Important Papers
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Peter Ewel: Principles of Learning
Over the past decade deliberate, institution-wide instructional improvement efforts have become prominent at American colleges and universities. In part, this is because external pressure for some kind of “improvement” has become unavoidable. Employers, politicians, and citizens have growing doubts about what is really learned in college and, more importantly, what good it is in actually preparing individuals for the complex world of work. In addition, we now know a lot more about what can be done to improve higher learning. Solid research on how learning really occurs, on how it can best be facilitated, and on how the organizations that foster it should be structured has burgeoned over the last ten years—especially in the revolutionary field of cognitive science.
c. Stress that importance resides only in individual skill in using the subject and, as to the Instructor, assume prestige only by the ability to use it and by no artificial caste system. “Stress the right of the individual to select only what he desires to know, to use any knowledge as he wishes, that he himself owns what he has learned.” a. Inculcate the individual necessity to evaluate axioms and theories in relative importance to each other and to question the validity of every axiom or theory.
Ron Hubbard: Teaching
This book provides new insights about learning. It synthesises existing and emerging findings from cognitive and brain science. It shows what the latest brain imaging techniques and other advances in the neurosciences actually reveal about how the brain develops and operates at different stages in life from birth to old age and how the brain is involved in acquiring skills such as reading and counting. It also presents scientific insights into what happens when the brain malfunctions in conditions such as dyslexia or Alzheimer's disease. This enlightening publication is essential reading for all those involved in education as parents, teachers, learners or policy makers.
OECD: Understanding the Brain
Learning theories are so central to the discipline of psychology that it is impossible to separate the history of learning theories from the history of psychology. Learning is a basic psychological process, and investigations of the principles and mechanisms of learning have been the subject of research and debate since the establishment of the first psychological laboratory by Wilhelm Wundt in Leipzeig, Germany, in 1879. Learning is defined as a lasting change in behaviors or beliefs that results from experience. The ability to learn provides every living organism with the ability to adapt to a changing environment. Learning is an inevitable consequence of living - if we could not learn, we would die. The evolution of learning theories may be thought of as a progression from broad theories developed to explain the many ways that learning occurs to more specific theories that are limited in the types of learning they are designed to explain.
Learning Theory: Historical Overview
Welcome to the full-text digital archive of Allen Newell's pioneering work in artificial intelligence and cognitive science. Newell earned an international reputation as one of the founders of artificial intelligence. He is also known for his work in the theory of human cognition and the development of computer software and hardware systems for complex information processing. Learn about Allen Newell's background, those who influenced his life and work, his collaboration with Herbert A. Simon, and other interesting information.
Allen Newell
AAHE: Joint Task Force on Student Learning
Despite American higher education's success at providing collegiate education for an unprecedented number of people, the vision of equipping all our students with learning deep enough to meet the challenges of the post-industrial age provides us with a powerful incentive to do tour work better. People collaborate when the job they face is too big, is too urgent, or requires too much knowledge for one person or group to do alone. marshalling what we know about learning and applying it to the education of our students is just such a job. This report makes the case that only when everyone on campus -- particularly academic affairs and student affairs staff--shares the responsibility for student learning will we be able to make significant progress in improving it. Collectively, we know a lot about learning.
A profession is more than a job -- it is a community and a culture. Professions serve society by pooling knowledge among their members and creating incentives to synthesize new knowledge. They also help their members to build networks, find jobs, recruit staff, find collaborators, and organize around the issues that affect them. In a world without change or innovation, professions would not be so necessary. But in a world where change and innovation are ever more intense, every occupation needs more of the institutions and culture of traditional professions such as law, medicine, engineering, education, librarianship, public administration, business, and architecture. Every profession has leaders.
How to Be a Leader in Your Field (Agre)