Different kinds of learning
What are different kinds of learning?
The most basic distinction is Benjamin Bloom's three domains:
Cognitive learning (thoughts), such as teaching someone to add fractions.
Affective learning (feelings, values), such as teaching someone to not want to smoke.
Physical or motor learning (actions), such as teaching someone to touch type.
https://idtheory.sitehost.iu.edu/methods/m1c.html
Levels of Cognitive Learning
The major levels of cognitive learning can be classified as memorizing, understanding, and applying.
Memorization. In this kind of learning, learning is said to occur when the learner states or remembers facts or taught material verbatim. It entails learners encoding facts or information in the form of an association between a stimulus and a response (For a given stimulus the response is given). Examples: Columbus discovered America in 1492, Pi = 3.1417, "B" for Bush etc.
Understanding. The learners relate a new idea to relevant prior knowledge. The behaviors that indicate that this kind of learning has occurred include comparing and contrasting, making analogies. He can tell similar concepts and concepts which are opposite without being first told about them. It also involves making inferences whether it is present or not present in a given situation. Elaborating the issues, and analyzing the issue (as to parts and/or kinds), are also part of understanding.
Application. At this level of learning, the knowledge can be used in new situations. It entails learners identifying critical commonalities on the topic taught and determining whether these conditions are present in a diversity of previously unencountered situations.
Memorization, though sometimes very important, is greatly overused. Understanding and Application are important but complex.
https://sites.google.com/a/nau.edu/educationallearningtheories/home/charles-reigeluth
There are two kinds of knowledge that are needed to help school systems transform: The ends and the means. Also, a different kind of research is needed to advance each of these two kinds of knowledge.
Charles M. Reigeluth
https://www.reigeluth.net/
Books
Instructional Design - Step by Step: Nine Easy Steps for Designing Lean, Effective, and Motivational Instruction
John S. Hoffman
iUniverse, 2013 - Education - 566 pages
Learn a simple, proven, step-by-step method for designing lean, eff ective, and motivational education and training from author Dr. John S. Hoff man, a thirty-year training veteran. A practitioner’s guide geared toward the newcomer to professional instructional design, Instructional Design—Step by Step presents an easy-to-understand process that includes these features:
• A primer on understanding how humans learn and the twelve principles of adult learning
• Ten key teaching principles and twenty common training mistakes
• Instruction on how to design computer application training complete with numerous examples illustrating new concepts and techniques
• Simple principles and practical advice laid out in bulleted lists and tables that can be immediately applied to training projects
• Follow-up questions at the end of every chapter with answers to test understanding of key concepts
• A broad range of examples across subject areas gathered by assessing real-life situations
• Sidebars containing recommendations for further reading
• A bibliography and extensive index for locating specific information Instructional Design—Step by Step and its companion volume, Instructional Development—Step by Step, provide a complete A-to-Z guide on how to design and develop instructional and educational materials—from short presentations to entire courses and curricula.
Instructional-design Theories and Models: A New Paradigm of Instructional Theory, Volume II, Volume 2
Charles M. Reigeluth
Routledge, 13-May-2013 - Education - 728 pages
Instructional theory describes a variety of methods of instruction (different ways of facilitating human learning and development) and when to use--and not use--each of those methods. It is about how to help people learn better.
This volume provides a concise summary of a broad sampling of new methods of instruction currently under development, helps show the interrelationships among these diverse theories, and highlights current issues and trends in instructional design. It is a sequel to Instructional-Design Theories and Models: An Overview of Their Current Status, which provided a "snapshot in time" of the status of instructional theory in the early 1980s. Dramatic changes in the nature of instructional theory have occurred since then, partly in response to advances in knowledge about the human brain and learning theory, partly due to shifts in educational philosophies and beliefs, and partly in response to advances in information technologies. These changes have made new methods of instruction not only possible, but also necessary in order to take advantage of new instructional capabilities offered by the new technologies. These changes are so dramatic that many argue they constitute a new paradigm of instruction, which requires a new paradigm of instructional theory.
In short, there is a clear need for this Volume II of Instructional Design Theories and Models. To attain the broad sampling of methods and theories it presents, and to make this book more useful for practitioners as well as graduate students interested in education and training, this volume contains twice as many chapters, but each half as long as the ones in Volume I, and the descriptions are generally less technical. Several unique features are provided by the editor to help readers understand and compare the theories in this book:
this so amazing.
ReplyDeletefabrics manufacturers in Pakistan