveyed by the teacher and is not in (educational) information. Rather meaning is derived by the student from his existing knowledge (schemata) and its interaction with presented information. (Brown 2001) - [[learning_theories:schema_theory|Schema Theory]] (Bartlett 1930, Anderson 1970) | ||
| + | - Comprehension and retention depend mostly on the schemata the reader already possesses, (Al-Issa 2006) - [[learning_theories:schema_theory|Schema Theory]] | ||
implications.txt · Last modified: 2023/06/19 18:03 (external edit)
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