learning theory - models, product and process Photo by Antenna on Unsplash Contents: introduction · what do people think learning is? · learning as a product · learning as a process · experience · reflective thinking · making connections · committing and acting · task-conscious or acquisition learning, and learning-conscious or formalized learning · the behaviourist orientation to learning · the cognitive orientation to learning · the humanistic orientation to learning · the social/situational orientation to learning · the constructivist/social constructivist orientation to learning · further reading · references · how to cite this article See, also, What is education? Over the last thirty years or so, ‘learning’ has become one of the most used words in the field of education. Yet, for all the talk of ‘learning’, there has been little questioning about what it is, and what it entails. There has been a similar situation in the field of education. [O]ther kinds of social learning are more sophisticated, and more fundamental. Taxonomies
chris argyris, double-loop learning and organizational learning @ the encyclopedia of informal education contents: introduction · life · theories of action: theory in use and espoused theory · single-loop and double-loop learning · model I and model II · organizational learning · conclusion · further reading and references · links · cite Chris Argyris has made a significant contribution to the development of our appreciation of organizational learning, and, almost in passing, deepened our understanding of experiential learning. On this page we examine the significance of the models he developed with Donald Schön of single-loop and double-loop learning, and how these translate into contrasting models of organizational learning systems. Life Chris Argyris was born in Newark, New Jersey on July 16, 1923 and grew up in Irvington, New Jersey. Chris Argyris enjoyed the outdoors – and, in particular hiking (especially in the mountains of New Hampshire and across New England). As well as writing and researching, Chris Argyris has been an influential teacher. Single-loop and double-loop learning
Programming Your Brain: The Art of Learning in Three Steps | BitNative From time to time, I run into people who are interested in breaking into programming. Last night at the company holiday party a guy (we’ll call him Sam) walked up and introduced himself, asking for advice on how to move from his current role over to development. Sam’s attitude impressed me – those with a genuine desire to learn go places quickly. Obviously, the road to becoming a better developer begins with learning. Watch someone Thus, I personally watch videos or read books and blogs. Now, be forewarned that according to National Training Laboratories, the percentages on this diagram have no known source behind them, so take my references to the absolute percentages with a grain of salt. Watch someoneTry it yourself and experiment But that’s not the end of the road. Watch someoneTry it yourself and experimentTeach someone else Presto. Does this ring true for you?
Learning Techniques One of the things that we expect you to pick up by osmosis, but almost never mention explicitly, is techniques for learning itself. After you leave university, you will be expected to be able to learn by yourself for the rest of your life. And an hour spent addressing the meta-issue of learning skills pays off in reduced time to actually learn. A lot of work has been done over the past few decades about how people learn. I recommend the work on accelerated learning by Colin Rose and Brian Tracy. You can learn anything if you have a goal that requires it. There are a number of stages to learning, each of which involves a number of aspects. The right state of mind There are six aspects to being in the right state of mind to learn. Here are the six aspects: Find a personal reason to want to learn this material. A variety of ways of input Here is a list of ways you can use variety in getting new material: Play to your strengths in terms of how you process information. Memorising Showing you know
QR Codes – What are they and how can I use them in my classroom? A QR Code is a type of barcode that is readable by dedicated QR barcode readers and camera telephones. The code consists of black modules arranged in a square pattern on a white background. The information encoded may be text, URL, or other data*. Like me, you may have seen these codes in newspapers and magazines, on promotional material, in the corner of posters and wondered what they were all about. A square that consists of black and white squares that looks like an out of focus pixilated image? First, watch this short, fun video from a primary class in Queensland to get an idea of how QR Codes are being used in the classroom, and then keep reading. QR Codes can provide an alternative access format for students who need additional support in reading and writing. The way QR Codes can be used in the classroom is only limited by our own and our students’ imagination. More ideas? Teaching with QR MacBook QRGen
Tip 114 - Audio QR Codes Imagine students’ artwork hanging in your school’s hallway and beside each masterpiece is a QR code. When parents, students, and other teachers scan the code using a mobile device, they hear the student telling about themselves and the relevance of their art... Or what about a QR code in the back of a library book that allows you to hear a student’s review of the book? Or a QR code sent home to parents that allows them to listen to their 1st grader reading or telling a story? Sounds difficult, doesn’t it? Not familiar with QR codes? 2 Options for Recording the audio file and generating a URL: Option 1: 1. Note - The first time you use this site, you will need to click a couple of buttons to set it up. 2. 3. 4. Option 2: 1. 2. 3. 4. 5. Creating the QR Code: Use an online QR Creator 1. - QR Hacker - Kaywa - QuickQR 2. 3. 4. Batch-Generating Codes in a Google Spreadsheet 1. (For instructions, see Tip 111 ) Suggested fields: - First Name
