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Link - KEYWORD SEARCH RESULTS
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4 - PRIMARY Keyword matches for ARTICLE
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Executive Summary
This paper highlights the state of the industry in terms of learner profiling and NETg’s involvement with the Learner Profiling movement. NETg’s initial position on learner profiling is
presented along with the development of a Learner Profile instrument. This paper also presents the theory and research supporting the current NETg Learner Profile.
The purpose of the NETg Learner Profile (LP) is to provide a supporting framework for adult learners to become self-directed, self-regulated learners within any learning situation.
Research has shown that many adult learners are not even aware of their learning modality or preferences. Learners are often required to complete training courses that may not match their learning preferences or characteristics. A mismatch between learning preferences and characteristics of the instruction can contribute to learners not completing the targeted training.
Historically, instructional designers have focused on improving the effectiveness of the instruction for the learner, rather than on improving learner effectiveness for the instruction. Thus, NETg has developed an instrument that will empower the learner to approach any form of training (e.g., technology-based, instructor-led, blended, etc.) regardless of the instructional method.
Cognitive Characteristics
o Learning channel
o Thinking style
Metacognitive Characteristics
o Monitoring
o Planning
o Self-evaluation
Physical Characteristics
o Learning distracter
Affective Characteristics
o Learning confidence (aka self-efficacy)
o Motivation
Summary
All training events should offer features that support the eight aforementioned learner characteristics in order to scaffold the learner while they learn the skills critical for active, selfdirected learning. A diagnostic instrument that focuses on these eight learner characteristics ...can provide valuable information to the learner, which will empower them to modify their own training habits and become more effective, better-equipped and self-directed lifelong learners.
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The Theory into Practice Database: Database of learning theories, concepts and models
Instructional Design Models: Despite the title, this list provides links to Web resources on a myriad of aspects of instructional psychology and design (University of Colorado at Denver, )
The Encyplopedia of Educational Technology: Great extensive collection of short papers using small multimedia snippets to make the theories more tangible (San Diego State University, )
Instructional Technology Global Resource Network: A collection of papers and other useful resources for instructional designers
Theory and Theorists of Instructional Technology: Another good collection of short articles on the most important personalities and theories in instructional technology (written by D. Geier as a final project for a course taught at San Francisco State University by Dr. Kim Foreman)
An Electronic Textbook on Instructional Technology: Online version of a CD-ROM designed to provide an introduction to instructional technology by Irene Chen
Teaching Models: A selection of teaching models by Virginia Tech University
Linkliste Neue Medien: Extensive list of examples and links regarding the use of IT in education (Rechenzentrum Uni Heidelberg, mostly German)
Lern-Psychologie: Self instructional program in educational psychology and theories of learning (in German)
Basic methods of instruction: A series of tutorials on basic instructional methods by C. Reigeluth
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What's important
Learning is the pathway to doing. If an instructor teaches something and nothing changes, no learning took place.
Learning is learnable. You can get better at it. We set up the Meta-Learning Lab to help people learn better, faster, deeper.
"Knowledge is constructed, not transferred. It's built out of known chunks. It's always linked to the situation, thus 'situated.' Skills and knowledge do not exist outside of context. Everything is connected, in mental, physical, or social space." Peter Senge, Schools That Learn
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The brain and intelligence, adult learning theory and learning styles, and the history of adult continuing education.
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8 - SECONDARY Keyword matches for ADULT LEARNING
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Instead, many modern-day Programs squander a wonderful resource (the Internet) to reproduce two of the most limiting instructional modelsclassrooms and manualsand replace them in equally, if not more, limiting ways. They ignore that the Internet offers learners the opportunity to go anywhere, link to a vast array of content based on what they find interesting (and are therefore motivated to learn more about) and see things in entirely new ways. They try to control the environment and, too often, limit the experience. Our thought-patterns are not linear; why should our education programs be?
I am sad to report that there are so many yippi-I-can’t-wait-to-turn-another-page web based tutorials and classroom-over-the-web tools that elearning has become synonymous with poor-quality experiences and almost-but-not-quite-useful training programs. No wonder scores of people ask me if we can even learn online. Vendors are trying to replace something that had limited benefit to begin with. Move it online and suddenly, it will become worthwhile? Even if you were raised in a barn, you know better.
