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11 - PRIMARY Keyword matches for LINK LIBRARY
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FREE printed magazine with excellect articles and links to learning resources.
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The Conversation Theory developed by G. Pask originated from a cybernetics framework and attempts to explain learning in both living organisms and machines. The fundamental idea of the theory was that learning occurs through conversations about a subject matter which serve to make knowledge explicit. Conversations can be conducted at a number of different levels: natural language (general discussion), object languages (for discussing the subject matter), and metalanguages (for talking about learning/language).
In order to facilitate learning, Pask argued that subject matter should be represented in the form of entailment structures which show what is to be learned. Entailment structures exist in a variety of different levels depending upon the extent of relationships displayed (e.g., super/subordinate concepts, analogies).
The critical method of learning according to conversation theory is "teachback" in which one person teaches another what they have learned. Pask identified two different types of learning strategies: serialists who progress through an entailment structure in a sequential fashion and holists who look for higher order relations.
Scope/Application:
Conversation theory applies to the learning of any subject matter. Pask ( ) provides an extensive discussion of the theory applied to the learning of statistics (probability).
Example:
Pask ( , Chapter ) discusses the application of conversation theory to a medical diagnosis task (diseases of the thyroid). In this case, the entailment structure represents relationships between pathological conditions of the thyroid and treatment/tests. The student is encouraged to learn these relationships by changing the parameter values of a variable (e.g., iodine intake level) and investigating the effects.
Principles
. To learn a subject matter, students must learn the relationships among the concepts.
. Explicit explanation or manipulation of the subject matter facilitates understanding (e.g., use of teachback technique).
. Individual's differ in their preferred manner of learning relationships (serialists versus holists).
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This paper addresses how organizations, particularly business organizations, can get more done. Workers who know more get more accomplished. People who are well connected make greater contributions than those who are not. Employees and partners with more capacity to learn are more versatile in adapting to future conditions. The people who create the most value are those who know the right people, the right stuff, and the right things to do.
It’s all a matter of learning, but it’s not the sort of learning that is the province of training departments, workshops, and classrooms. Most people in training programs learn only a little of the right stuff, are fuzzy about how to apply what they’ve learned, and never address who are the right people to know.
People learn to build the right network of associates and the right level of expertise through informal, sometimes even accidental, learning that flies beneath the corporate radar. Because organizations are oblivious to informal learning, they fail to invest in it. As a result, their execution is less than it might be.
Let’s look at what informal learning is and what to do to leverage it.
* Execution is the goal
* Learning is social
* Getting the proper balance
* Tell me why
* How workers learn now
* The New World
* Find a connection
* Positive learners
* Knowledge Creation
* Focusing on Core Knowledge
* How to Create and Expand Core Knowledge
* Intention
* Individual learning evolves
* People love to learn but hate to be taught
* What’s the best way to invest in informal learning?
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Internet Time Group helps organizations improve the performance of their people by speeding up their learning. We develop action plans, training programs, sales presentations, white papers, marketing campaigns, and development teams -- whatever it takes.
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Sensing and Intuitive Perception, Visual and Verbal Input, Inductive and Deductive Organization, Active and Reflective Processing, Sequential and Global Understanding
The thrust of Tobias's study is that introductory science courses are responsible for driving off many students in the second tier. The negative features of the courses she cites include their failure to motivate interest in science by establishing its relevance to the students' lives and personal interests; relegation of students to almost complete passivity in the classroom; emphasis on competition for grades rather than cooperative learning; and focus on algorithmic problem-solving as opposed to conceptual understanding
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It delivers a fully interactive Website with discussions, demos and resources, and articles on a weekly basis. A bi-weekly opt-in email newsletter, LC Express, sends news, teasers, and links to subscribers.
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LearnShare gives you direct access to hundreds of learning resources, from eLearning to classroom Through our Strategic Partners, you gain access to hundreds of thousands of learning resources. Below, you'll find an overview of these resources, and how to gain access to them. General Motors, - M, Motorola, Owens Corning, Deere & Co., Eaton, Pilkington, Owens-Illiniois, Northwest Airlines, Pfizer Inc, Chevron, Levi Strauss & Co, and UnitedHealth Group have joined together with a shared mission to transform the way their companies research, design, purchase, package, and communicate career development and skill enhancement courses to over - million employees.
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MIMIO
Type: Product
Primary Key: Product
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mimio Xi is a portable and low cost device that attaches to any whiteboard (up to - 'x - ' in size), connects to your PC/Mac and when used with a projector, allows you control your desktop applications and documents directly from the board. Without a projector, mimio enables you to digitally capture notes or drawings that can be saved, shared, and/or integrated into other materials.
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This site is designed for visually oriented learners. It has mindmaps (study aids) which will help you understand the whole picture of complicated subjects. These enjoyable and fun maps can be used as memory triggers during study. As a visual learner, I use Mindmaps as a tool for more complete learning. You can use them too!
This site has Learning Theories and Theorist's study aids, Accelerated Learning Mindmaps, and extensive links to interesting theory sites.
