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How the 8 Effects of Arts Education Are Changing Online Pedagogy, Part 4


From ‘learning to improve your kissing technique’ to ‘learning to train your brain to be smarter’, as though all learning involves the architecture of human cognition in the same ways. Yet we know that this cannot be true; learning to ‘memorise knowledge’ for example, makes different cognitive demands on trainee teachers than learning how to ‘activate the artistry of others’, a key capability for teaching the arts and design. The Star Power of Cognitive Overload.

Brain Learning and eLearning Design

The Learning Circuits

There's been a lot of discussion around cognitive theory and "how the brain learns." So the July Question is: Does the discussion of "how the brain learns" impact your eLearning design? Cognitive Biases) , November 1, 2009 Cognitive Load vs. Load Time , October 9, 2009 Aging. Can We Enhance People's Cognitive Outcomes? David Grebow suggested this month's Big Question (thanks David).

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Words in mind

Learning with 'e's

This is number 34 in my learning theories series. Psychologists and cognitive scientists have offered a number of useful theories that aid our understanding of learning. In this series I have been providing a brief overview of each theory, and how each can be applied in education. The last post in this series featured the stages of cognitive development model proposed by Jean Piaget. Anderson ACT-R Cognitive Architecture 2. Bruner Scaffolding Theory 5.

E-Learning Design Part 5: Learning through Creating (Blooms 21)


At CDSM, we draw on a range of theories – from the past and the present – to form the method and practice behind our award-winning e-learning. This is known as our ‘ pedagogy ’. Conceived between 1949 and 1953 by a committee of educators, the original Bloom’s taxonomy identified a number of cognitive levels at which humans can function. CDSM E-learning Insights Learning Pedagogy Software Bloom's Taxonomy Blooms Blooms 21 E-Learning Design taxonomy

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[IN DEPTH ANALYSIS] The 3 Speeds of Thought


But from the strict point of view of the sciences that study how our box of thoughts works, we have a good idea of the answer… even if we still have a lot to learn about this fascinating organ that is our brain. As with cognitive bias, there are various types of heuristics.

Clark Quinn – Crystal Balling with Learnnovators


He integrates creativity, cognitive science, and technology to lead development of strategic solutions including award-winning online content, educational computer games, and websites, as well as adaptive, mobile, and performance support systems. Clark: I’m a strong believer in social constructivist pedagogies, e.g. problem-based and service learning, whereby a curriculum is activity, not content. ABOUT CLARK QUINN (Learning Technology Strategist): Clark Quinn, Ph.D.,

Designing for an uncertain world

Clark Quinn

It’s in the nature of our cognitive architecture to have some randomness. And it’s beneath us to be trained to do something repetitive, to do something that doesn’t respect and take advantage of the great capacity of our brains. David Metcalf talks about learning theory mashups as ways to incorporate new technologies, which is, at least, a good interim step and possibly the necessary approach. My problem with the formal models of instructional design (e.g.

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A learning experience isn’t just the content

Learning Pool

We thought hard about this question when we were researching the Learning Pool white paper: Experience: Theory, Design and Supporting Technologies for an experience-based Learning Culture. The rise of a techno-pedagogy. It didn’t stick at all, of course, this first stab at techno-pedagogy. It did violence not only to English grammar but also to hundreds of years of learning theory as well as more recent insights from cognitive psychology and neuroscience.

10 psychology terms every Instructional Designer should know


After all, educational psychology can help you to better understand learning behaviors and cognitive processes. Pedagogy: A discipline that centers on the theory and practice of educational pursuits, both online and in face-to-face learning environments. Pedagogy in eLearning involves studying the best methods to convey information to learners, as well as how online facilitators can teach their audiences. Instructional Design relies heavily on educational psychology.

Contextualized Learning: Teaching made highly effective!


This realization is grounded in constructionist learning theory, which holds that people learn better when encouraged to construct relevance between the instructions they receive , and interpretations of those instructions within the context of their own environments. For any teaching and learning approach to be adopted as an acceptable pedagogy, it must demonstrate that its core principles are in keeping with the broader body of pedagogical findings.

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The Mosaic of Learning Styles

Big Dog, Little Dog

Perhaps the most critical study on learning styles is Coffield, Moseley, Hall, and Ecclestone's Learning styles and pedagogy in post-16 learning: A systematic and critical review. But even this conclusion needed to be qualified as it applied only to higher-order cognitive outcomes and not to basic knowledge.” Intuitive learners prefer abstract concepts, theories, and mathematical formulas, and seek innovation and new ideas when solving problems.

Top 113 eLearning Posts and 28 Hottest Topics for 2010

eLearning Learning Posts

Taxonomy of Learning Theories - E-Learning Provocateur , January 12, 2010. Nuts and Bolts: Brain Bandwidth - Cognitive Load Theory and Instructional Design by Jane Bozarth - Learning Solutions Magazine , August 2, 2010. Brain Learning and eLearning Design - The Learning Circuits Blog , July 1, 2010. Creating Dynamic Presentations with Prezi - WISE Pedagogy , May 24, 2010. Pedagogy? Here it is - the very best posts and the hottest topics for 2010.

Metalearning and Learning Styles

Big Dog, Little Dog

It is often used in Learning Style theory. While Learning Styles has been written and blogged about a lot lately, normally in response to two papers, Learning Styles: Concepts and Evidence and Learning Styles and Pedagogy in Post-16 Learning , I believe it is going in the wrong direction. Student's prior cognitive ability. Student's prior cognitive ability. Brain and Language , 82(3), 296-311. A Theory-Based Meta-Analysis of Research on Instruction.

eLearning Conferences 2012

Tony Karrer

link] January 21-27, 2012 International Conference on Current Trends in Theory and Practice of Computer Science , 38 th , Špindler?v link] February 8-10, 2012 Conference on Higher Education Pedagogy , 4 th annual, Virginia Tech, Blacksburg, Virginia, USA. link] February 24-26, 2012 International Conference on Computer Graphics Theory and Applications (GRAPP 2012), Rome, Italy. Clayton R.

eLearning Conferences 2012


link] January 21-27, 2012 International Conferenceon Current Trends in Theory and Practiceof Computer Science , 38 th , Špindler?v link] February8-10, 2012 Conference on HigherEducation Pedagogy , 4 th annual, Virginia Tech, Blacksburg,Virginia, USA. link] February24-26, 2012 International Conference on ComputerGraphics Theory and Applications (GRAPP 2012), Rome, Italy. Educational Technology and Related Education Conferences for January to June 2012 Clayton R.

How to Increase Student Engagement Using Polls and Surveys


Our brains are impressive computers, but they only have so much available memory, so every new piece of information we encounter is viewed through a relevance filter — the equivalent of our brain asking, “do I need to remember this” or “will this be on the test?”

How Audio Can Improve Online Learning


Other benefits of audio-enhanced lessons include: Context through Vocal Inflection: Even brilliantly written and artfully designed text and graphics may not be able to convey the essence of a concept or theory the same way spoken words can. But there’s also a cognitive duel happening: our brains simply can’t read and listen at the same time.