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.
Our limited success in actually improving collegiate learning has thus not been for want of trying. Nor, at bottom, is it a result of our not really knowing quite a bit already about what works and what doesn’t. Edward Thorndike: Animal Intelligence. Ron Hubbard: Teaching. Article by L. Ron Hubbard If one wishes a subject to be taught with maximal effectiveness, he should: 1. Present it in its most interesting form. a. Demonstrate its general use in life. 2. A. 3. A. “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.” 4. A. 5. A. 6. 7. 8. 9. 10. Applied Scholastics papers. OECD: Understanding the Brain. Executive Summary | An "ABC " of the Brain | Table of contents | Podcast | How to Obtain this Publication | Previous Edition | Website Executive Summary After two decades of pioneering work in brain research, the education community has started to realise that “understanding the brain” can help to open new pathways to improve educational research, policies and practice.
This report synthesises progress on the braininformed approach to learning, and uses this to address key issues for the education community. It offers no glib solutions nor does it claim that brain-based learning is a panacea. It does provide an objective assessment of the current state of the research at the intersection of cognitive neuroscience and learning, and maps research and policy implications for the next decade. download the complete executive summary An "ABC " of the Brain Table of contents Part I: The Learning Brain 1.
Podcast How does the brain change as we learn? Tune into the podcast Previous edition Website. Learning Theory: Historical Overview. 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. Behavior Theory Types of behavioral learning. Herbert Simon. Allen Newell. CBASSE: How People Learn. How to Be a Leader in Your Field (Agre)
How to Be a Leader in Your Field: A Guide for Students in Professional Schools Philip E. Agre Department of Information Studies University of California, Los Angeles Los Angeles, California 90095-1520 USA pagre@ucla.edu Version of 7 October 2005. 4600 words. 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. Every profession has leaders. In a knowledge-intensive world of ceaseless innovation and change, I assert, every professional must be a leader. But how? (1) Pick an issue. (a) Talk to dynamic practitioners and notice a pattern in what they are saying. . (2) Having chosen your issue, start a project to study it. . (3) Find relevant people and talk to them.