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Educational Theory for Multimedia Learning (Associationist gradual…
Educational Theory for Multimedia Learning
Associationist
gradual building of
patterns of associations
and skill components
Feedback reinforcing connections
Behavioural objectives
Analyse into hierarchy of smaller units
Sequence
simple to complex
Design instructional approach
Building knowledge/skills from bottom up
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Active learning
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Overt activities and their outcomes for individual learners
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Cognitive
output of attention,memory and concept formation process
Modelling the process of interpreting and constructing meaning
Building a framework for understanding
Building new forms of understanding through activity
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Active experimentation and observation
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Search for meaning through activity
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Authentic tasks
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Detailed structures and processes that underlie individual performance
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Situative
impact of influences of the social and cultural setting in which learning occurs
Learning must be personally meaningful
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Motivated by need for self-esteem (social motivation)
Socio-pyschological
Learning activity authentic to usual social context
Problem-based learning
Cognitive apprenticeship
Focus on relationship with group of people over the activity
Communities of pratcice
Progression from peripheral participation to central
Groups developing and sharing practice
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Group level
Focus on learning in a particular setting
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Individual relationships
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Activity systems in which individuals participate
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