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Psychology of Learning, Objectivism, WORKING MEMORY, LONG TERM MEMORY,…
Psychology of Learning
EPISTEMOLOGICAL
objectivism - learning =transferring what exists in reality to what is known to he learner
knowledge is absolute
interpretivism - truth depends on learner's frame of reference; if you believe it to be something then you respond to it as if it is
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pragmatism - emphasizes theory of meaning (think "what works") may not reflect reality - accepted as truth until proven otherwise
INSTRUCTIONAL THEORY
Gagne's theory
- conditions needed to attain outcome
- methods or procedures to facilitate process (learning)
LEARNING THEORY
constructivism - learners construct knowledge;experiences are used to build personal representations - then incorporated into prior knowledge
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Gestalt Theory
Max Wertheimer > knowledge comes from more than experience - knower actively imposes organization on sensory data
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SEAMLESS LEARNING
bridges gap between private and public learning spaces,
learning happens as both individual and collective efforts across different contexts
(Looi et al 2010)
METHOD
what process allows for individual learning in private spaces
collaborative learning in public space
creation of artifacts within available technology
ASSESSMENT
PFL - preparation for future learning;
deep understanding
knowledge transfer in multiple contexts
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COGNITIVE APPRENTICESHIP (Collins et.al 1991) model of instruction that works to make thinking visible
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SITUATED COGNITION
increasing participation in a community of practice authentic activity
knowledge is co-constructive
(Brown et. al )
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Project Based Learning
- anchor learning task to a bigger task
- support learner in developing a ownership of task
- design task/environment to reflect authentic task/environment
- learner owns process to solution
- environment supports and challenges thinking
- learner has opportunity to test ideas and solutions
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