How to use Gagne's model of instructional design in teaching psychomotor skills How to Find Anything Online: Become an Internet Research Expert Einstein once said, “The secret to creativity is knowing how to hide your sources.” The same could be said of intelligence. What they don’t tell you is that the “smart” people of the world are, in most cases, just better at researching and learning things than everyone else. But researching is a learned skill, not something you’re born with. And while some people might be predisposed to learn things more easily than others, it’s generally not enough to make a measurable difference. By learning how to research, you can quickly and fairly easily become knowledgeable about just about anything. It’s all there, online, for free. Start with Wikipedia Whenever you try to learn something new on the Internet, start with Wikipedia. The main reason to start with Wikipedia is that it gives a good overview of most topics. Sure, any given page is bound to have some inaccuracies (as is the case on most user-generated websites), but most of the content is generally reliable. Move on to Google Go Multimedia
Overview of learning styles Many people recognize that each person prefers different learning styles and techniques. Learning styles group common ways that people learn. Everyone has a mix of learning styles. Some people may find that they have a dominant style of learning, with far less use of the other styles. Others may find that they use different styles in different circumstances. There is no right mix. Using multiple learning styles and �multiple intelligences� for learning is a relatively new approach. By recognizing and understanding your own learning styles, you can use techniques better suited to you. The Seven Learning Styles Visual (spatial):You prefer using pictures, images, and spatial understanding. Why Learning Styles? Your learning styles have more influence than you may realize. Research shows us that each learning style uses different parts of the brain. For example: Visual: The occipital lobes at the back of the brain manage the visual sense. Where to next?
The Top 20 Leadership Thinkers of 2015 As the year draws to a close, it is time to look at those people who have influenced our thinking. Over the next few weeks, I will be posting various lists about trends and influencers covering various topics. In this post, however, we will be looking at ‘The top 20 Leadership thinkers of 2015’ these are considered to be the world’s top leadership and management thinkers. Since 2001, Thinkers50 have published their ranking of the top leadership and management thinkers and they do this every other year. This is now becoming the equivalent of the ‘Oscars’ in the leadership and management community. The founders, Stuart Crainer and Des Dearlove, who came up with the ideas over a pizza in 2000, aim to provide a global platform that allows ideas to be shared and recognised. The criteria is based on: Relevance of ideasRigor of researchPresentation of ideasAccessibility/Dissemination of ideasInternational outlook and then the thinkers’ performance over the long term. Michael Porter 2. 3. 4. 5.
From Andragogy to Heutagogy Author: Stewart Hase and Chris Kenyon (2001) Southern Cross University Keywords: Southern Cross University, pedagogy, andragogy, heutagogy, higher education, vocational education, self-determined learning. Article style and source: Peer Reviewed. Original ultiBASE publication. Original URL: Contents Abstract In something of a landmark for education Knowles (1970) suggested an important change in the way in which educational experiences for adults should be designed. Heutagogy Education has traditionally been seen as a pedagogic relationship between the teacher and the learner. The distinction Knowles (1970) made between how adults and children learn was an important landmark in teaching and learning practices in vocational education and training, and in higher education. This revolution recognises the changed world in which we live. Beyond pedagogy and andragogy Knowles (1970, p7) defined self-directed learning as: Conclusion References
Rethinking Thinking - Does Bloom's Taxonomy Align with Brain Science? Dr. Spencer Kagan To cite this article: Kagan, S. Rethinking Thinking – Does Bloom's Taxonomy Align with Brain Science? San Clemente, CA: Kagan Publishing. Thoughtful educators know that their students' success in the 21st Century depends on thinking skills. The second, related trend is the change rate. For half a century, thinking about thinking among educators has been dominated by a hierarchical model. Bloom's Taxonomy In Bloom's Taxonomy, six types of thinking are arranged from simple to complex; the taxonomy is built on the assumption that the more complex or higher-level thinking skills are built on the simpler or lower-level thinking skills. Table 1: Bloom's Taxonomy Among many educators this hierarchal notion of thinking has led to an unquestioned acceptance of the idea that there are "high" and "low" levels of thinking: Knowledge and Comprehension are presumed to be less complex cognitively than are Application, Analysis, Synthesis, and Evaluation. IQ without Recall.