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...ning sciences''' refer to academic domains interested in the phenomenon of learning. ...nts so that people learn more deeply and more effectively. The sciences of learning include cognitive science, educational psychology, computer science, anthro

...ssimilate and accommodate new material ([http://gsi.berkeley.edu/resources/learning/cognitive.html Cognitive Constructivism]) [[Category:Learning theories]]

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]].

However, learning to solve problems is too ...)<ref name="jonassen2000">Jonassen, D. H. (2007). A Taxonomy of Meaningful Learning. Educational Technology, 47(5), 30–35. Retrieved from https://www.jstor.o

== The conditions of learning == ...Essential to Gagne's ideas of instruction are what he calls "conditions of learning." He breaks these down into internal and external conditions. The internal

...elements of the learning environment) plus "ingredients" of learning (e.g. learning types, levels, etc.) == Learning types and levels ==

...ses’, called ‘learning functions’2. The functions are in turn activated by learning tasks, which can be learner- or tutor-initiated.}} ([http://www.elearningeu ...[[socio-constructivism|constructivist]] models, e.g. Jonassen's meaningful learning.

...g situation. ([[User:DSchneider|DSchneider]]). It's opposite is deliberate learning. Sometimes, ''incidental learning'' is also used to describe [[informal learning]], but that should be avoided since it could be deliberate - [[User:Daniel

...framework means: 1) focus on teaching and assessing for understanding and learning transfer, and 2) design curriculum “backward” from those ends. [http:// # Identify desired results (learning outcomes)

The '''Participatory learning environment''' can refer: ...forms of advanced learning environments that are based on both [[situated learning| situated ]] and [[constructionism | constructionist]] principles. ''Networ

...onstructivism|constructivist]] whole task settings such as [[inquiry-based learning]]. (e.g. Lakkala, 2010). It is also used to describe the complexity of stud ...was classified using a 5-step scale starting from 1=''separated pieces of facts'' to 5=''explanation'':

...ivalent to programs that provide self-paced student instruction, tests and learning feedback with very little or no involvement by a teacher. ...), computer-based education (CBE) - and we'd rather put more [[exploratory learning | exploratory]] environments such as [[simulation]]s and such in the CBL ca

...rules" and "mental models," which we use to make sense of our experiences. Learning, therefore, is simply the process of adjusting our mental models to accommo # Prior knowledge impacts the learning process.

== Conceptual change in teaching and learning == ...he various disciplines, students cannot rely on the simple memorization of facts. They must learn how to restructure their naive, intuitive theories based o

...ing taught in a unit and its key concepts. In this section, the reading of facts is inevitable. Module related concepts are conveyed. In our case, Data Pres ...as just been taught. It should be an important integral part of the online learning course, as it actively engages the student.

{{quotation | GenScope is a learning environment that uses the computer to provide an alternative to text-based ...w educational technology that uses the computer to bridge the gap between "facts and figures" observed in the natural world and the mental associations we c

...cussion within the project group in a focused way, by concentrating on the facts and the results, rather than on theories and prejudices against technologie ...rly helpful in order to provide a shared understanding of what the final e-learning course is likely to be; it offers the development team a common background

...eptVISTA], An OWL-based formalization of the [[DualPlus Toolkit | DualPLUS learning activities taxonomy], but it also can be used for other ontologies. ...nd impose an alternative or rival organization upon them, or take both the facts and the ontology and refine the ontology to greater detail. In this way, th

...ready existing factual knowledge. ACT* supports three fundamental types of learning: generalization, in which productions become broader in their range of appl # Learning can involve either acquiring new chunks and productions or tuning their sub

...ask-centered learning''. Task centered learning is ''not'' [[problem-based learning]], although it shares some features. ...oblems of increasing difficulty are used to [[Scaffolding | scaffold]] the learning process into manageable tiers of difficulty.<br>Does the courseware relate

...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:

* Cognitive tools refer to learning '''with''' technology (as opposed to learning through technology). Jonassen (1994) argues that {{quotation | technologies * Cognitive tools help learners with complex cognitive learning activities and critical thinking. These tools are learner controlled in the

...onal design method using an ontology for knowledge representation within a learning event for various domains. ...and different kind of links between them to show their relations within a learning event.

* '''The demonstration principle''': Learning is promoted when learners observe a demonstration * '''The application principle''': Learning is promoted when learners apply the new knowledge

{{quotation| Does a reprint of a Shakespeare play used as part of a learning programme constitute a textbook? Is an Open University workbook a textbook? * Good distance education (tutored learning

; Learning goals ...n experimental research) or for "real" purposes (e.g. a computer-supported learning environment for a precise training need)

...ry across persons); (b) theory-laden perception or the theory-ladenness of facts (i.e., what we notice and observe is affected by our background knowledge, ...trategies for improvement. In T. T. Kidd (Ed.), Online education and adult learning: New frontiers for teaching practices (pp. 202–211). Hershey, PA: IGI Glo

; Learning goals ...cally the instructional design processes and their products which define a learning system completely. MISA supports 35 main tasks or processes and around 150

* to aid learning by explicitly integrating new and old knowledge; ...he illustrative advantages of dynamic visual imagery and audio to students learning new concepts and domains; (c) provide the capability of reifying concepts w

...per analysis of learning activities with hypermedia and kinds of supported learning types is missing though. ...ks, or s/he may design her own.These two different purposes have important learning consequences.}} ([http://coe.ksu.edu/mcgrath/Hypermedia03.html Diane McGrat

=== Week 3 - Learning materials and technical Infrastructure === '''Learning goals'''