Search results

...or cue words while the second is the notes column (for recording ideas and facts). There are six steps to Cornell note-taking: * '''Record''' During the lecture, ''record'' as many facts and ideas as possible in the notes column.

...n [[instructional design model]]. Basically a learning design describes '''learning objectives''', '''who''' does '''what''' (and (when) using '''tools''' and ...of learning, learning activities or learning environments in that spirit. Learning design, in that sense, is a way of doing instructional design.

...mes also called "[[Course Management System]]", "Pedagogical Platform", "E-Learning Platform") is a software system that delivers [[courseware]] plus [[e-tutor ...uses appropriate [[pedagogic strategy|teaching strategies]] for various [[learning type]]s.

...r knowledge that will be acquired by a student as a result of instruction. Learning objectives can be tied to [[competence map]]s Also known as : '''Instructional objectives''', '''learning outcomes''', '''learning goals'''.

...ry is derived from that in our episodic memory, such that we can learn new facts or concepts from our experiences. Semantic memory is structured in some way See also: Educational use of [[concept map]]s and [[concept learning]]

* [[Mediawikis for research, teaching and learning]] (scholarship of teaching) # '''Synthesizing and integrating knowledge''' gives meaning to isolated facts, “putting them into perspective…making connections across disciplines,

In addition to a learning environment for simple agent-based programming, NetLogo is a modeling and s ....edu/netlogo/models/WolfSheepPredation(DockedHybrid). Center for Connected Learning and Computer-Based Modeling, Northwestern University, Evanston, IL.</ref>.

...ystem for authoring, delivering and monitoring learning activities, i.e. a learning activity management software supporting pedagogical [[workflow]]s. LAMS was * [[Compendium LD]] and [[DialogPlus Toolkit]], Learning design modeling languages

...s motives or latent cognitive processes. (Shaffer, 2000). Watson's view of learning was based in part on the studies of Ivan Pavlov (1849-1936). Pavlov was stu ...elieved the habits that each of us develops result from our unique operant learning experiences (Shaffer, 2000).

* From a learning psychological perspective, '''Levels of learning''' refer to competencies a learner can achieve. * Taking into account learning levels is a key issue in [[instructional design]]

...12 one could distinguish several forms with respect to learning materials, learning design and certification. Initially, MOOCs were tied to [[connectivism]] an ...y sort of online teaching into "MOOC" emerged, just like anything became e-learning at some point. A second trend is to come up with other acronyms and claim s

'''Concept learning''' is one major [[learning type]]. While teaching simple concepts with clear instances is not that dif {{quotation | Psychologists use the term concept formation, or concept learning, to refer to the development of the ability to respond to common features o

...nre hypothesis has been systematically tested against measures of writers' learning, and shown to have generally positive effects. See also [[#The genres debat ...al learning and development of tools that enhance collaborative and social learning. Learners can be co- located, e.g. in [[computer-integrated classroom]]s (T

'''Problem-based learning''' (PBL in this article) is defined by Finkle and Torp (1995) as, {{quotati ...of [[project-oriented learning]]. It is closely related to [[inquiry-based learning]].

== What is case-based learning? == ...learning]]. It is not close to what we called [[Project-methodology-based learning]].

# Designs applied to a teaching/learning unit (e.g. a lesson or a course module) ...the various aspects of sequencing and organizing the content, specifying learning activities, and deciding how to deliver the content and activities.}}

'''Learning goals''' * Apply learning design principles

...ructivist]] and [[socio-constructivism|socio-constructivist]] theories of learning (Eick & Reed, 2002). See also: [[Case-based learning]], [[discovery learning]], [[WebQuest]], [[Le Monde De Darwin]], [[Project-based science model]], [

...teachers and pupils make sense of the textbook within the context of wider learning environments, an make use of them ?}} ...teaching styles. The textbook may be perceived and used as a) a source of facts to be learned ("coverage"), b) a source of different types of activities ("

Brent Wilson (1995) implicitly classifies microworlds as a kind of '''learning environment''', which is an "idea" expressed as follows: ...emphasis to the "place" or "space" where learning occurs. At a minimum, a learning environment contains: