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implications [2011/08/31 11:31]
jpetrovic [Humanist dimension of learning]
implications [2023/06/19 18:03] (current)
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-Here are some practical implications of theories analyzed here.+====== Implications ======
  
-===== General ​=====+Here are some practical implications of theories analyzed here together with links to their source and context. 
 + 
 +===== Behaviorism ​=====
  
   - Potential to learn leads to frustration if not satisfied. [[learning_theories:​connectionism|Connectionism]]   - Potential to learn leads to frustration if not satisfied. [[learning_theories:​connectionism|Connectionism]]
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   - Starting point for any learning is experience, yet different people learn better using different learning styles. One of the classification of these styles is to abstract or concrete experience or conceptualization. [[learning_theories:​Experiential learning]]   - Starting point for any learning is experience, yet different people learn better using different learning styles. One of the classification of these styles is to abstract or concrete experience or conceptualization. [[learning_theories:​Experiential learning]]
  
-===== Instructional design =====+===== Instructional design ​principles ​===== 
 + 
 +  - Modality principle - learning will be enhanced if presenting textual information in an auditory format, rather than in visual format, when it is accompanied with other visual information like a graph, diagram or animation. [[learning_theories:​Cognitive theory of multimedia learning]] 
 +  - Redundancy principle - capacity of both human information channels can unnecessarily be overloaded by redundant information presented through both channels. [[learning_theories:​Cognitive theory of multimedia learning]] 
 +  - Spatial contiguity principle - information processing is easier when two related visual information sources are closer to one other. [[learning_theories:​Cognitive theory of multimedia learning]] 
 +  - Temporal contiguity principle - simultaneous presentation of related information should be most similar to the way human mind operates and has provided good experimental results, same as presenting related multi-modal information with very short time differences. [[learning_theories:​Cognitive theory of multimedia learning]] 
 +  - Coherence principle - extraneous material that may be interesting or motivating but is irrelevant and generally wastes learning resources. [[learning_theories:​Cognitive theory of multimedia learning]] 
 +  - Individual differences principle - emphasizes influence of prior knowledge and cognitive capacity to results of learning. [[learning_theories:​Cognitive theory of multimedia learning]] 
 +  - Signaling effect - presents the increase in the learning outcomes due to promotion of attention to relevant information. [[learning_theories:​Cognitive theory of multimedia learning]] 
 +  - Segmenting effect - means that learning should be more efficient if a continued animation or narration could be split into more smaller parts. [[learning_theories:​Cognitive theory of multimedia learning]] 
 +  - Worked examples effect - presenting worked examples before asking students to try to solve one [[learning_theories:​Cognitive theory of multimedia learning]] 
 +  - Synthesizers - (diagrams, images or other) enable easier meaningful integration and assimilation of new knowledge into existing knowledge. [[instructional_design:​Elaboration theory]] 
 +  - Concept maps - visual representation of the relationships between concepts. [[instructional_design:​Concept mapping]] 
 +  - Present topic with gradually increasing complexity. [[instructional_design:​Elaboration theory]], [[learning_theories:​Cognitive theory of multimedia learning]] 
 +  - Advance organizers - introductory material presented before the learning material at a higher level of abstraction,​ generality, and inclusiveness. [[learning_theories:​Assimilation theory]] 
 +  - See also: [[instructional_design:​Case-Based Learning]], [[instructional_design:​Simulation-Based Learning]], [[instructional_design:​Goal Based Scenarios]],​ [[instructional_design:​Problem-Based Learning]], [[instructional_design:​Inquiry-Based Learning]], [[instructional_design:​Incidental Learning]] 
 + 
 ===== Humanist dimension of learning ===== ===== Humanist dimension of learning =====
  
   - Learning is a natural desire, a mean of self-actualization and development of personal potentials. The importance of learning lies in the process, not outcome. [[learning_paradigms:​Humanism]]   - Learning is a natural desire, a mean of self-actualization and development of personal potentials. The importance of learning lies in the process, not outcome. [[learning_paradigms:​Humanism]]
   - We cannot teach another person directly; we can only facilitate his learning. This should be the goal of the educational process and teachers through realness, prizing and empathy. [[instructional_design:​Facilitation theory]]   - We cannot teach another person directly; we can only facilitate his learning. This should be the goal of the educational process and teachers through realness, prizing and empathy. [[instructional_design:​Facilitation theory]]
-  - Students should be invited by their teachers ​teacher ​to develop their potentials. People, places, policies, programs and processes related to the educational process should be maximally inviting. [[instructional_design:​Invitational learning]]+  - Students should be invited by their teachers to develop their potentials. People, places, policies, programs and processes related to the educational process should be maximally inviting. [[instructional_design:​Invitational learning]]
  
 ===== Connectivist dimension of learning ===== ===== Connectivist dimension of learning =====
  
-  - Since knowledge is nowadays rapidly changing, the process of learning should not be focused on acquiring more knowledge into or from each of available information sources, but on connecting to them and maintaining those connections. [[learning_paradigms:​Connectivism]] ​+  - Since knowledge is nowadays rapidly ​growing and changing, the process of learning should not be focused on acquiring more knowledge into or from each of available information sources, but on connecting to them and maintaining those connections. [[learning_paradigms:​Connectivism]] ​
implications.1314783096.txt.gz · Last modified: 2023/06/19 17:49 (external edit)