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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