implications
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implications [2011/08/31 09:51] jpetrovic |
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| - Repetition enhances 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]] | - 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 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. [[instructional_design:The Keller plan]] | + | - 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. [[instructional_design:The Keller plan]], [[instructional_design:Programmed instruction]] | + | - 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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