implications
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implications [2011/08/31 10:07] jpetrovic |
implications [2011/08/31 11:31] jpetrovic [Humanist dimension of learning] |
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| Here are some practical implications of theories analyzed here. | Here are some practical implications of theories analyzed here. | ||
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| + | ===== General ===== | ||
| - 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]] | ||
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| - 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]] | - 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]] | ||
| - | - 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]] | + | ===== Long-term memory and knowledge organization ===== |
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| + | - 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]] | - Meaningful learning won't occur unless the learner possesses necessary prior knowledge. [[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]] | + | - Comprehension and retention depend mostly on the schemata the reader already possesses. [[learning_theories:schema_theory|Schema Theory]] |
| - | - Most human behavior is learned through modelling: by observing others. [[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. [[learning_theories:schema_theory|Schema Theory]] |
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| + | ===== Meaningful learning ===== | ||
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| + | - Learning is not a passive, but a conscious, active process. [[learning_paradigms:Constructivism]], [[learning_paradigms:Cognitivism]] | ||
| + | - Learning is the process of knowledge construction/acquisition. [[learning_paradigms:Constructivism]]/[[learning_paradigms:Cognitivism]] | ||
| + | - Learning occurs through interaction of learner's prior knowledge (knowledge schemes), ideas and experience. [[learning_paradigms:Constructivism]] | ||
| + | - Learning is a socially enhanced process. [[learning_paradigms:Constructivism]], [[learning_theories:social_cognitive_learning_theory|Social Cognitive Theory]], [[learning_theories:Social Development Theory]] | ||
| + | - Meaningful learning won't occur unless the new ideas are presented in a clear way that enables their relating to other ideas. [[learning_theories:Assimilation 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 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]] | - The teacher should provide guidance to students in discussion, answer their questions and offer them additional materials on topic.[[learning_theories:Conditions of learning]] | ||
| - | - A schema is a mental framework humans use to represent and organize remembered information. [[learning_theories:Schema theory]] | + | - Starting point for any learning is experience, yet 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]] |
| - | - 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]] | + | ===== Instructional design ===== |
| + | ===== Humanist dimension of learning ===== | ||
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| + | - Learning is a natural desire, a mean of self-actualization and development of personal potentials. The importance of learning lies in the process, not outcome. [[learning_paradigms:Humanism]] | ||
| + | - We cannot teach another person directly; we can only facilitate his learning. This should be the goal of the educational process and teachers through realness, prizing and empathy. [[instructional_design:Facilitation theory]] | ||
| + | - Students should be invited by their teachers teacher to develop their potentials. People, places, policies, programs and processes related to the educational process should be maximally inviting. [[instructional_design:Invitational learning]] | ||
| + | ===== Connectivist dimension of learning ===== | ||
| + | - Since knowledge is nowadays rapidly changing, the process of learning should not be focused on acquiring more knowledge into or from each of available information sources, but on connecting to them and maintaining those connections. [[learning_paradigms:Connectivism]] | ||
implications.txt · Last modified: 2023/06/19 18:03 (external edit)
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