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Learning - Coggle Diagram
Learning
guided by a teacher
utilizes theories
cognitive constructivism
builds on prior knowledge
avoids redundancy
related to culture
schema
tell relatable stories
strengthens neural connections
know your learners
social constructivism (Vygotsky)
Behaviorism
involuntary association
implicit long term memory
Operant Conditioning (Skinner)
reinforcement and punishment (+/-)
banking concept of education
pedagogy of care
Self-Determination Theory (ABC)
Belonging
shapes learning environment
Provides feedback
aids metacognition
effective when
actionable
user-friendly
timely
consistent & ongoing
creates dialogue
co-constructs knowledge
recognise cognitive bias
avoid expert reversal effect
opportunities for application
backwards design
meaning
alternative to grades
determine learning gap
novice vs expert
reduce ZPD
depends on
Memory
working memory
chunking
self-referent encoding
create friction
long term memory
contributes to schema
triggered by environment
Stress
affects hippocampus
extraneous & intrinsic cognitive load
taking break & reframing
Emotion
can be intentional
scaffolding
recruitment
frustration control
prevents task abandonment
talking out-loud
direction maintenance
Formal learning
goal oriented
tracks milestones
summative feedback
occurs unintentionally
Social Learning
can include
gamification
group work
formative feedback
social proof
Informal Learning
4D Learning Model
Discovery based (Piaget)
Discourse
Autonomy
helps with intrinsic cognitive load
absence of grades
takes place when
optimal environment
verbal & non-verbal cues
job aids
prevents place-keeping errors
procedural knowledge
Dual Coding Theory
motivated
motivation increases when
intrinsic & extrinsic value
intrinsic rewards
learners play active role
metacognition
high self-efficacy
reduces stress
being aware of declarative and conditional knowledge
locus of control
increase comptence
can lead to
flow