implications
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implications [2011/08/31 11:17] jpetrovic [Humanist dimension of learning] |
implications [2011/08/31 11:32] jpetrovic [Connectivist dimension of learning] |
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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]] | ||
| - | - 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]] | + | - 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 ===== | ===== Humanist dimension of learning ===== | ||
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| - 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]] | - 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]] | - 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]] | ||
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| + | ===== Connectivist dimension of learning ===== | ||
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| + | - Since knowledge is nowadays rapidly growing and 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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