implications
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implications [2011/08/31 11:31] jpetrovic [Humanist dimension of learning] |
implications [2011/08/31 11:56] jpetrovic [Instructional design principles] |
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| - 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]] | - 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 ===== | + | ===== Instructional design principles ===== |
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| + | - Modality principle - learning will be enhanced if presenting textual information in an auditory format, rather than in visual format, when it is accompanied with other visual information like a graph, diagram or animation. [[learning_theories:Cognitive load theory]] | ||
| + | - Redundancy principle - capacity of both human information channels can unnecessarily be overloaded by redundant information presented through both channels. | ||
| + | - Spatial contiguity principle - information processing is easier when two related visual information sources are closer to one other. | ||
| + | - Temporal contiguity principle - simultaneous presentation of related information should be most similar to the way human mind operates and has provided good experimental results, same as presenting related multi-modal information with very short time differences. | ||
| + | - Coherence principle - extraneous material that may be interesting or motivating but is irrelevant and generally wastes learning resources. | ||
| + | - Individual differences principle - emphasizes influence of prior knowledge and cognitive capacity to results of learning. | ||
| + | - Signaling effect - presents the increase in the learning outcomes due to promotion of attention to relevant information. | ||
| + | - Segmenting effect - means that learning should be more efficient if a continued animation or narration could be split into more smaller parts. | ||
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| ===== Humanist dimension of learning ===== | ===== Humanist dimension of learning ===== | ||
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| ===== Connectivist dimension of 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]] | + | - 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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