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Learning_Theories

Learning_Theories
Learning Theories Miscellaneous SitesACT Research Home Page- The ACT group is led by John Anderson at Carnegie Mellon University and is concerned with the ACT theory and architecture of cognition. The goal of this research is to understand how people acquire and organize knowledge and produce intelligent behavior. Anchored InstructionAnchored Instruction - "Anchored instruction requires putting the students in the context of a problem-based story. Dual Coding Theory John Dewey BehaviorismA laboratory study of fear: The case of Peter. Contiguity TheoryContiguity Theory - Open Learning Technology Corporation Limited Edwin R. Gestalt Theory Robert Gagné B.F. Animal Trainer's Introduction to Operant & Classical Conditioning - Stacy Braslau-Schneck This page attempts to explain Operant Conditioning, and promote the use of Positive Reinforcement and Negative Punishment in animal training. Information Processing Theory Jean Piaget Lev Vygotsky Situated Learning Bernard Weiner Cognitive Dissonance Related:  EducationMachine learning

The Phrontistery: Obscure Words and Vocabulary Resources Model Thinking This course will consist of twenty sections. As the course proceeds, I will fill in the descriptions of the topics and put in readings. Section 1: Introduction: Why Model? In these lectures, I describe some of the reasons why a person would want to take a modeling course. These reasons fall into four broad categories: To be an intelligent citizen of the worldTo be a clearer thinkerTo understand and use dataTo better decide, strategize, and design There are two readings for this section. The Model Thinker: Prologue, Introduction and Chapter 1 Why Model? Section 2: Sorting and Peer Effects We now jump directly into some models. In this second section, I show a computational version of Schelling's Segregation Model using NetLogo. NetLogo The Schelling Model that I use can be found by clicking on the "File" tab, then going to "Models Library". The readings for this section include some brief notes on Schelling's model and then the academic papers of Granovetter and Miller and Page. Six Sigma V.S.

Cluster and Focus -> Surviving week 4 of a MOOC @ Dave’s Educational Blog Had a quite excellent weekend of meetings with George Siemens, Sandy McAuley and Bonnie Stewart regarding our research on MOOCs. We’ve rewritten a good deal of the stuff from the video I released a few weeks ago about how to be successful in a MOOC based on some of the feedback we’ve gotten, some discussions I’ve had with people in the different elluminate sessions and the results of our narrative enquiry. We have four broad steps for success in a MOOC… but as we’re already a few weeks in, I’m going to focus on steps 3 and step 4. Introduction The distributed nature of a MOOC offers a variety of challenges to the participant. We’ve noticed, MOOC after MOOC that weeks 3 and 4 are the most difficult for students. There are two main questions surface over and over again throughout this course. What am I supposed to do now? Followed closely by the second most common concern How am I suppose to keep track of all the things that are going on in the course?

Informal learning Lao villagers assemble jigsaw maps of Southeast Asia. These maps were made by Big Brother Mouse, a literacy project in Laos. It was the first time any of them had seen a jigsaw puzzle of any sort. Informal learning is, by default, any learning that is not formal learning or non-formal learning. The term is often conflated, however, with non-formal learning, and self-directed learning. Characterizations[edit] Informal learning can be characterized as follows: History[edit] In international discussions, the concept of informal learning, already used by John Dewey at an early stage and later on by Malcolm Knowles, experienced a renaissance, especially in the context of development policy. Other perspectives on informal learning[edit] Merriam and others (2007) state: "Informal learning, Schugurensky (2000) suggests, has its own internal forms that are important to distinguish in studying the phenomenon. American indigenous perspective[edit] Formal and nonformal education[edit] Summary[edit]

Stefany Raquel Hernández Requena - El modelo constructivista con las nuevas tecnologías, aplicado en el proceso de aprendizaje La teoría constructivista se enfoca en la construcción del conocimiento a través de actividades basadas en experiencias ricas en contexto. El constructivismo ofrece un nuevo paradigma para esta nueva era de información motivado por las nuevas tecnologías que han surgido en los últimos años. Con la llegada de estas tecnologías (wikis, redes sociales, blogs...), los estudiantes no sólo tienen a su alcance el acceso a un mundo de información ilimitada de manera instantánea, sino que también se les ofrece la posibilidad de controlar ellos mismos la dirección de su propio aprendizaje.

