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The term was cited in a large number of articles around this time, in connection with hands-on education such as fieldwork [4] or internships, which are tied to the concept of learning in context. Early research that used the term "connected learning" also shared the common theme of the importance of mentoring for learning outcomes. [6]
CSALT, a research group at Lancaster University, UK, associated with the Networked Learning Conference series and several edited collections, defined networked learning as "learning in which information and communication technology is used to promote connections: between one learner and other learners, between learners and tutors; between a ...
The phrase "a learning theory for the digital age" [6] indicates the emphasis that connectivism gives to technology's effect on how people live, communicate, and learn. Connectivism is an integration of principles related to chaos , network , complexity , and self-organization theories.
In psychology, the four stages of competence, or the "conscious competence" learning model, relates to the psychological states involved in the process of progressing from incompetence to competence in a skill. People may have several skills, some unrelated to each other, and each skill will typically be at one of the stages at a given time.
For example, in a Boltzmann machine, the activation is interpreted as the probability of generating an action potential spike, and is determined via a logistic function on the sum of the inputs to a unit. Learning algorithm: Different networks modify their connections differently. In general, any mathematically defined change in connection ...
Spady coined the term outcome-based education in 1988 as an extension of the works completed by John Franklin Bobbitt and Ralph W. Tyler. [6] In his conceptualization, Spady described OBE as the reorientation in educational system towards what is essential for all students to be successful at the end of their learning experiences. [7]
Constructive alignment is the underpinning concept behind the current requirements for programme specification, declarations of learning outcomes (LOs) and assessment criteria, and the use of criterion based assessment. There are two basic concepts behind constructive alignment: Learners construct meaning from what they do to learn.
Integrative Learning comes in many varieties: connecting skills and knowledge from multiple sources and experiences; applying skills and practices in various settings; utilizing diverse and even contradictory points of view; and, understanding issues and positions contextually."