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...or unconsciously) to process language/information (input and output). Some strategies can be developed. ([http://www.ub.es/div5/departam/dll/recursos/prov71.htm ...ategy]] and [[self-regulation]] which refers to subcategories of cognitive strategies.

...idea lacks conceptual clarity.}} ([http://www.beyondcurrenthorizons.org.uk/learning-to-learn/ Steven Higgins, 2009], retrieved 16:22, 8 July 2009 (UTC)). ...vance. Instead, we should try to turn out people who love learning so much and learn so well that they will be able to learn whatever needs to be learned.

...learning strategies refer to Students' self-generated thoughts, feelings, and actions, which are systematically oriented toward attainment of their goals Therefore, implementation of appropriate learning strategies is related to student's [[self-regulation]] behavior which in turn should b

Ley and Young distinguish four kinds of self-regulation activity categories that a [[image:ley-young-pome-model.gif|frame|none|Ley & Young POME model, modified and reprinted with permission by Kathryn Ley]]

...ts of instruction | Gagné]], [[First principles of instruction | Merrill]] and others. Five ''families'' are used to describe the kinds of learning that can take place.

Learning type refers to the kind of knowledge and skills learners have to acquire. ...re you really should also consult that article. Finally, identification of learning types is important in [[curriculum planning]].

...]] model is a simple e-mail mechanism to enhance reflection, independence, and communication in young researchers. (Note: Our name of the model - [[User:D See also: [[Metacognition]], [[Self-regulation]], [[Self-directed learning]], [[mentoring]].

...eing the 'sage on the stage' to the 'guide on the side' in a self-directed learning environment.}} ([http://www.netnet.org/students/student%20glossary.htm]) ...programs, individualized study options, non-traditional course offerings, and other innovative programs.}} [http://home.twcny.rr.com/hiemstra/sdlhdbk.htm

...gy and related to the choice of appropriate [[learning strategy | learning strategies]] * Educational design should design learning environments that engage students in appropriate self-regulative activities

...ewey's [[experiential learning]] theories and extension to [[problem-based learning]] based on constructivist values. Reflection involves an active exploration ...or supposed form of knowledge in the light of the grounds that support it and the further conclusions to which it tends' (Dewey 1933: 118 in Smith 1999).

...cognition is a very complex phenomenon. It refers to the cognitive control and monitoring of all sorts of cognitive processes like perception, action, mem * [[Metacognitive literacy]] (can metacognition be taught ?)

...lls upon the services of powerful forces in the environment, directs them, and places them in the service of education.}} and

...people learn (at least for a given class of [[learning type]]s). Therefore learning theories are mostly ''descriptive''. .... Activity and perception are prior to conceptualization. The teaching and learning situation is characterized as cognitive apprenticeship.

...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'''.

...efforts, there is a growing concern over the "transfer problem.}} (Baldwin and Ford, 2006). ...from prior knowledge to learning, from learning to new learning, and from learning to application}} (Simons, 1999).

...nition|metacognitive]] behaviours like self-awareness and [[self-regulated learning|self-regulation]]. ...an open learner model can help students understand their learning progress and processes because it enables the student to answer questions such as:

'''Cognitive load''' theory (CLT) is both theory of cognition and learning and a [[instructional design model]]. It's main contributor is J. Sweller. ...minimize and control the conditions that create unwanted cognitive load in learning materials. }} ([http://en.wikipedia.org/wiki/Cognitive_load Wikipedia])

"People who regard themselves as highly efficacious act, think, and feel differently from those who perceive themselves as inefficacious. They ...h suggests high inter-relation between individual's behavior, environment, and cognitive factors.

...is closely related to [[socio-culturalism]] and [[distributed cognition]] and (probably identical) to [[cognitive apprenticeship]]. * Learning is situated in the activity in which it takes place. Learning ''is'' doing.

...only descriptions of the material world but also theoretical explanations and articulation of hidden mechanisms central to the nature of science}} (Salmo ...cquired knowledge represents epistemic complexity.}} (Kováč, 2007). Bailly and Longo (2003) provide a similar definition: {{quotation|By this notion we me

As of 2010, writing-to-learn is still an active field of research and this article needs some upgrading, e.g. see the [[Talk:Writing-to-learn|Dis ...learners to use for expressing what they experience and know to themselves and also to others.

...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]], [

A concept map is a kind of [[visualization]] and a kind of [[diagramming software|diagram]], i.e. a graphical representation ...ships between different concepts. Concepts are drawn as nodes (e.g. boxes) and relations are drawn with so-called arcs, i.e. lines that are drawn between

...xperiments were developed as a way to carry out formative research to test and refine educational designs based on principles derived from prior research. ...doval (talk, 2007). DBR is about intervention: when it works, how it works and for who it works.

...ion. Educational technology as practice refers to any form of teaching and learning that makes use of technology. Nevertheless, there are a few features on which most researchers and practitioners might agree:

.... The term is also used to design certain [[pedagogic strategy | pedagogic strategies]], [[instructional design model]]s, etc. ...there are so many (socio)-constructivist variants both in learning theory and pedagogical designs.}}

about the action and the intentions of their teammates. Those information are critical to a knowledge of others, result of the interaction of the participants and their environment, is

== Introduction and some definitions == ...fic support for these theories is lacking. We suggest that educators’ time and energy are better spent on other theories that might aid instruction.}} (Wi

This piece is a "note taking" article. It may include some ideas and models of interest but would require much work to make it complete. It has ...and their contexts, for purposes of understanding and optimising learning and the environments in which it occurs}}. This definition includes a clearly [