Difference between revisions of "Theories"
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==Learning theory in the context of developing a Wiki== | ==Learning theory in the context of developing a Wiki== | ||
| − | + | '''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 | ||
| − | + | '''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: | 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 | ||
| − | + | '''Theories about how people learn''' | |
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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, 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?''' | |
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| − | + | 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 | ||
Revision as of 21:27, 26 July 2010
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Learning theory in the context of developing a Wiki
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
Theories about how people learn
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, 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