Search results

...self-paced learning, e.g. based on [[programmed instruction]] or [[mastery learning]] * [[Computer-based learning]] software.

Each learning concept builds on the previous one ...f {{quotation | How will I expect students to demonstrate understanding or mastery of this objective? What type of evaluation activity will best assess studen

Developed by Leclercq and Poumay (2005) at the University of Liège, the Eight learning events model is an [[instructional design model]] for describing "the activ ...ning events fall roughly into eight different activities through which a [[learning event]] can occurr and are paired with [[teaching event]]s i.e. the teacher

...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

...S Simple sequencing''' is an [[educational modeling language]] to define [[learning sequence]]s. It is part of the SCORM 2004 profile. ...e such that any [[learning technology system]] (LTS) can sequence discrete learning activities in a consistent way. The specification defines the required beha

...s like Gagne's[[Nine events of instruction]] and it incorporates [[mastery learning]] concepts. * Hunter, M. (1982). Mastery teaching. El Segundo, CA: TIP Publications.

...nition|metacognitive]] behaviours like self-awareness and [[self-regulated learning|self-regulation]]. ...ay et al. (1997), an open learner model can help students understand their learning progress and processes because it enables the student to answer questions s

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]].

In [[User:DSchneider|our]] view there are 3 kinds of definition, E-Learning can refer to: ...distance learning) making use of technology. See also [[open and distance learning]]

# Learning how to assemble IMS Content Packs is fairly easy. ...ure that you first understand what [[IMS Content Packaging]] means. This e-learning standard:

...]] strategy 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

...-based learning "Content Aggregation Model" and "Run-Time Environment" for learning objects. ...erstandable words, SCORM 1.2. is s standard that defines how to author [[e-learning]] contents.

...times a distinction is made between programmed instructions and programmed learning. See also: [[Mastery learning]]

...adopt. SCORM profiles are defined and promoted by the Advanced Distributed Learning (ADL) initiative by the US government, i.e. the Department of Defense (DOD) ...w others can later "discover" that content, how it fits into a sequence of learning activities, and how its appearance through the delivery media can be custom

...evelopment''' means continous teacher training (both formal and [[informal learning | informal]]). ...tuations in order to increase teachers’ interest in the programme and make learning fun (Koehler & Mishra, 2006; Webb, 2007). These experiences should be provi

...[[socio-constructivism]] refers either to families of [[learning theory | learning theories]] or [[pedagogic strategy | pedagogic strategies]]. It is closely * Learning is situated in the activity in which it takes place. Learning ''is'' doing.

...ased on an individual's personal accomplishments. Previous successes raise mastery expectations, while repeated failures lower them. ...e expectations in observers that they can improve their own performance by learning from what they have observed.

# 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.}}

...nctionality, such as enhancing extrinsic motivation or proving feedback on learning progress. * [[Learning analytics]]

; Learning goals === The inquiry circle in inquiry-based learning doctrine ===

...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).

'''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

.... Currently (2008), the most interesting projects are carried out within [[learning design]] research. ...esign language]] (looking at the same issue in a different way) and also [[learning object]] (since LOs can be modeled with such languages) and the [[standard]

...ture economy (Barlex, 2011). (4) Teachers can create or adapt constructive learning objects (Zuckerman, 2010). We shall develop the use of digital embroidery t ...gital literacy. In particular, the younger generation seems to have little mastery of professional software and little involvement in the creation of technica

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

{{quotation | The (learning) portfolio concept is not a new concept. Indeed the French teacher, Celesti ...portfolios other than learning, student, learner portfolios and [[personal learning environment]] for its integration into the [[social software]] in education

...erstanding of instruction as a mere ''alternative sequence of teaching and learning activities''}} (Eckel, 1993:XV). ...more oriented towards a model based on a "play" (theatre) metaphor. [[IMS Learning Design]] (IMS LD) is today's most popular formal language in research and i

...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

'''Learning goals''' ==Needs analysis, definition of competence frameworks and learning goals==

...ion. Educational technology as practice refers to any form of teaching and learning that makes use of technology. ...ational technology aims to improve education. Technology should facilitate learning processes and increase performance of the educational system(s) as it regar

...o meet the needs of individual pupils and to achieve the required depth in learning". ([http://www.data.org.uk/generaldocs/DT_Association%20Response_NC_Evidenc ...to live and work in an advanced technological society (Ofsted, 2008). The learning of science and mathematics is of course necessary to support this endeavor,

One can distinguish between learning goals (desire to be able to master a task) and performance goals (desire to ...ive factor model defines motivation as a result of the job content (or the learning activity if we dare to extrapolate).

* "Learning is making", a stance adopted in [[constructionism]] à la Papert ...ies" can be rooted in various strands of [[constructionism]] or even older learning theories or educational models (e.g. Dewey and Freinet). But as we said bef

Serious games induce some kind of affective or motor learning (understood in very broad sense) at any level. Put more simply: serious gam ...identified Game-based-learning (i.e. serious games) as the intersection of learning, games and simulation.