How Do You Learn?
Bloom's Taxonomy From Emerging Perspectives on Learning, Teaching and Technology Mary Forehand The University of Georgia Introduction
Theories and Models of Learning for Educational Research and Practice. This knowledge base features learning theories and models that address how people learn. A resource useful for scholars of various fields, including educational psychology, instructional design, and human-computer interaction. Below is the index of learning theories, grouped into categories. Note that this website is an iterative project and these entries are a work in progress; please leave comments with suggestions, corrections, and additional references. Paradigms:
Firstly, the question of how to label Connectivism is an important one because this affects how people connect with the theory. As a relatively young theory, its growth, acceptance, employment and how people actually understand Connectivism all depend partially on how it is represented. Representing a theory inaccurately limits the quality of the potential connections made with that theory, an insurmountable obstacle for such a theory that is concerned with the creation of successful networks and connections of specific quality to support this success. Why #Connectivism is not a Learning Theory « A Point of Contact
When I create PowerPoint lectures for my classes, I like to include pictures of the researchers who are being discussed. I have found that I spend a great deal of time searching the webs for pictures of people related to course content. This gallery is designed to be used by other people with similar lecture-building interests, in an attempt to make the whole process less time consuming. The buttons on the left take you to lists of cognitive scientists whose last name begins with the selected letter. From the list, you can be taken to a picture and, when possible, to a link to their home page and to the site from which the picture was discovered. The links on the right are to related websites. Gallery Of Cognitive Scientists
Dictionary of Cognitive Science "It often does more harm than good to force definitions on things we don't understand. Besides, only in logic and mathematics do definitions ever capture concepts perfectly. The things we deal with in practical life are usually too complicated to be represented by neat, compact expressions. Especially when it comes to understanding minds, we still know so little that we can't be sure our ideas about psychology are even aimed in the right directions.