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implications [2011/08/31 10:46] jpetrovic [Meaningful learning] |
implications [2011/08/31 11:17] jpetrovic [Humanist dimension of learning] |
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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]] | - 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]] | - 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]] | + | - 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 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]] | - 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 ===== | ===== 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 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 paralel processing of visual and auditive information. [[memory_models:Human Working Memory]], [[learning_theories:Cognitive load theory]] | + | - 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 ===== | ===== Prior knowledge ===== | ||
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- 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]] | ||
+ | - 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]] | ||
+ | ===== Humanist dimension of learning ===== | ||
+ | - 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]] |