Difference between revisions of "Theories"
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| − | == | + | === This section contains learning theories and links that may be useful to the project === |
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| + | '''Common features of Powerful Learning Environments: De Corte (2000), De Corte et al (2003)''' | ||
* group discussions of content & process | * group discussions of content & process | ||
* authentic tasks and realistic problems that have personal meaning and future use | * authentic tasks and realistic problems that have personal meaning and future use | ||
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* enhance students’ awareness of their cognitive processes | * enhance students’ awareness of their cognitive processes | ||
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| + | '''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: | Starts with an intention to form a personal understanding - plus a range of conceptually related learning processes: | ||
* Active interest and personal engagement | * Active interest and personal engagement | ||
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* Monitoring understanding and regulating | * Monitoring understanding and regulating | ||
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'''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 | + | * 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 (for example) |
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Revision as of 10:31, 15 August 2007
This section contains learning theories and links that may be useful to the project
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
- 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)
Starts with an intention to form a personal understanding - plus a range of conceptually related learning processes:
- Active interest and personal engagement
- Thinking for yourself
- Relating ideas
- Gaining an overview
- Questioning and using evidence critically
- Seeking the main point / seeing the purpose or wider context of a task
- Drawing conclusions
- Monitoring understanding and regulating
The 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 (for example)