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• Learning needs
  ...s the educational effort, and there is some reinforcement of the learning. Learning needs assessment is thus crucial in the educational process *Learning needs assessment is a crucial stage in the educational process that leads t
  4 KB (539 words) - 02:19, 10 April 2021
• Collaborative learning
  ...ing is strongly related to the field of [[computer-supported collaborative learning]]. * "Collaborative Learning is related to both [[learning theory]] and [[pedagogical theory]] (or even [[pedagogic strategy]].)
  6 KB (744 words) - 04:03, 10 April 2021
• Trialogical learning
  ...p://kplab.evtek.fi:8080/wiki/Wiki.jsp?page=TrialogicalLearning Trialogical Learning], retrieved 17:16, 13 June 2008 (UTC)). Trialogic learning can be defined with respect to monologic and dialogic learning:
  5 KB (595 words) - 03:48, 10 April 2021
• Learning objective
  ...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'''.
  19 KB (2,617 words) - 02:18, 10 April 2021
• Learning type
  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]].
  8 KB (1,139 words) - 04:03, 10 April 2021
• Concept learning
  '''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
  21 KB (2,871 words) - 03:37, 10 April 2021
• Learning sequence
  A '''learning sequence''' is an ordering of student's learning activities. ...hat focus on materials, i.e. resources arranged to form an organization of learning-flow content. Typically, they would use an [[instructional systems design]]
  2 KB (315 words) - 02:20, 10 April 2021
• Learning science
  ...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
  3 KB (384 words) - 04:03, 10 April 2021
• Expansive learning
  Expansive learning, is part of [[activity theory]] and can be considered as a kind of [[design ...ation, investigating the links between individual and social dimensions of learning and knowledge creation :
  8 KB (1,167 words) - 02:18, 10 April 2021
• E-learning
  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]]
  12 KB (1,554 words) - 03:48, 10 April 2021
• Procedure learning
  '''Procedure learning''' refers to a major [[learning type]]. [[Category:Learning theories]]{{edutechwiki}}
  857 bytes (111 words) - 03:37, 10 April 2021
• Learning environment
  ...onment refers to the whole range of components and activities within which learning happens. ...g, a Learning Environment relies on computer-supported Systems such as a [[Learning management system]], a combination of [[:Category:Educational technologies
  5 KB (647 words) - 02:20, 10 April 2021
• Learning analytics
  ...learners and their contexts, for purposes of understanding and optimising learning and the environments in which it occurs}}. This definition includes a clear ...ning]], and not as a [[cognitive tool]] designed to improve activity-based learning designs. Although we will try to cover this area as a whole, please follow-
  113 KB (15,748 words) - 03:37, 10 April 2021
• Experiential learning
  According to Kolb (2005) {{quotation | Experiential learning theory (ELT) draws on the work ...ury scholars who gave experience a central role in their theories of human learning and
  5 KB (740 words) - 03:37, 10 April 2021
• Deep learning
  ...ng, hierarchical learning or deep machine learning) is a branch of machine learning based on a set of algorithms that attempt to model high level abstractions ...urpass it before it can propagate to other neurons. These systems are self-learning and trained rather than explicitly programmed and excel in areas where the
  4 KB (558 words) - 02:18, 10 April 2021
• Self-directed learning
  ...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]) ...institutions are finding ways to support self-directed study through open-learning programs, individualized study options, non-traditional course offerings, a
  10 KB (1,275 words) - 03:37, 10 April 2021
• Learning communities
  ...ational or 'pedagogical' design. (Definition is taken from the [[Wikipedia:Learning community]], September 2009). See also: [[Situated learning ]].
  7 KB (963 words) - 03:37, 10 April 2021
• Incidental 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
  9 KB (1,243 words) - 03:37, 10 April 2021
• Learning surveys
  ...inventory of some survey instruments that measure perception of learning, learning environments, etc. == Perception of learning and learning environments ==
  8 KB (1,045 words) - 02:18, 10 April 2021
• Self-regulated learning
  ...]] 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
  18 KB (2,179 words) - 03:37, 10 April 2021

Page text matches

• Learning needs
  ...s the educational effort, and there is some reinforcement of the learning. Learning needs assessment is thus crucial in the educational process *Learning needs assessment is a crucial stage in the educational process that leads t
  4 KB (539 words) - 02:19, 10 April 2021
• Social learning
  ...ies, organizational or societal learning, or the use of social software in learning. ...interactions in his [[Social cognitive theory]]). Lave and Wenger defined learning through participation in [[Community of practice|communities of practice]].
