Theories - Revision history

Bara at 14:44, 4 February 2011

2011-02-04T14:44:20Z

Suzannah.stacey at 09:01, 6 October 2010

2010-10-06T09:01:30Z

Vhlede at 20:34, 23 September 2010

2010-09-23T20:34:22Z

Vhlede: /* Constructivism */

2010-09-23T20:32:49Z

Constructivism

Vhlede at 20:28, 23 September 2010

2010-09-23T20:28:35Z

Suzannah.stacey: /* Learning theory in the context of developing a Wiki */

2010-07-26T21:37:44Z

Learning theory in the context of developing a Wiki

Suzannah.stacey: /* Learning theory in the context of developing a Wiki */

2010-07-26T21:33:50Z

Learning theory in the context of developing a Wiki

Suzannah.stacey: /* Learning theory in the context of developing a Wiki */

2010-07-26T21:28:04Z

Learning theory in the context of developing a Wiki

Suzannah.stacey at 21:27, 26 July 2010

2010-07-26T21:27:22Z

Suzannah.stacey at 21:26, 26 July 2010

2010-07-26T21:26:15Z

← Older revision		Revision as of 14:44, 4 February 2011
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	*Create sections of their own?		*Create sections of their own?
	*Hold discussions on topics		*Hold discussions on topics
		+
		+
		+
		+	[[Category:Lost]]

← Older revision		Revision as of 09:01, 6 October 2010
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−	~~{{toplink~~
−	~~\|linkpage =VetEd~~
−	~~\|linktext =Veterinary Education~~
−	~~\|pagetype=eLearn~~
−	}}
−	~~<br>~~
	==Learning theory in the context of developing a Wiki==		==Learning theory in the context of developing a Wiki==

@@ Line 12: / Line 12: @@
 * initiate and support active, constructive learning processes
 * enhance students’ awareness of their cognitive processes
 ===Deep approach to learning: Biggs, Entwistle, Ramsden, Tait & McCune, Marton (1976 – 2006)===
@@ Line 33: / Line 27: @@
 '''The [http://slice.utah.edu/2007 SLICE of LIFE] Conference'''
 * see the keynote presentation "Principles of E-learning: lessons from cognitive psychology" by Geoff Norman  - he talks about Cognitive Overload and how text, image and sound can be less effective than sound and image, and how students presented with two views of wrist anatomy did better than students presented with a rotating 'model' (for example)
 ===How might future students use WikiVet to help them learn?===

@@ Line 14: / Line 14: @@
 ===Constructivism===
-Constructivism is a  learning theory based on the idea that knowledge is constructed by the knower based on mental activity. Learners are considered to be active knowledge developers. They receive data and then, through learning activities, they are convert that data into knowledge they can use. Constructivism is founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world consciously we live in.
+'''Constructivism is a  learning theory''' based on the idea that knowledge is constructed by a learner based on mental activity. Learners are considered to be active knowledge developers. They receive data and then, through learning activities, they are convert that data into knowledge they can use. <br />
-Collaborative development of a wiki page is a group activity where numerous people are reflecting their experiences and constructing new better understanding of the world we live in.
+'''Constructivism is founded''' on the premise that, by reflecting on our experiences, we construct our own understanding of the world consciously we live in. <br />
+'''Collaborative development of a wiki page''' is a group activity where numerous people are reflecting their experiences and constructing new better understanding of the world we live in.<br />
 ===Deep approach to learning: Biggs, Entwistle, Ramsden, Tait & McCune, Marton (1976 – 2006)===

@@ Line 12: / Line 12: @@
 * initiate and support active, constructive learning processes
 * enhance students’ awareness of their cognitive processes
 ===Deep approach to learning: Biggs, Entwistle, Ramsden, Tait & McCune, Marton (1976 – 2006)===

@@ Line 13: / Line 13: @@
 * enhance students’ awareness of their cognitive processes
-===Deep approach to learning: Biggs, Entwistle, Ramsden, Tait & McCune, Marton (1976 – 2006)===<br />
+===Deep approach to learning: Biggs, Entwistle, Ramsden, Tait & McCune, Marton (1976 – 2006)===
 Starts with an intention to form a personal understanding - plus a range of conceptually related learning processes:
 * Active interest and personal engagement
@@ Line 29: / Line 29: @@
 ===How might future students use WikiVet to help them learn?===
-Look things up?
+*Look things up?
-Learn lists of conditions/ddx/etc?
+*Learn lists of conditions/ddx/etc?
-Test themselves with flash cards
+*Test themselves with flash cards
-Create links that aren't already there?
+*Create links that aren't already there?
-Create sections of their own?
+*Create sections of their own?
-hold discussions on topics
+*Hold discussions on topics

@@ Line 7: / Line 7: @@
 ==Learning theory in the context of developing a Wiki==
-'''Common features of Powerful Learning Environments: De Corte (2000), De Corte et al (2003)'''
+===Common features of Powerful Learning Environments: De Corte (2000), De Corte et al (2003)===
 * group discussions of content & process
 * authentic tasks and realistic problems that have personal meaning and future use
@@ Line 13: / Line 13: @@
 * enhance students’ awareness of their cognitive processes
-'''Deep approach to learning: Biggs, Entwistle, Ramsden, Tait & McCune, Marton (1976 – 2006)'''<br />
+===Deep approach to learning: Biggs, Entwistle, Ramsden, Tait & McCune, Marton (1976 – 2006)===<br />
 Starts with an intention to form a personal understanding - plus a range of conceptually related learning processes:
 * Active interest and personal engagement
@@ Line 24: / Line 24: @@
 * Monitoring understanding and regulating
-'''Theories about how people learn:'''
+===Theories about how people learn===
 '''The [http://slice.utah.edu/2007 SLICE of LIFE] Conference'''
 * see the keynote presentation "Principles of E-learning: lessons from cognitive psychology" by Geoff Norman  - he talks about Cognitive Overload and how text, image and sound can be less effective than sound and image, and how students presented with two views of wrist anatomy did better than students presented with a rotating 'model' (for example)
-'''How might future students use WikiVet to help them learn?'''
+===How might future students use WikiVet to help them learn?===
 Look things up?
 Learn lists of conditions/ddx/etc?

← Older revision		Revision as of 21:27, 26 July 2010
Line 28:		Line 28:
	'''The [http://slice.utah.edu/2007 SLICE of LIFE] Conference'''		'''The [http://slice.utah.edu/2007 SLICE of LIFE] Conference'''
	* see the keynote presentation "Principles of E-learning: lessons from cognitive psychology" by Geoff Norman - he talks about Cognitive Overload and how text, image and sound can be less effective than sound and image, and how students presented with two views of wrist anatomy did better than students presented with a rotating 'model' (for example)		* see the keynote presentation "Principles of E-learning: lessons from cognitive psychology" by Geoff Norman - he talks about Cognitive Overload and how text, image and sound can be less effective than sound and image, and how students presented with two views of wrist anatomy did better than students presented with a rotating 'model' (for example)
		+
		+	'''How might future students use WikiVet to help them learn?'''
		+
		+	Look things up?
		+	Learn lists of conditions/ddx/etc?
		+	Test themselves with flash cards
		+	Create links that aren't already there?
		+	Create sections of their own?
		+	hold discussions on topics