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Learning theories, teaching methods and mEducator portal

A presentation about the ideas for implementing the mEducator portal in a way, that it promotes the sharing of pedagogies as well as repurposing materials.
by

Jarkko Mylläri

on 20 October 2010

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Transcript of Learning theories, teaching methods and mEducator portal

Case UH
Core Curriculum
Teaching methods
Evaluation and assesment
Learning Theories
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
Behaviorism
Cognitivism
Constructivism
Perspectives
Teaching/learning in institutions
Pedagogical models

Constructive alignment

Curriculum

portal
Metadata / Re-purposing history
Taxonomies & Folksonomies
mEducator Learning Object
Authors/users
http://www.nap.edu/openbook.php?record_id=6160&page=19
Bransford et al 1999, 19
Creating/providing - Searching - Downloading
i.e.
bits
&
pedagogy
Phasing...
http://usaoll.org/mobile/theory_workbook/graphic/situatediagram.jpg
Legitimate Peripheral Participation in a Community of Practice
(see e.g. Lave, 1991, Wenger, 1997, 2007)
Learner/individually centered
Interaction/socially centered
Humanism
Basic ideas
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

Learner
Responds (passively) to environmental stimuli
http://www.learning-theories.com/
For individual theories see e.g.
Basic ideas
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

Learner
Processes information ("mind as a computer")
Basic ideas
Learning is an active, constructive process
New information is linked to prior knowledge
Subjective representations of objective reality

Learner
Constructs information
Basic ideas
Learning is learner-centered and personal process
Goal of developing self-actualized people in a cooperative, supportive environment

Learner
Has affective and cognitive needs.
http://www.tuning.unideusto.org/tuningeu/index.php?option=content&task=view&id=173&Itemid=209
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
authors/users in...

initial metadata creation
tag creation
reviewing/rating/recommending

... by eliciting/integrating/abstracting
pedagogical frameworks into features and language of user interface
mEducator UH-team

Jarkko Mylläri
researcher jarkko.myllari@helsinki.fi

Marja Silenti
e-learning expert marja.silenti@helsinki.fi
Predetermined
Emergent
... and integration
See also Kiili, 2005:
On Educational Game Design - Building Blocks of Flow Experience
http://dspace.cc.tut.fi/dpub/bitstream/handle/123456789/51/kiili.pdf
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 --> )
http://dspace.cc.tut.fi/dpub/bitstream/handle/123456789/51/kiili.pdf
views on learning
...included as an ideology, pradigm level example of integrative, holistic views on learning
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