Learning Theory and Technology

Ertmer, Peggy A.; Newby, Timothy J.

doi:10.1002/9781118736494.ch4

Cited by 16 publications

(10 citation statements)

References 37 publications

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“…CLaS is a university strategic project aimed at transforming teaching and learning in large core subjects of Business School programs, leveraging the affordances of technological innovation (Vallis, Bryant, & Huber, 2019). Its principles build on learning theories that propose learning design that is active and self-directed in accordance with constructivist and connectivist theory, as opposed to more traditional teaching designs and methods where learning is characterised by consumption of expert knowledge (Baeten, Kyndt, Struyven, & Dochy, 2010;Ertmer & Newby, 2016;Laurillard, 2009;Siemens, 2005). Learning in authentic and situated contexts, creative problem-solving, critical thinking, team collaboration, and the ability to manage and communicate complexity are valued more highly than traditional university teaching where content is provided for students to master and reproduce (Bennett, Harper, & Hedberg, 2002;Davis & Sumara, 2009;Matthews & Wrigley, 2017).…”

Section: Background and Contextmentioning

confidence: 99%

Bend me, stretch me: connecting learning design to choice

Vallis¹,

Shalavin²

2020

ASCILITE’s First Virtual Conference. Proceedings ASCILITE 2020 in Armidale

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Active and interactive learning approaches in course design are widely supported as increasing student engagement and learning outcomes in blended or technology-enhanced environments. As such, designing for student engagement in self-paced distance and online learning environments is a growing area of research. However, learning is increasingly developed and delivered via the institutional LMS where the design and sequencing of content is linear and has an inherent directional flow. Learner choice in navigation and activity in online learning environments may also impact learner engagement but there is less research on these factors. In this research project, we evaluate the redesign and prototype of one week of a first-year business subject that offers learner choice in navigating the online environment and choice of activity. Insights into the innovative educational design and implementation of non-linear and interactive learning are presented within an Australian higher education business context, where flexibility and choice emerge as key design affordances.

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Section: Background and Contextmentioning

confidence: 99%

Bend me, stretch me: connecting learning design to choice

Vallis¹,

Shalavin²

2020

ASCILITE’s First Virtual Conference. Proceedings ASCILITE 2020 in Armidale

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“…El aprendizaje está influenciado por muchos factores provenientes de muchas fuentes, además de que el proceso en sí mismo va cambiando constantemente, tanto en su naturaleza como en su diversidad, a medida que se desarrolla [4].…”

Section: Introductionunclassified

Influencia de los factores involucrados en la evaluación de asignaturas técnicas = Influence of the factor involved in the evaluation of technical subject

Martín¹,

Carrasco²,

Sanz³

et al. 2018

Adv Build Edu

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Advances in Building Education / Innovación Educativa en Edificación TITULARES• Tener las asignaturas básicas aprobadas, permite alcanzar mejores calificaciones.• La percepción del alumno sobre la asignatura, influye en el aprendizaje.• Es fundamental que el sistema de evaluación favorezca la retroalimentación.• La evaluación continua mejora el aprendizaje, fomentando la motivación del alumno.• Las calificaciones obtenidas en la asignatura son independientes del sexo del alumno.

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“…In addition, the other kind of unexpressed knowledge such as knowledge of what people master in the course of doing something is called implicit knowledge." Constructivism learning theory refers to implicit knowledge as schema (cognitive structure), which emphasizes the decisive role of implicit knowledge in the process of human cognition [8]. It holds that learning cannot simply be regarded as the transfer of knowledge, but learners in the interaction with the outside world, in certain social and cultural background, construct their own new schemas based on their original schemas [9].…”

Section: The Essence Of Network Teaching Applicationmentioning

confidence: 99%

Research on A New Knowledge Model in Network Teaching

Yuan¹,

Shen²

2017

dtcse

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Abstract. In view of the problems of the mismatch between the way of knowledge expression and the essential goal of teaching in network-teaching applications, based on the nature of teaching, this thesis analyzes the essential differences between network teaching and traditional teaching and the inelasticity of the existing knowledge representation to the network teaching. Based on this, a new knowledge model for the training of cognitive ability, schema and schema construction methods is proposed. The related concepts are discussed and the visual modeling and implementation are given. The new knowledge model implements a unified description of the basic knowledge and the pattern knowledge and supports the construction and application of these two types of knowledge. Finally, combined with a specific instance, the role of the pattern knowledge in teaching process is expounded and the basic application of this knowledge model is realized.

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Learning Theory and Technology

Cited by 16 publications

References 37 publications

Bend me, stretch me: connecting learning design to choice

Bend me, stretch me: connecting learning design to choice

Influencia de los factores involucrados en la evaluación de asignaturas técnicas = Influence of the factor involved in the evaluation of technical subject

Research on A New Knowledge Model in Network Teaching

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