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Networks are constantly forming. As a dynamic process, networks can aggregate into larger structures (a network of networks). Networks can also be deconstructed into smaller structures. For example, everyone has some type of personal learning network. When an individual works for an organization, they bring their network with them, combining as part of the larger network of the corporation. In the course of our daily lives, we move among numerous networks. We are constantly acting upon and being acted upon.
Recognizing that we are continually moving in and out of networks provides an important starting point for rethinking corporate and higher education. Instead of seeing the artificial construct of a program or course as the point of learning, we can view the process of iving life as a constant learning process. As we acquire new nodes, form new connections, aggregate into larger networks, or deconstruct into smaller structures, we are continually learning and adapting - interacting dynamically with the world around us.
The information system underlying network creation includes:
* Data - a raw element or small meaning neutral element
* Information - data with intelligence applied
* Knowledge - information in context and internalized
* Meaning - comprehension of the nuances, value, and implications of knowledge
While networks are simple in nature, numerous elements impact the flow and dynamics of connection creation. Elements and characteristics of a network include:
* Content (data or information)
* Interaction (tentative connection forming)
* Static nodes (stable knowledge structure)
* Dynamic nodes (continually changing based on new information and data)
* Self-updating nodes (nodes which are tightly linked to their original information source, resulting in a high level of currency (i.e. up to date)
* Emotive elements (emotions that influence the prospect of connection and hub formations).
Connections are the key to network learning. Yet not every connection has equal weight and influence in the entire structure. Connections can be strengthened based on a number of factors:
* Motivation
* Emotions
* Exposure
* Patterning
* Logic
* Experience
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When and how does fun enhance learning, motivation, engagement, and retention? What can we learn from recent work on emotion and design? What makes learning fun for different topics and different types of learners? What do recent studies of computer and video games teach us about designing online learning? When does fun turn into gaming instead of learning? Can current models for instructional design support the implementation of courses perceived to be more fun? Are there new instructional models needed for e-learning? What makes an e-learning technology effective under what circumstances? Which processes can better aid in the selection and use of these technologies? What are the factors influencing the design and delivery of a rich and compelling e-learning experience? Why are so many existing courses "page-turners" and how can the learner experience be better incorporated into all phases of course design, development, and evaluation?
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Lots and lots of links
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This site is jam packed with "how to" articles, templates and calculators in the tool box, dozens of white papers, time saving book summaries and links to the best sites on the net.
e-Learning Basics for Newbies
Systematic Design for e-Learning
Adult Learning Theory
Usability & Interface Design
Blended Learning
Selling Internally for Support
The ROI of e-Learning
Case Studies: Great ROI
Marketing Internally to Learners
Reusable Learning Objects & SCORM Issues
Managing e-Learning
Miscellaneous
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Learn-a-tivity is the notion that individual and organizational effectiveness depends on learning better, faster, smarter and through the consistent application of learning, combined with creativity, flexibility, and paying close attention to the right things.
This site introduces you to resources that support that learnativity revolution. We have no products to sell here, but rather introduce you to ideas that help expand imagination and business practice. We try our very best to stay objective, editorially independent, and only speak from our own experiences. While we offer strategic consulting services, keynote speaking, and leadership coaching to clients throughout the globe, this site is our gift to a world we enjoy learning from and for each and every day. Enjoy!
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Abstract: This tutorial provides a quick introduction to the Unified Modeling Language
The heart of object-oriented problem solving is the construction of a model. The model abstracts the essential details of the underlying problem from its usually complicated real world. Several modeling tools are wrapped under the heading of the UML, which stands for Unified Modeling Language. The purpose of this course is to present important highlights of the UML.
At the center of the UML are its nine kinds of modeling diagrams, which we describe here.
* Use case diagrams
* Class diagrams
* Object diagrams
* Sequence diagrams
* Collaboration diagrams
* Statechart diagrams
* Activity diagrams
* Component diagrams
* Deployment diagrams
Some of the sections of this course contain links to pages with more detailed information. And every section has short questions. Use them to test your understanding of the section topic.
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column chart showing Research Finding and Implications for Practice broken out by
Learning Effectiveness: Interaction with Content
Learning Effectiveness: Interaction with Instructors
Learning Effectiveness: Interaction with Classmates
Learning Effectiveness: Interaction with Course Interfaces
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