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Contextual learning is based on a constructivist theory of teaching and learning. [1] [page needed] Learning takes place when teachers are able to present information in such a way that students are able to construct meaning based on their own experiences. Contextual learning experiences include internships, service learning and study abroad ...
Contextual knowledge also includes information apart from the three categories, such as an awareness of school policies. Researchers argue that effective technological integration involves an understanding of the relationships between all three forms of knowledge in a teaching context. [5]
CBL is student centred approach to teaching and learning, utilising scenarios to replicate the social and political context of the students working/or potential working environment [1] In the United Kingdom, CBL is often referred to as the Salters' approach [2] due to the efforts of the Salters' Company in creating teaching material in the ...
Factors that can affect transfer include: [7] Context and degree of original learning: how well the learner acquired the knowledge. Similarity: commonalities between original learning and new, such as environment and other memory cues. Critical attributes: characteristics that make something unique.
Contextual design (CD) is a user-centered design process developed by Hugh Beyer and Karen Holtzblatt. It incorporates ethnographic methods for gathering data relevant to the product via field studies, rationalizing workflows , and designing human–computer interfaces .
Context: Context provides a framework for the usage of the product or the result at the right time, place, and situation in the social, psychological and material environment. Context creates a platform to examine the learning experiences. Community: Community helps the learner to create, interpret, reflect and form meanings. It provides ...
The second step, called the "internal transposition" (transposition interne) is about how the knowledge to teach is transformed into "taught knowledge" (savoir enseigné), which is the knowledge actually taught through the day-to-day concrete practices of a teacher in a teaching context, e.g. in a classroom, and which depends on their students ...
A number of factors are thought to affect how contextual information interacts with memory recall. For example, a meta-analysis of the literature on environmental context-dependent memory by Smith and Vela [11] has suggested that in cases where contextual information is not particularly salient, context-dependent effects on memory are reduced.