Assessment Task 2 - MEd ICT (v2) | Mapa mental Mindomo

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Learning is an active and constructive process. 1) The learner is an active information constructor 2) New information is linked to prior knowledge 3) Representations are subjective, as a result

Asserts that learner behavior is caused by stimuli. 1) The learner is a clean slate 2) Uses positive and negative reinforcement 3) Positive reinforcement implies an application, negative reinforcement implies a withholding 4) "Learning" is defined as a change in behavior.

Asserts that the learner is an information processor. 1) Talks about opening the black box of the mind 2) Looks at thinking, memory, knowing, problem-solving 3) Knowledge comes from a schema and learning is a change in schema 4) Humans are rational beings and require participation

How People Learn

Media & Technology Theories and 21st Century Learning

Flipped Classrooms

Students watch videos or listen to lectures at home

Creativity

Collaboration

Communication

Critical thinking

Competencies required for learning and living in the 21st century

Affordance Theory

(Digital) environment provides the opportunity for action

Online Collaborative Learning

Intellectual convergence to synthesize

Idea organisation to collate and categorize

Idea generation to begin

Constructivist teaching that takes the form of instructor-led group learning online

Game Reward Systems

Structure of rewards and incentives in a game that inspire intrinsic motivation in the player while also offering extrinsic rewards

eLearning Theory

Expertise effect: correct instructional methods

Redundancy principle: not presenting the same information twice, even if in a different modality or media

Pre-training principle: prior knowledge given

Personalization principle: tone of voice, 'humanity' in learning

Learner control principle: learner is in the 'driver seat'

Segmenting principle: present information in chunks

Contiguity principle: present relevant information close together

Coherence principle: present what's relevant

Modality principle: different modes used in conjunction

Multimedia principle: combination of media

Description of how electronic educational technology can be used and designed to promote effective learning

Educational Robotics & Constructionism

Emphasizes student-centered discovery learning

Digital Citizenship

State of having access to the Internet and communication technologies that help promote equal opportunity, democracy, technology skills, and human rights

21st Century Learning

Constructivism

Social Development Theory

Zone of Proximal Development (ZPD)

More Knowledgeable Other (MKO)

Social interaction

Argues that social interaction precedes development; consciousness and cognition are the end product of socialization and social behavior

Social Constructivism

Addresses the collaborative and social dimensions of learning

Relational Constructivism

Highlights learner perceptions

Learners cannot overcome their limited conditions of reception

Relational consequence of radical constructivism

Radical Constructivism

Highlights the importance of uncertainty

Learner differences are important

Emphasis on the experiences of the learner

Learners have no way of knowing what that reality might be

Connectivism

Internet technologies have created new opportunities for people to learn and share information across the World Wide Web and among themselves

Communities of Practice

There must be a practice (action)

There must be a community (group)

There must be a domain (field)

Groups whose members share a passion and interact regularly to do it better

Communal Constructivism

There is currently no expert knowledge or research to underpin knowledge in an area

Cognitive Apprenticeship

Exploration

Reflection

Articulation

Scaffolding

Coaching

Modeling

Brings tacit processes into the open, so that others can learn from them and build on them

Anchored Instruction

Experience should be understandable - otherwise very little would happen hereafter!

Experience should be engaging, to evoke thinking, discussion and construction

Experience should be short, only to introduce

Uses 'anchor material' to create a shared experience to begin further learning

Cognitivism

Stages of Cognitive Development

Formal (11 - 15 years)

Concrete (7 - 11 years)

Preoperational (2 - 4 years)

Sensorimotor (0 - 2 years)

Looks at the stages of development in children

Situated Cognition

Culture

Context

Activity

Knowledge is embedded in the situation including...

Metacognition

Regulation of Cognition

Knowledge of Cognition

'Thinking about your own thinking'

Information Processing Theory

Long-term Memory

Working Memory

Sensory Memory

The mind works like a computer

Gestalt Theory

Common Fate

Figure/Ground

Symmetry & Order

Closure

Continuity

Similarity

Proximity

Asserts that learning takes place through comprehension in of content in its entirety

Functional Context Theory

Contextualizing an activity is important

Students' personal experiences are relevant

Works best when teachers know their students

Primarily used to educate adults in business and the military

Expertise Theory

Development of talents across different fields

Elaboration Theory

Optimizes the achievement of learning goals by organizing content from simple to complex

