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Learning Persistent change in human performance and performing. Performing…

- - - - Gagné's Theory of Instruction
        
        (instructional theory)
        "...methods or procedures designed to facilitate specific cognitive processes (such as encoding, retention, retrieval, etc.) thought to occur during learning" (see pg. 126). These include internal and external events
        
        9 Events (see pg. 141)
      - Cognitive Theory of Multimedia Learning
        
        (instructional theory)
        Mayer's principles of multimedia learning attempt to reduce cognitive load, help learners organize information they're learning, and help learners make connections between new information and prior knowledge (see pg. 294)
      - Community of Practice
        
        (instructional theory)
        A community of practice that is well-designed allows for, “participating in group discussion, having one-on-one conversations, reading about new ideas, or watching experts duel over cutting-edge issues” (Wenger et al., 2002, p.2)
        
        - Design for evolution
        
        - Open a dialogue between inside and outside perspectives
        
        - Invite different levels of participation
        
        - Develop both public and private community spaces
        
        - Focus on value
        
        - Combine familiarity and excitement
        
        - Create a rhythm for the community
        (Wenger et al., 2002)
      - Cognitive Apprenticeship
        
        (instructional theory)
        "Teaching methods should be designed to give students the opportunity to observe, engage in, and invent or discover expert strategies in context" (Collins, 2002)
        
        - Modeling
        
        - Coaching
        
        - Scaffolding
        
        - Articulation
        
        - Reflection
        
        - Exploration
        (Collins, 2002)
      - Seamless Learning
        
        (instructional theory)
        Instructional theory that looks at how mobile devices can integrate into learning and instruction. “The portability and versatility of mobile devices has significant potential in promoting a pedagogical shift from didactic teacher-centred to participatory student-centred learning” (Looi et al., 2010, p. 156)