|
•
Tuesday, January 12, 2010
Academia is teeming with learning theories. It can be quite a challenge for the modern learning professional to identify an appropriate learning theory, draw practical ideas from it, and apply it to their daily work. Which theory do you choose? How does it relate to other theories? Schema theories .
|
|
•
Sunday, April 11, 2010
Cognitive Psychology: Presenting main points first primes learners and activates associated knowledge pathways. Why (Justification): When I say: “It is very important to design your course material to facilitate learning with understanding.” much better title would be: Interesting and New Findings in How People Learn. 2000).
|
|
|
|
•
Saturday, October 31, 2009
Transfer of learning is the goal of all training and learning interventions. We know that the often the learning context is different from the context of real-life application. However, the training objective is not achieved until the learning transfers from one to context to another. Interesting.
|
|
•
Sunday, February 28, 2010
Cognitive learning theory focuses on learning with understanding (as opposed to memorizing fact) by teaching the underlying concepts and meanings–and thereby increasing the depth of processing. Learning with understanding means we understand the underlying core concepts, the meaning behind the facts. 2000).
|
|
•
Tuesday, June 8, 2010
Tip #5: Help your learners take control of their own learning. Cognitive Psychology: Use metacognitive techniques to assist learners to actively monitor their learning strategies and resources. 2000) highlight that active learning , that lets learners take control of their own learning, begins with metacognition.
|
|
|
|
•
Thursday, July 22, 2010
Cognitive Psychology: Provide examples to facilitate transfer and meaningful deliberate practice to promote understanding and increase memory performance. They may even be able to more easily learn or transfer to related mathematical (or other) information that shares the same abstract underlying core concepts, or knowledge elements.
|
|
•
Sunday, March 21, 2010
Cognitive Psychology: Prepare information for encoding into the propositional network by attempting to organize and chunk material into meaningful patterns of information based on a conceptual framework and limited to groups or units of 7 (plus or minus 2) to account for the standard capacity of verbal working memory. by Reni Gorman. 2000, p.
|
|
•
Monday, May 17, 2010
Cognitive Psychology: Draw out pre-existing conceptions and, more importantly pre-existing misconceptions. If their initial understanding is not engaged, they may fail to grasp the new concepts and information that are taught, or they may learn them for purposes of a test but revert to their preconceptions outside the classroom.”
|
|
|
|
•
Thursday, November 29, 2007
Chris Brannigan of Caspian Learning alerted me to Cognitive Fitness , an article by Roderick Gilkey and Clint Kilts in the Harvard Business Review, which you can download online for US$6.50. Seek novelty: study a new language, learn to paint, use new technologies, learn a musical instrument.
|
|
•
Thursday, October 16, 2008
This post is based on the keynote speach of Diane Laurillard who is well-known for her ground breaking work on (mobile) learning methodologies. mLearn keynote Diane Laurillard - Towards a pedagogy-driven account of mobile learning Dianne Laurillard works at the Institute of Education. Technology is transforming learning.
|