Cognitive Load Theory

Germane Load (seek to maximize)

Extrinsic Load (seek to minimize)

Intrinsic Load (cannot change)

Focuses on working memory during instruction

Attribution Theory

Attribution

Intentionality determined

Behavior observed

Seeks to explain the world and determine causes

Behaviorism

Social Learning Theory

...through Modeling

...through Imitation

...through Observation

People learn from other people

Psychological Behaviourism

A person's psychology includes their emotions

A person's psychology includes their learning

A person's psychology includes their personality

A person’s psychology can be explained through observable behavior

Operant Conditioning

Punished behavior ceases

Reinforced behavior prevails

Learning process through which the strength of a behavior is modified by reinforcement or punishment

GOMS Model

What are the selection rules?

What methods can he/she use?

What operators can he/she use?

What is the user's goal?

Treats a human like an information processor and seeks to predict skilled user behavior

Assessment Task 2 - MEd ICT (v2)

The text delves into the concept of the learner as an active information processor, emphasizing the exploration of mental processes such as thinking, memory, and problem-solving. It suggests that knowledge is derived from schemas and that learning involves changes in these schemas.

Venn diagrame xample to Compare Different Philosophies

MathTrek123andSmartIdeas

11 inventions that changed the world

The DYS MOOC principles

Learning is an active and constructive process. 1) The learner is an active information constructor 2) New information is linked to prior knowledge 3) Representations are subjective, as a result

Asserts that learner behavior is caused by stimuli. 1) The learner is a clean slate 2) Uses positive and negative reinforcement 3) Positive reinforcement implies an application, negative reinforcement implies a withholding 4) "Learning" is defined as a change in behavior.

Asserts that the learner is an information processor. 1) Talks about opening the black box of the mind 2) Looks at thinking, memory, knowing, problem-solving 3) Knowledge comes from a schema and learning is a change in schema 4) Humans are rational beings and require participation

How People Learn

Media & Technology Theories and 21st Century Learning

Flipped Classrooms

Students watch videos or listen to lectures at home

Creativity

Collaboration

Communication

Critical thinking

Competencies required for learning and living in the 21st century

Affordance Theory

(Digital) environment provides the opportunity for action

Online Collaborative Learning

Intellectual convergence to synthesize

Idea organisation to collate and categorize

Idea generation to begin

Constructivist teaching that takes the form of instructor-led group learning online

Game Reward Systems

Structure of rewards and incentives in a game that inspire intrinsic motivation in the player while also offering extrinsic rewards

eLearning Theory

Expertise effect: correct instructional methods

Redundancy principle: not presenting the same information twice, even if in a different modality or media

Pre-training principle: prior knowledge given

Personalization principle: tone of voice, 'humanity' in learning

Learner control principle: learner is in the 'driver seat'

Segmenting principle: present information in chunks

Contiguity principle: present relevant information close together

Coherence principle: present what's relevant

Modality principle: different modes used in conjunction

Multimedia principle: combination of media

Description of how electronic educational technology can be used and designed to promote effective learning

Educational Robotics & Constructionism

Emphasizes student-centered discovery learning

Digital Citizenship

State of having access to the Internet and communication technologies that help promote equal opportunity, democracy, technology skills, and human rights

21st Century Learning

Constructivism

Social Development Theory

Zone of Proximal Development (ZPD)

More Knowledgeable Other (MKO)

Social interaction

Argues that social interaction precedes development; consciousness and cognition are the end product of socialization and social behavior

Social Constructivism

Addresses the collaborative and social dimensions of learning

Relational Constructivism

Highlights learner perceptions

Learners cannot overcome their limited conditions of reception

Relational consequence of radical constructivism

Radical Constructivism

Highlights the importance of uncertainty

Learner differences are important

Emphasis on the experiences of the learner

Learners have no way of knowing what that reality might be

Connectivism

Internet technologies have created new opportunities for people to learn and share information across the World Wide Web and among themselves

Communities of Practice

There must be a practice (action)

There must be a community (group)

There must be a domain (field)

Groups whose members share a passion and interact regularly to do it better

Communal Constructivism

There is currently no expert knowledge or research to underpin knowledge in an area

Cognitive Apprenticeship

Exploration

Reflection

Articulation

Scaffolding

Coaching

Modeling

Brings tacit processes into the open, so that others can learn from them and build on them

Anchored Instruction

Experience should be understandable - otherwise very little would happen hereafter!