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Learning theories, teaching methods and mEducator portal
Transcript of Learning theories, teaching methods and mEducator portal
Evaluation and assesment
Theories help in explaining observations and i.e. making predictions
defined and categorized by
answering the following questions
How does learning occur?
Which factors influence learning?
What is the role of memory?
How does transfer occur?
What types of learning are best explained (by...)?
A Brief history of paradigms
Teaching/learning in institutions
Metadata / Re-purposing history
Taxonomies & Folksonomies
mEducator Learning Object
Bransford et al 1999, 19
Creating/providing - Searching - Downloading
Legitimate Peripheral Participation in a Community of Practice
(see e.g. Lave, 1991, Wenger, 1997, 2007)
behavior is caused by external stimuli
learning as conditioning (classical and operant)
behavior can be explained without the need to consider internal mental states or consciousness
Responds (passively) to environmental stimuli
For individual theories see e.g.
mental functions are relevant for learning and can be understood (instead of "mind as a black box")
It is necessary to determine how thinking, memory, knowing, and problem-solving occur
actions are a consequence of thinking
Processes information ("mind as a computer")
Learning is an active, constructive process
New information is linked to prior knowledge
Subjective representations of objective reality
Learning is learner-centered and personal process
Goal of developing self-actualized people in a cooperative, supportive environment
Has affective and cognitive needs.
Kirkpatrick/Barr in Cantillon et al (eds.) 2003, 12
Cmap by George D. Appel
Re-purposing and pedagogies
Conlusion is to investigate, how to support
initial metadata creation
... by eliciting/integrating/abstracting
pedagogical frameworks into features and language of user interface
e-learning expert email@example.com
... and integration
See also Kiili, 2005:
On Educational Game Design - Building Blocks of Flow Experience
Game Based Learning (in Vahtivuori et al, 2010 - Pedagogical models)
Educational games are games, that in addition to providing entertainment, support learning objectives as well.
Educational games should incorporate following elements:
1) easy adaptability into different contexts
2) gradually increasing challenge should support players knowledge construction, creativity and problem solving
3) collaborative activities,
4) player's reflection
5) support for the flow-experience.
Central areas of Game Based Learning
1) clear goals/objectives
2) immediate and continuous feedback
3) approppriate cognitive load
4) enabling perceived control and freedom
5) clear system and context
6) constructive and game-event related benefit
(esim. Kiili 2005. see link --> )
views on learning
...included as an ideology, pradigm level example of integrative, holistic views on learning