implications
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implications [2011/04/11 23:53] 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. | ||
| - | - Potential to learn leads to frustration if not satisfied - [[learning_theories:connectionism|Connectionism]] | + | - Potential to learn leads to frustration if not satisfied. [[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]] | + | - 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]] | ||
| + | - 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]] | ||
| - Most human behavior is learned through modelling: by observing others. (Bandura 1960) - [[learning_theories:social_cognitive_learning_theory|Social Cognitive Theory]] | - 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) | - 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) | ||
implications.txt · Last modified: 2023/06/19 18:03 (external edit)
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