Learning with e's
SEPTEMBER 26, 2014
New York: Oxford University Press. Jung Archetypes and Synchronicity 19. Maslow Hierarchy of Human Needs 27. Dual Coding theory explains why multi-media forms of education have been so successful in the past, but alternative cognitive processing theories that feature later in this series challenge this view. Reference Paivio, A.
Learning with e's
SEPTEMBER 25, 2014
Brighton: Harvester Press. Jung Archetypes and Synchronicity 19. Maslow Hierarchy of Human Needs 27. The challenge for educators now is - how can we incorporate more learning through making, and less teaching from the front, into our lessons? Reference Papert, S. 1980) Mindstorms: Children, Computers and Powerful Ideas.
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Learning with e's
OCTOBER 5, 2014
London: Fontana Press. Jung Archetypes and Synchronicity 19. Maslow Hierarchy of Human Needs 27. For further reading on these criticisms, see Donaldson (1978). Reference Donaldson, M. 1978) Children''s Minds. Previous posts in this series: 1. Anderson ACT-R Cognitive Architecture 2. Argyris Double Loop Learning 3.
Learning with e's
SEPTEMBER 22, 2014
Cambridge, MA: MIT Press. Jung Archetypes and Synchronicity 19. Maslow Hierarchy of Human Needs 27. Sudoku puzzles with fewer spaces completed are harder to solve that those with more spaces completed. * The answer is neither left nor right - the Queen faces forward on the note. Further Reading Norman, D. Knowles Andragogy 24.
Learning with e's
SEPTEMBER 11, 2014
New York: New York University Press. Jung Archetypes and Synchronicity 19. Maslow Hierarchy of Human Needs 27. When they finally meet in person, they feel they already know each other, even though their relationship has been mediated through text based messaging technology. But that is the subject matter for another blog post.
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