https://learning-theories.org/ 2026-04-23T15:08:29+0000 https://learning-theories.org/ https://learning-theories.org/lib/tpl/dokuwiki/images/favicon.ico text/html 2023-06-19T16:03:33+0000 Anonymous (anonymous@undisclosed.example.com) https://learning-theories.org/doku.php?id=instructional_design:case-based_learning&rev=1687190613&do=diff Case-Based Learning General Case-based learning (also: guided inquiry approach) is a constructivist instructional design method employed in law schools even as far back as 19th century and suggests learning through introducing a learner to a situation he might face in real world, text/html 2023-06-19T16:03:33+0000 Anonymous (anonymous@undisclosed.example.com) https://learning-theories.org/doku.php?id=instructional_design:cognitive_apprenticeship&rev=1687190613&do=diff Cognitive Apprenticeship General Cognitive apprenticeship is an instructional design model that emerged from situated learning theory and was introduced in 1989 and developed by Allan Collins, John Seely Brown and their colleagues. The authors * “... propose an alternative model of instruction that is accessible within the framework of the typical American classroom. It is a model of instruction that goes back to apprenticeship but incorporates elements of schooling. We call this model cogn… text/html 2023-06-19T16:03:33+0000 Anonymous (anonymous@undisclosed.example.com) https://learning-theories.org/doku.php?id=instructional_design:component_display_theory&rev=1687190613&do=diff Component Display Theory General Component display theory is one of the cognitivist instructional design models introduced by Dave Merrill in the 1980s, whose original intention was to separate content from instructional strategy. Component display theory was greatly influenced by Robert Gagne's conditions of learning. In his own words, text/html 2023-06-19T16:03:33+0000 Anonymous (anonymous@undisclosed.example.com) https://learning-theories.org/doku.php?id=instructional_design:concept_mapping&rev=1687190613&do=diff Concept Mapping General Concept mapping is a cognitivist instructional design model developed by Joseph Novak and his colleagues in 1972 as they worked on understanding how children's knowledge of science changes. Some of the first concept maps were, however, proposed by some other authors as well text/html 2023-06-19T16:03:33+0000 Anonymous (anonymous@undisclosed.example.com) https://learning-theories.org/doku.php?id=instructional_design:cone_of_experience&rev=1687190613&do=diff Cone of Experience General Cone of experience is an image describing contribution of different types of learning experiences introduced by Edward Dale in 1946. What is cone of experience? [Cone of Experience. Image borrowed from: http://qwertyrob.blogspot.com/... Click on the picture to follow the link.] Edward Dale's Cone of experience was first introduced in his book text/html 2023-06-19T16:03:33+0000 Anonymous (anonymous@undisclosed.example.com) https://learning-theories.org/doku.php?id=instructional_design:discovery_learning&rev=1687190613&do=diff Discovery Learning General Discovery learning is a learning model introduced in 1960s by one of the founders on constructivist theory, Jerome Bruner, but closely related to works of Jean Piaget (see: Stage Theory of Cognitive Development), Lev Vygotsky (see: Social Development Theory), John Dewey and Seymour Papert and later further developed by other researchers. Bruner's theory is considered to be fully constructivist in nature. Discovery learning according to him is a inquiry-based instruct… text/html 2023-06-19T16:03:33+0000 Anonymous (anonymous@undisclosed.example.com) https://learning-theories.org/doku.php?id=instructional_design:elaboration_theory&rev=1687190613&do=diff Elaboration Theory General Elaboration theory is one of the cognitivist models for instructional design proposed by Charles Reigeluth and his associates in the late 1970s. It was based on the cognitive research findings available at the time and influenced by works of Jerome Bruner (see: discovery learning) and David Ausubel (see: assimilation theory). Very well accepted, elaboration theory was offering suggestions on how to text/html 2023-06-19T16:03:33+0000 Anonymous (anonymous@undisclosed.example.com) https://learning-theories.org/doku.php?id=instructional_design:facilitation_theory&rev=1687190613&do=diff Facilitation Theory General Facilitation theory, sometimes also called facilitative teaching, is a humanist approach to learning, developed during 1980s by an influential American psychologist Carl Rogers and other contributors and is best described in his own words: * “We know ... that the initiation of such learning rests not upon the teaching skills of the leader, not upon his scholarly knowledge of the field, not upon his curricular planning, not upon his use of audio-visual aids, not u… text/html 2023-06-19T16:03:33+0000 Anonymous (anonymous@undisclosed.example.com) https://learning-theories.org/doku.php?id=instructional_design:goal_based_scenarios&rev=1687190613&do=diff Goal-Based Scenarios General Goal-based scenarios, introduced by Roger Schank, are a model of constructivist learning that combines case-based learning with learning by doing. Goal-based scenarios teach a set so steps need to take in order to accomplish desired goal. According to Schank, * “The intent of a goal based scenario is to provide motivation, a sense of accomplishment, a support system, and a focus on skills rather than facts. text/html 2023-06-19T16:03:33+0000 Anonymous (anonymous@undisclosed.example.com) https://learning-theories.org/doku.php?id=instructional_design:incidental_learning&rev=1687190613&do=diff Incidental Learning General Incidental learning has been defined by McGeough and in 1942 as * “learning which apparently takes place without a specific motive or a specified formal instruction... ” Incidental learning refers to the fact that people learn a lot without explicit intention to learn or without instruction, like learning of new vocabulary through imitation and social interaction, learning social norms through playing games with other children, learning geography through travel… text/html 2023-06-19T16:03:33+0000 Anonymous (anonymous@undisclosed.example.com) https://learning-theories.org/doku.php?id=instructional_design:informal_learning&rev=1687190613&do=diff Informal Learning About informal learning Bibliography Read more text/html 2023-06-19T16:03:33+0000 Anonymous (anonymous@undisclosed.example.com) https://learning-theories.org/doku.php?id=instructional_design:inquiry-based_learning&rev=1687190613&do=diff Inquiry-Based Learning General Inquiry-based learning (also enquiry-based learning, inquiry learning or inquiry-guided learning) is a constructivist instructional strategy widely adopted in the 1970s and based on John Dewey's views on learning as active, learner-centered process which should be based on text/html 2023-06-19T16:03:33+0000 Anonymous (anonymous@undisclosed.example.com) https://learning-theories.org/doku.php?id=instructional_design:invitational_learning&rev=1687190613&do=diff Invitational Learning General Invitational theory was firstly introduced by William Purkey in 1978 and describes an educational framework of learning/teaching relationships based on human value, responsibility and capabilities. The word inviting was chosen because it comes from a Latin word text/html 2023-06-19T16:03:33+0000 Anonymous (anonymous@undisclosed.example.com) https://learning-theories.org/doku.php?id=instructional_design:mental_models&rev=1687190613&do=diff Mental Model Theory Of Thinking And Reasoning Mental models are minds representations of fictive or real situations. Idea that mind uses “small-scale models” to perceive reality was first introduced by Kenneth Craik in 1943 and the idea was further developed by text/html 2023-06-19T16:03:33+0000 Anonymous (anonymous@undisclosed.example.com) https://learning-theories.org/doku.php?id=instructional_design:problem-based_learning&rev=1687190613&do=diff Problem-Based Learning General Problem-based learning is a constructivist instructional strategy. One of the first and most commonly cited examples of problem-based learning was introduced in 1960s medical education in Canada. Problem-based learning approach suggests learning will be more effective if text/html 2023-06-19T16:03:33+0000 Anonymous (anonymous@undisclosed.example.com) https://learning-theories.org/doku.php?id=instructional_design:programmed_instruction&rev=1687190613&do=diff Pressey, S. L. A simple apparatus which gives tests and scores - and teaches. School and Society 23, no. 586: 373-376, 1926. text/html 2023-06-19T16:03:33+0000 Anonymous (anonymous@undisclosed.example.com) https://learning-theories.org/doku.php?id=instructional_design:simulation-based_learning&rev=1687190613&do=diff Simulation-Based Learning General Simulation-based learning is a constructivist learning model that provides learners with an experience of working on an usually simplified simulated world or system. This approach, widely adopted in military and aviation “to maximize training safety and minimize risk text/html 2023-06-19T16:03:33+0000 Anonymous (anonymous@undisclosed.example.com) https://learning-theories.org/doku.php?id=instructional_design:structural_learning&rev=1687190613&do=diff Structural Learning Theory General Structural learning theory is one of the cognitivist perspectives on instructional design proposed by Joseph Scandura in 1970s. Scandura's theory suggests human knowledge is consisted of rules which are to be learned. Those rules are determined by parameters of text/html 2023-06-19T16:03:33+0000 Anonymous (anonymous@undisclosed.example.com) https://learning-theories.org/doku.php?id=instructional_design:tacit_learning&rev=1687190613&do=diff Tacit Learning About tacit learning Bibliography Read more