I, Cringely . The Pulpit . War of the Worlds There is a technology war coming. Actually it is already here but most of us haven't yet notice. It is a war not about technology but because of technology, a war over how we as a culture embrace technology. It is a war that threatens venerable institutions and, to a certain extent, threatens what many people think of as their very way of life. It is a war that will ultimately and inevitably change us all, no going back. The early battles are being fought in our schools. This is a war over how we as a culture and a society respond to Moore's Law. The real power of Moore's Law lies in what the lady at the bank called "the miracle of compound interest," which has allowed personal computers to increase in performance a millionfold over the past 30 years. The key word here is "empowerment." Let's be clear about what we're measuring here. I came to this conclusion recently while attending Brainstorm 2008, a delightful conference for computer people in K-12 schools throughout Wisconsin.

How sense and respond organizations differ from make and sell organizations. | Sense & Respond S&R as Post-Industrial Managerial Paradigm An adaptive management paradigm is the missing element in current attempts to transform businesses into adaptive organizations. Because adaptive behavior is typically unplanned—often ad hoc– it is intrinsically inefficient and therefore persistently undermined by the existing efficiency-centric management paradigm. The metrics and practices fostered by this industrial age model frustrate attempts to empower people, inculcate a customer orientation, leverage adaptive technologies, and respond to unanticipated change. Those firms that have made a degree of progress in becoming more adaptive (or at least more agile or resilient) have typically relied on what Bruce Harreld of IBM called “the heroic model” of management – counting on exceptionally talented people to break the rules without breaking too much glass. Sense & Respond is a robust replacement of the legacy managerial paradigm. The Transformational Foundations of Sense & Respond

Cluster and Focus Las fases de implementación del e-Learning en la empresa Las fases de implantación del e-Learning en la empresa por Javier LOZANO Presidente de NANFOR Ibérica Introducción A medida que el e-learning (también denominado teleformación o teleaprendizaje) se implanta en las empresas progresivamente, son muchas las compañías que se preguntan si deben utilizar esta modalidad de formación para sus empleados. En el presente artículo trataremos sobre las distintas fases de adopción del e-elearning para disminuir los riesgos de su implantación. El e-learning se adopta lentamente Como fenómeno derivado de Internet, la formación a través de la red de redes creó hace un lustro unas expectativas infundadas de implantación por las que muchas empresas invirtieron importantes recursos que no pudieron rentabilizar. En las grandes empresas de este país, saben que los sistemas de teleformación son necesarios y en determinadas áreas de aprendizaje serán imprescindibles. La adopción del e-learning y el tamaño de la empresa El e-learning y los sectores productivos

Desafíos pedagógicos de la escuela virtual.<br> Las TIC y los nuevos paradigmas educativos<br>Pedagogical Challenges of Virtual Schooling.<br> ICT and new Educational Paradigms Aunque sería lógico pensar que el desarrollo de las Tecnologías de la Información y la Comunicación (TIC) incidiría en la mejora sustancial en el ámbito de la Educación, la realidad muestra que en la actualidad ni el uso de estos recursos en la escuela ha llegado a ser masivo, ni parece haber cambiado sustancialmente ni las pautas de formación del profesorado ni la forma en que éste entiende los procesos de aprendizaje. Palabras clave: Tecnologías de la Información y la Comunicación (TIC), Educación, Desarrollo, Internet, Web 2.0, Enseñanza Although it would seem logical to think that developing Information and Communications Technologies (ICT) would end up substantially improving the field of education, the reality is that today the use of these resources in schools has not become widespread, nor does it seem to have significantly changed the type of educational training for teachers or the way this group understands the learning process. La situación de partida

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