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4 - PRIMARY Keyword matches for LINK LIBRARY
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This section examines different theories on how people learn:
* Constructivism
* Behaviorism
* Piaget's Developmental Theory
* Neuroscience
* Brain-Based Learning
* Learning Styles
* Multiple Intelligences
* Right Brain/Left Brain Thinking
* Communities of Practice
* Control Theory
* Observational Learning
* Vygotsky and Social Cognition
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The Index of Learning Styles is an on-line instrument used to assess preferences on four dimensions (active/reflective, sensing/intuitive, visual/verbal, and sequential/global) of a learning style model formulated by Richard M. Felder and Linda K. Silverman. The instrument was developed by Richard M. Felder and Barbara A. Soloman of North Carolina State University.
ACTIVE AND REFLECTIVE LEARNERS
SENSING AND INTUITIVE LEARNERS
VISUAL AND VERBAL LEARNERS
SEQUENTIAL AND GLOBAL LEARNERS
Free Assessment
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For each of the questions below select either "a" or "b" to indicate your answer. Please choose only one answer for each question. If both "a" and "b" seem to apply to you, choose the one that applies more frequently. When you are finished selecting answers to each question please select the submit button at the end of the form.
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Learning style instruments are widely used. But are they reliable and valid? Do they have an impact on pedagogy? This report examines models of learning style and concludes that
it matters fundamentally which model is chosen. Positive recommendations are made for students, teachers and trainers, managers, researchers and inspectors.
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6 - SECONDARY Keyword matches for LEARNING STYLES
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How social network analysis informs design and facilitation for online learning
Conclusions
The egonets from the social network analysis and the follow-up interviews seem to indicate quite strongly that participating in a variety of group tasks, in which grouping is varied, increases learning by allowing participants to interact more intimate and activity oriented conversations serves to encourage closeness. However, whether or not feeling closer to a community member makes it more likely you will learn from them seems to be dependent on a number of factors.
One factor is the personal learning agenda that each member brings to a community. These personal learning goals appear to impact greatly on the degree of closeness a member wants or needs in order to meet their goals. In other words, the value proposition the community of practice holds for each member can be very different and while personal learning outcomes may be met, closeness may not be needed at all in order to achieve these goals.
. . . Whether or not participants knew people coming in to the workshop does not seem to be a key factor in their learning. It is more likely that their personal learning agendas drive the nature and number of the relationships they form in meeting these agendas. The workshop may be an opportunity for participants to extend relationships they have prior to the workshop, but it appears that the design of the workshop may equalize previous relationships. Again, this is dependent upon each member's personal learning agenda.
Another key factor impacting on learning and closeness is the degree of choice participants are given. In this workshop, participants can choose the task for their household, they can choose the subject and outcomes for their project and they can also choose whom they will work with in these two small groupings. This, coupled with the fact that the workshop involves them in a number of simultaneous activities with different member’s over a short time frame, makes for an intensive experience which engenders closeness and at the same time increases the likelihood participant's will meet their personal learning goals. Within such a context it is perhaps difficult extricate the exact nature of the relationship between individual activities, learning and closeness.
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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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The ultimate objective for educational software is that it should be educationally beneficial, thus it is important in such environments to understand how usability contributes (or not) to educational goals (Jones et al., ). Squires and Preece ( ) argue that scholars have not considered the implications of usability features of an educational package in order to achieve educational goals. To this end, these authors advocate that there is a need to help evaluators consider the way in which usability and learning interact". To this end, this paper argues that there is a need for usability scholars to consider the way in which usability and learning (special emphasis on user interfaces of web-based courses), interact. It is therefore, the aim of this paper to review usability methods and learning theories currently used to design e-learning applications, examine specific usability attributes that need to be considered and report some preliminary findings derived from a test using a web-based testing system.
* Match between designer and learner models
* Navigational fidelity
* Appropriate levels of learner control
* Prevention of peripheral cognitive errors
* Understandable and meaningful symbolic representations
* Support personally significant approaches to learning
* Strategies for cognitive error recognition, diagnosis and recovery
* Match with the curriculum
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The pages of guidelines use and promote a systematic approach to training, an approach that thousands of organisations take because of its logic, simplicity and practicality. A systematic approach to training:
~groups and organises training functions into logical and manageable steps;
~has built-in checkpoints so that an organisation can gauge whether its training is effective in accomplishing its goals or if it is making efficient use of its time and
resources;
~results in cost-effective, practical training that directly supports the work performance of employees.
Appendices
: Types and Forms of Questions for Surveys and Interviews
: Checklist for Formatting Questions
: Checklist for the NGT Leader
: The Analyst's Primer for Analysing Work Performance
: Planning Your Needs Analysis Worksheet
: Completing a Task Analysis
: Planning Your Evaluation Strategy
: A Framework for Evaluating Training
: Verbs at a Glance
: Some Typical Standards for Learning Objectives
: A Checklist for Writing Learning Objectives
: Bloom's Taxonomy
: A Training Design and Development Model
: Guidelines for Increasing the Effectiveness of an Instructional Design
: Training Design and Development Worksheets
: A Practical Guide to Classroom Methods
: Quality Standards for Developing Training Materials
: Training Design Checklist
: Tips for Using Climate-setting Exercises Effectively
: A Checklist for Developing a Job Aid
: Degree of Difficulty
: Case Study Design Procedures
: Case Study Development Checklist
: Guidelines for Developing Role Plays
: How to Prepare and Use Flipcharts
: Use of Overhead Transparencies and Flipcharts
: A Guide for Using Films and Videos
: Worksheet for Planning the Validation Strategy
: The Key Skills of the Instructor/Facilitator
: Guidelines for Giving Feedback
: A Leader's Guide to Discussion
: Techniques for Asking Questions
: Stimulating Discussion
: Questioning and the Learning Cycle
: Sample Learner Reaction Sheets
: Sample Pre-test and Post-test
: A Dozen Ways to Improve Training Transfer
: The Physical Learning Environment
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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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The brain and intelligence, adult learning theory and learning styles, and the history of adult continuing education.
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