Project-based learning Project-based learning (PBL) is considered an alternative to paper-based, rote memorization, teacher-led classrooms. Proponents of project-based learning cite numerous benefits to the implementation of these strategies in the classroom including a greater depth of understanding of concepts, broader knowledge base, improved communication and interpersonal/social skills, enhanced leadership skills, increased creativity, and improved writing skills. John Dewey initially promoted the idea of "learning by doing." John Dewey, 1902 Markham (2011) describes project-based learning (PBL) as: " PBL integrates knowing and doing. Students learn knowledge and elements of the core curriculum, but also apply what they know to solve authentic problems and produce results that matter. Project-based learning has been associated with the "situated learning" perspective of James G. Structure[edit] Elements[edit] Comprehensive Project-based Learning: Examples[edit] Roles[edit] PBL relies on learning groups.
Neurodevelopmental framework for learning Neurodevelopmental framework for learning, like all frameworks, is an organizing structure through which learners and learning can be understood. Intelligence theories and neuropsychology inform many of them. The framework described below is a neurodevelopmental framework for learning. The neurodevelopmental framework was developed by the All Kinds of Minds Institute in collaboration with Dr. Mel Levine and the University of North Carolina's Clinical Center for the Study of Development and Learning. This framework consists of 8 constructs, sometimes referred to as systems (Levine, 1998):[1] Constructs[edit] Implications for Educational Practice[edit] Students come to school with unique neurodevelopmental profiles; the strengths and weaknesses of each learner's brain are different. In Schools[edit] Neurodevelopmental profiles can be used for students identified as being in need of academic or behavioral support. In Classrooms[edit] Individual Students[edit] Professional Development[edit]
Gamestar Mechanic Learning and the Environment In Simulations and the Future of Learning: An Innovative (and Perhaps Revolutionary) Approach to e-Learning, Clark Aldrich writes that It is not the normal how-to textbook, but rather a true story about building a leadership simulation. It is quite interesting and highly recommended. In the book, Aldrich discusses three types of contents: linear, cyclical, and open-ended. In the paper, Aldrich writes that there are six criteria, divided into two groups, that compose a learning environment: Content Types: Linear Cyclical System Delivery Elements: Pedagogy Game Simulation Content Types Content types describe directional flow of the content. For example, when learning to drive: Linear: Starting the car by fastening seat belt, inserting and turning the key, putting it in drive, etc.Cyclical: Starting and stopping. Delivery Elements Normally, the most successful educational experiences are built on three delivery elements: simulation, game, and pedagogical. Learning Framework References
One to one computing In the context of education, one-to-one computing (sometimes abbreviated as "1:1") refers to academic institutions, such as schools or colleges, issuing each enrolled student an electronic device in order to access the Internet, digital course materials and digital textbooks. The concept has been actively explored and sporadically implemented since the late 1990s.[1] One-to-one computing is frequently contrasted with a policy of "bring your own device" (BYOD), which encourages or requires students to use their own laptops, smartphones or other electronic devices in class. One-to-one computing offers the benefits of equal access, standardization, easy upgrades, simple networking and the ability to monitor student progress and online behavior. However, one-to-one requires substantial institutional investment. Jump up ^ Bebel, Damian; Rachel Kay (2010).
Microlearning Microlearning deals with relatively small learning units and short-term learning activities. Generally, the term "microlearning" refers to micro-perspectives in the context of learning, education and training. More frequently, the term is used in the domain of e-learning and related fields in the sense of a new paradigmatic perspective on learning processes in mediated environments. Introduction[edit] In a wide sense, microlearning can be understood as a metaphor which refers to micro aspects of a variety of learning models, concepts and processes. Depending on frames and domains of reference, micro, meso and macro aspects vary. As an instructional technology, microlearning focuses on the design of microlearning activities through micro steps in digital media environments, which already is a daily reality for today's knowledge workers. Characterization of microlearning[edit] Microlearning can be characterized as follows: Dimensions of microlearning[edit] (Hug 2005, used with permission)
TeacherTube.com Educational technology Educational technology is the effective use of technological tools in learning. As a concept, it concerns an array of tools, such as media, machines and networking hardware, as well as considering theoretical perspectives for their effective application.[1][2] Educational technology includes numerous types of media that deliver text, audio, images, animation, and streaming video, and includes technology applications and processes such as audio or video tape, satellite TV, CD-ROM, and computer-based learning, as well as local intranet/extranet and web-based learning. Educational technology and e-learning can occur in or out of the classroom. Definition[edit] Scope[edit] Related terms[edit] Early 19th century abacus used in a Danish elementary school. Educational technology is an inclusive term for the tools that technologically or electronically support learning and teaching. Every one of these numerous terms has had its advocates, who point up particular potential distinctions. Theory[edit]
Self-paced instruction Self-paced instruction is any kind of instruction that proceeds based on learner response. The content itself can be curriculum, corporate training, technical tutorials, or any other subject that does not require the immediate response of an instructor. Self-paced instruction is constructed in such a way that the learner proceeds from one topic or segment to the next at his/her own speed. See also[edit] References[edit] Instructional technology In education, instructional technology is "the theory and practice of design, development, utilization, management, and evaluation of processes and resources for learning," according to the Association for Educational Communications and Technology (AECT) Definitions and Terminology Committee.[1] Instructional technology is often referred to as a part of educational technology but the use of these terms has changed over the years.[2] Educational technology is the study and ethical practice of facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources."[3] While instructional technology covers the processes and systems of learning and instruction, educational technology includes other systems used in the process of developing human capability. History[edit] The first use of instructional technology cannot be attributed to a specific person or time. Current status[edit] Areas[edit] See also[edit] HowTo.tv References[edit]
Peer-mediated Instruction Procedure[edit] A student or students will be chosen from the target student's classroom to serve as a peer tutor. Garrison-Harrell et al. The student or students chosen as peers must be properly coached before the peer relationship begins, both to understand the importance of the intervention and the methods which should be used. Strengths and limitations[edit] There are advantages of using PMI as an intervention strategy. In 2009, Research in Autism Spectrum Disorders published a paper by Chan et al. that concluded that PMI is a potentially effective intervention approach for students with Autism disorders. Chan et al. (2009) did note some limitations on the procedures. Application to General Education classroom settings[edit] Varying forms of Peer Mediated Instruction and Interventions have been conducted in a great range of settings over the decades. Expectations for student learning. See also[edit] References[edit]