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Book Organization and Introduction to the Chapters
In the following pages, we briefly review the main themes covered in this book and its chapters. We used the value chain of online learning framework to help organize our themes and chapters. The value chain framework is an approach for breaking down the sequence (chain) of an organization’s functions into the strategically relevant activities through which utility is added to its offerings and services.
Inbound logistics involves preparations for course development, including curriculum planning and related activities.
Operations involve the actual process of course development, including writing, multimedia creation, editing, formatting, graphic design, printing, and Web publishing.
Outbound logistics concerns the packaging and storage of courses, and the process of mailing, e-mailing, or otherwise delivering the material to the students.
The delivery, collaborations, and marketing value chain involves a series of value adding activities, such as student registration through a Web portal; course delivery; the preparation of brochures, advertising materials, and the university calendar; developing a branding strategy for the online learning offerings; and establishing strategic partnerships and
alliances.
The service value chain provides online support (technical and academic) to learners, including counseling, tutoring, marking of assignments and examinations, delivery and invigilation of examinations, and maintenance of student records. It also includes learner self-service through Web sites and Web portals.
Using a value chain perspective to understand how we have organized the themes in this book will help the reader focus on the strategic activities of the online learning institution. Part provides a foundation to educational theory for online learning, to prepare the ground for discussing the different components of the online learning value chain in Parts -. Part deals with inbound logistics, Part with production and with aspects of outbound logistics, and Part with delivery, marketing, and service to learners.
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Unskilled and Unaware of It: How Difficulties in Recognizing One's Own Incompetence Lead to Inflated Self-Assessments - People tend to hold overly favorable views of their abilities in many social and intellectual domains. The authors suggest that this overestimation occurs, in part, because people who are unskilled in these domains suffer a dual burden: Not only do these people reach erroneous conclusions and make unfortunate choices, but their incompetence robs them of the metacognitive ability to realize it.
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8 - SECONDARY Keyword matches for LEARNING
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If you’ve spent years learning to use Instructional Systems Design processes to create e-Learning, the slight anarchy inherent in constructivist design may leave you feeling a little dizzy. Before you decide that constructivism has nothing to offer your organization, read this article to get a more complete perspective on the techniques and the resources available.
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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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ePapers
Object Example
Learning Object Training
Learning Object Repository
Project Overview
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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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The "edge of chaos" is a critical state between order and chaos in which nonlinear systems (e.g., interacting teacher and students) are at their optimum performance potential or maximum adaptability. Systems poised at the edge of chaos are maximally adaptive because of the complex connections and distinctions of their interacting agents. This complexity implies that the interacting agents are distinct enough to permit flexibility and yet connected enough to establish stability. Highly ordered assemblages such as crystals lack complexity because they have rigidly connected molecules without flexibly distinct movement. On the other extreme, highly chaotic assemblages such as gases also lack complexity because they have flexibly distinct molecules without structured connections. However, interacting agents on the edge of chaos such as students and a teacher are complex because they are distinct enough to permit flexible change and yet connected enough to establish stability. Furthermore, they can generate a holistic system of interaction that is emergent and not reducible to the individual agents. In other words, the whole is more than the sum of the parts.
Complexity may be further defined as "the ability to switch between different modes of behavior as the environmental conditions are varied" (Prigogine & Nicolis, , p. - ). Complex systems on the edge of chaos permit a flexible openness and sensitivity to varied options, which enable these systems to continually find and select the most attractive options of adjusting, replacing, or reorganizing at a higher level of fitness. However complex systems, which are either rigidly bound by ordered conditions (fused connections) or indiscriminately scattered by chaotic conditions (confused distinctions), are not able to continually adapt to higher levels of fitness (complexity).
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Customized collections of learning objects from multiple repositories are achieved with simple, existing RSS protocols, creating access to a wider range of objects than a single source. This provides discipline-specific windows into collections, contextual wrappers via blogging tools, and a system for connecting objects and implementations via TrackBack
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The notion "radical constructivism" (RC) was coined by Ernst von Glasersfeld in in order to emphasize that from an epistemological perspective any constructivism has to be complete (or "radical") in order not to relapse into some kind of fancy realism. The basic tenet of RC is that any kind of knowledge is constructed rather than perceived through senses. .
On a slightly different path, the cybernetic one, Heinz von Foerster approached the topic of what was called second order cybernetics. It focuses on self-referential systems and the importance of eigenbehaviors for the explanation of complex phenomena. Eventually, this idea would emerge the concept of "operational closure": any cognitive system is semantically independent (and impenetrable). From the late s to the mid s, HvF had been running the Biological Computer Laboratory (BCL) at the University of Illinois at Urbana-Champaign which was a dwell of people thinking in similar lines. Among others, prominent members of the BCL were
* Humberto Maturana who, as the founder of the theory of autopoiesis, focuses on the central role of the observer;
* Francisco Varela who developed the ideas of circularity and 'enacted' cognition further;
* W. Ross Ashby who was a main figure in the cybernetics movement;
* Gordon Pask who developed a conversation theory.
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