  4 KB (484 words) - 04:03, 10 April 2021
• Learning science
  ...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
  3 KB (384 words) - 04:03, 10 April 2021
• Informal learning
  ...f step with the times and students are not being taught how to adapt their learning to fit today’s complex work environment. * Although formal forms of instruction such as classroom lessons and ''e-learning'' will still be used for many years to come, it is becoming more and more m
  9 KB (1,221 words) - 03:37, 10 April 2021
• Pedagogical scenario
  ...given set of resources and tools. A more formal scenario can be called a [[learning design]]. * Several, usually sequential [[learning activity | learning activities]] (these are smaller scenarios that are combined together)
  5 KB (680 words) - 13:36, 3 November 2022
• Adult education
  ...lling, and non-formal adult education, that can include learning skills or learning for personal development. (Wikipedia) '''Adult learning''', according to Knowles, can be stated as four simple postulates ([http://
  4 KB (487 words) - 04:03, 10 April 2021
• Cognitive strategy
  * See also [[metacognition]] and [[learning strategy]] and [[self-regulation]] which refers to subcategories of cogniti ...e learning/teaching process. As active participant he implements cognitive learning strategies.
  787 bytes (95 words) - 03:37, 10 April 2021
• Collective learning
  '''Collective learning''' can refer to different concepts: ...me sorts of sharing activities like it often happens in [[project-oriented learning]] designs where teams work on their own project but sometimes must engage i
  2 KB (294 words) - 03:37, 10 April 2021
• Learning to learn
  ...idea lacks conceptual clarity.}} ([http://www.beyondcurrenthorizons.org.uk/learning-to-learn/ Steven Higgins, 2009], retrieved 16:22, 8 July 2009 (UTC)). ...to teach it in advance. 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
  4 KB (536 words) - 03:37, 10 April 2021
• Sloodle
  Sloodle is a hybrid system useing the [[Moodle]] open source [[learning management system]] ...ment]]) connectivity features to mirror web-based classrooms with in-world learning spaces and interactive objects.
  557 bytes (65 words) - 03:48, 10 April 2021
• Cool Modes
  ...Modes]] is a toolkit that integrates [[microworld]]s with [[collaborative learning]] tools. See [[CSCL]], [[CSCL script]], [[collaborative learning]] and [[learning activity space]] for the general framework and the similar [[Freestyler]] s
  2 KB (283 words) - 03:47, 10 April 2021
• Case-based reasoning
  ...contexts ([[case-based learning]]). In its simplest form it represents the learning cycle undergone as lessons learned from them are applied to present situati
  490 bytes (57 words) - 02:20, 10 April 2021
• Taxonomy of meaningful learning
  ...429440?seq=1#metadata_info_tab_contents</ref>, the most meaningful kind of learning outcome. His taxonomy ...reasoning. These skills are best taught with some type of problem-oriented learning approach.}}
  2 KB (242 words) - 04:03, 10 April 2021
• IMS Learner Information Package
  * Recording and managing learning-related history, goals, and accomplishments; * Engaging a learner in a learning experience;
  4 KB (461 words) - 03:48, 10 April 2021
• Courseware
  ...self-paced learning, e.g. based on [[programmed instruction]] or [[mastery learning]] * [[Computer-based learning]] software.
  2 KB (202 words) - 03:48, 10 April 2021
• GLUE!-PS
  ...languages (e.g. the IMS-LD specification), into different existing Virtual Learning Environments (VLEs, e.g. Moodle).}} ([http://www.gsic.uva.es/glueps/ Home p ...with GLUE!-PS. Accepted at the European Conference on Technology-Enhanced Learning (EC-TEL 2012), Saarbrücken, Germany, September 2012
  1 KB (167 words) - 02:20, 10 April 2021
• Web-based training
  ...s 2001, further describe it as the access to and distribution of organized learning materials through the internet, using web browsers and web servers to enabl ...ts origins, this type of practice relates to [[Distance education|distance learning]] as it mostly does not require face-to-face interaction between the learne
  8 KB (1,207 words) - 04:03, 10 April 2021
• Virtual learning environment
  ...learning environment (VLE) is a [[virtual environment]] (VE) that supports learning activities. Furthermore it inherits general VE features like social space, ...key elements of a virtual learning environment that supports project-based learning:
  4 KB (589 words) - 03:37, 10 April 2021
• E-instruction
  Note: "Main-stream" [[e-learning]] is a combination of Courseware (E-Media) with [[e-tutoring]] and maybe so In terms of the SCIL eLearning building bricks framework (see [[e-learning]]), e-Instruction can play various roles in an [[instructional design model
  1 KB (131 words) - 03:48, 10 April 2021
• Authorware
  ...(environment, tool) for creating computer-based [[Wikipedia: Multimedia]] learning applications. It includes [[LMS]] integration that allows for the developme Authorware is a multimedia authoring program designed explicitly for learning. Among Authorware's features is that it enables developers to create sophis
  2 KB (261 words) - 03:48, 10 April 2021