implications
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implications [2011/03/06 01:48] ppale |
implications [2011/08/31 11:11] jpetrovic [Meaningful learning] |
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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]] | ||
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| + | ===== 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//. During that time, new knowledge is vulnerable to trace decay and retroactive/proactive interference. [[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]] | ||
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| + | |||
| + | ===== Working memory and cognitive architecture ===== | ||
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| + | - Human working memory has a limited capacity of 7±2 or 4±1 chunks of information. A chunk is an unit operated as a whole and it has a different meaning for an expert and for a novice. [[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 parallel processing of visual and auditive information. [[memory_models:Human Working Memory]], [[learning_theories:Cognitive load theory]] | ||
| + | - Since working memory has a limited capacity learning won't occur if that capacity is exceeded. [[learning_theories:Cognitive load theory]] | ||
| + | ===== Prior knowledge ===== | ||
| + | |||
| + | - Meaningful learning won't occur unless the learner possesses necessary prior knowledge. [[learning_theories:Assimilation theory]] | ||
| + | - Comprehension and retention depend mostly on the schemata the reader already possesses. [[learning_theories:schema_theory|Schema 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. [[learning_theories:schema_theory|Schema Theory]] | ||
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| + | ===== Meaningful learning ===== | ||
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| + | - 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]] | ||
| + | - Different people learn better using different learning styles. One of the classification of these styles is to abstract or concrete experience or conceptualization. [[learning_theories:Experiential learning]] | ||
implications.txt · Last modified: 2023/06/19 18:03 (external edit)
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