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• File:Conole and Fill learning taxonomy digraph learning taxonomy fdp.svg (2,979 × 4,209 (243 KB)) - 18:28, 9 April 2021

• File:Conole and Fill learning taxonomy digraph learning taxonomy sfdp.svg (2,979 × 4,209 (243 KB)) - 18:28, 9 April 2021

• 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
• 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
• 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
• Situated learning
  ...[[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.
  17 KB (2,335 words) - 02:20, 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
• Learning design
  ...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.
  17 KB (2,397 words) - 02:20, 10 April 2021
• Team learning
  '''Team learning''' is a popular design element in various [[project-oriented learning]] models. ...ding to background in subject matters, or geographic / ethnic / gender, or learning styles. However, make sure not to have a sole "minority person" in a group.
  6 KB (781 words) - 03:37, 10 April 2021
• Learning level
  * 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]]
  19 KB (2,527 words) - 04:03, 10 April 2021
• Learning object
  ...ion in the literature.}} (Churchill, 2007:479). At a very general level, a learning object could be defined as a pedagogical resource (including tools). In the main-stream "old school" e-learning literature, there is some kind of agreement, i.e. one can find definitions
  27 KB (3,883 words) - 03:48, 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
• Category:Collaborative learning
  ...s related [[collaborative learning]], [[collective learning]], cooperative learning, etc. Collaborative learning can be seen in the context of
  60 members (0 subcategories, 0 files) - 00:40, 10 April 2021
• Learning strategy
  ...ourse materials, Module 5 - Tutoring and Collaboration</ref> {{quotation | learning strategies refer to Students' self-generated thoughts, feelings, and action Therefore, implementation of appropriate learning strategies is related to student's [[self-regulation]] behavior which in tu
  5 KB (686 words) - 03:37, 10 April 2021
• Learning style
  ...ruction and the student’s style. There is reason to think that people view learning styles theories as broadly accurate, but, in fact, scientific support for t ...red to their preferred learning styles}}. But is there solid evidence that learning styles do exists and if they do, should educators adapt their teaching stra
  60 KB (8,168 words) - 03:37, 10 April 2021
• PowerSchool Learning
  '''PowerSchool Learning''' (formerly known as '''Haiku''') is an online Learning Management System service. ...dvertisements). We did not check the new version branded under powerschool learning - (02:13, 5 November 2017 (CET)~)
  2 KB (274 words) - 03:48, 10 April 2021
• Learning theory
  ...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.
  8 KB (1,157 words) - 04:03, 10 April 2021
• Category:Learning theories
  Articles related to [https://w.arbores.tech/wiki/Learning_theory Learning theory] and related subjects. [[Category:Psychology and learning]]
  66 members (1 subcategory, 0 files) - 03:52, 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

Page text matches

• Category:Collaborative learning
  ...s related [[collaborative learning]], [[collective learning]], cooperative learning, etc. Collaborative learning can be seen in the context of
  60 members (0 subcategories, 0 files) - 00:40, 10 April 2021
• 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
• Category:Learning theories
  Articles related to [https://w.arbores.tech/wiki/Learning_theory Learning theory] and related subjects. [[Category:Psychology and learning]]
  66 members (1 subcategory, 0 files) - 03:52, 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

• File:ABC LD-workshop-toolkit.png ABC Learning Design Tool kit as developed by Clive Young and Nataša Perović. Source: h ...ve Young and Nataša Perović, UCL (2015) is licensed under CC BY NC SA 4.0. Learning types, Laurillard, D. (2012). Download at abc-ld.org. (1,364 × 741 (313 KB)) - 02:59, 7 November 2022

• Category:Web-based training
  ...t relate to web-based training (in the more narrow sense of main-stream "e-learning"). Probably many more articles could fit into this category .... * For technical information, see [[:category:e-learning tools|e-learning tools]]
  7 members (0 subcategories, 0 files) - 04:03, 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