implications
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implications [2011/08/31 10:47] jpetrovic [Long-term memory and knowledge organization] |
implications [2011/08/31 11:28] jpetrovic [Meaningful learning] |
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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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| ===== Meaningful learning ===== | ===== Meaningful learning ===== | ||
| - | - 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]] | + | - Learning is not a passive, but a conscious, active process. [[learning_paradigms:Constructivism]], [[learning_paradigms:Cognitivism]] |
| - | - 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]] | + | - Learning is the process of knowledge construction/acquisition. [[learning_paradigms:Constructivism]]/[[learning_paradigms:Cognitivism]] |
| - | - Most human behavior is learned through modelling: by observing others. [[learning_theories:social_cognitive_learning_theory|Social Cognitive Theory]] | + | - 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]] | ||
| + | - 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]] | ||
| + | ===== Instructional design ===== | ||
| + | ===== 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]] | ||
implications.txt · Last modified: 2023/06/19 18:03 (external edit)
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