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implications [2011/03/06 01:48] ppale |
implications [2011/08/31 10:46] jpetrovic [Prior knowledge] |
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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]] | + | ===== General ===== |
- | - The meaning is not in (educational) information. Rather meaning is derived from existing knowledge (schemata) and interaction with presented information. | + | |
+ | - Potential to learn leads to frustration if not satisfied. [[learning_theories:connectionism|Connectionism]] | ||
+ | - 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. [[learning_theories:The Keller plan]], [[instructional_design:Programmed instruction]] | ||
+ | - Students must have learning objectives defined. [[learning_theories:The Keller plan]], [[learning_theories:Conditions of learning]] | ||
+ | - In order to advance to the next unit, a student needs to demonstrate mastery of the preceding unit. [[learning_theories:The Keller plan]], [[instructional_design:Programmed instruction]] | ||
+ | |||
+ | ===== Long-term memory and knowledge organization ===== | ||
+ | |||
+ | - Human knowledge is organized in the long-term memory which has practically unlimited capacity and duration. [[memory_models:A Brief History of Human Memory Systems|A Brief History of Human Memory Systems Research]] | ||
+ | - Representations in the long-term memory can be stored as logogens (verbal stimuli) or imagens (non-verbal stimuli). [[learning_theories:Dual coding theory]] | ||
+ | - In order to acquire knowledge into long-term memory, it has to complete the time-consuming process of //consolidation//. [[memory_models:A Brief History of Human Memory Systems|A Brief History of Human Memory Systems Research]] | ||
+ | - A schema is a hierarchical mental framework humans use to represent and organize remembered information. [[learning_theories:Schema theory]] | ||
+ | - A script is a mental framework for representation of complex event sequences. [[learning_theories:Script theory]] | ||
+ | |||
+ | |||
+ | ===== Working memory and cognitive architecture ===== | ||
+ | |||
+ | - Human working memory has a limited capacity of 7±2 or 4±1 chunks of information. [[memory_models:Human Working Memory]] | ||
+ | - Human working memory has four components: phonological loop, visuospatial sketchpad, episodic buffer and central executive. Visuospatial sketchpad and phonological loop allow paralel processing of visual and auditive information. [[memory_models:Human Working Memory]], [[learning_theories:Cognitive load theory]] | ||
+ | ===== Meaningful learning ===== | ||
+ | |||
+ | - Meaningful learning won't occur unless the new ideas are presented in a clear way that enables their relating with other ideas. [[learning_theories:Assimilation theory]] | ||
+ | - Meaningful learning won't occur unless the learner actually makes an conscious attempt to relate new ideas to his prior knowledge. [[learning_theories:Assimilation theory]] | ||
+ | - Most human behavior is learned through modelling: by observing others. [[learning_theories:social_cognitive_learning_theory|Social Cognitive Theory]] | ||
+ | - The teacher should advise students how and in which context to apply and transfer the just gained knowledge in the world outside the classroom. [[learning_theories:Conditions of learning]] | ||
+ | - The teacher should provide guidance to students in discussion, answer their questions and offer them additional materials on topic.[[learning_theories:Conditions of learning]] | ||