Term
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Definition
| Study of adult learning: Malcolm Knowles an American practitioner and theorist of adult education, who defined andragogy as "the art and science of helping adults learn" (Zmeyov 1998; Fidishun 2000). |
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Term
| 4 Principles of Adult Learning--TRAIT #1 |
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Definition
| Involve adult learners. Adults learners need to be involved in the planning and evaluation of their learning. |
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Term
| 4 Principles of Adult Learning--TRAIT #2 |
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Definition
| Adult learners' experience. Experience provides the basis for the learning activities. |
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Term
| 4 Principles of Adult Learning--TRAIT #3 |
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Definition
| Relevance and Impact to learners' lives. Adults are more interested in learning subjects that have immediate, tangible impact on their lives. |
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Term
| 4 Principles of Adult Learning--TRAIT #4 |
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Definition
| Problem-centered. Adult learning is problem-centered rather than content-oriented. |
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Term
| Knowles's 6 Principles (Assumptions) of Adult Learning: "Self-Concept" |
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Definition
| Adults are responsible for their decisions on education, and should be involved in the planning and evaluation of their instruction |
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Term
| Knowles's 6 Principles (Assumptions) of Adult Learning: "Need to Know" |
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Definition
Adults need to know the reason for learning something (Need to Know).
Adult learners must know why they need to learn something before they become willing to learn it. |
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Term
| Knowles's 6 Principles (Assumptions) of Adult Learning: "Foundation" (or "Experience") |
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Definition
Experience (including mistakes) provides the basis for learning activities (Foundation).
Prior experiences of the adult learner provide a rich resource for learning. |
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Term
| Knowles's 6 Principles (Assumptions) of Adult Learning: "Readiness" |
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Definition
Adults are most interested in learning subjects having immediate relevance to their work or personal lives (Readiness).
Adults typically become ready to learn when they experience a need to cope with a life situation or perform a task. The information received must be relevant, applicable or useful in some way. |
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Term
| Knowles's 6 Principles (Assumptions) of Adult Learning: "Orientation" |
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Definition
Adult learning is problem-centered rather than content-oriented (Orientation).
Adult learning is goal-oriented. The adult educator is not just a teacher or lecturer, but also a trainer (skills-based), and more importantly, a facilitator (character building, soft-skills, process-based). The adult educator is not a sage on the stage, but a guide from the side. |
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Term
| Knowles's 6 Principles (Assumptions) of Adult Learning: "Motivation" |
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Definition
Adults respond better to internal versus external motivators (Motivation).
Adults who are willing to learn will learn regardless of situtation. No amount of external motivation will compel an adult to learn willingly, unless they choose to. |
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Term
| Peter Honey and Alan Mumford's model (redo on Kolb's 4 roles in experiential learning cycle (model used especially by business management) |
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Definition
| Activist; Reflector; Theorist; Pragmatist |
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Term
| Honey and Mumford's model: 4 Learning Styles: "Activist" |
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Definition
| Activists involve themselves fully and without bias in new experiences. They enjoy the here and now and are happy to be dominated by immediate experiences. They are open-minded, not sceptical, and this tends to make them enthusiastic about anything new. Their philosophy is: "I'll try anything once". |
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Term
| Honey and Mumford's model: 4 Learning Styles: "Reflector" |
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Definition
| Reflectors like to stand back to ponder experiences and observe them from many different perspectives. They collect data, both first hand and from others, and prefer to think about it thoroughly before coming to any conclusion. The thorough collection and analysis of data about experiences and events is what counts so they tend to postpone reaching definitive conclusions for as long as possible. Their philosophy is to be cautious. |
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Term
| Honey and Mumford's model: 4 Learning Styles: "Theorist" |
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Definition
| Theorists adapt and integrate observations into complex but logically sound theories. They think problems through in a vertical, step-by-step logical way. They assimilate disparate facts into coherent theories. They tend to be perfectionists who won't rest easy until things are tidy and fit into a rational scheme. They like to analyse and synthesise. They are keen on basic assumptions, principles, theories models and systems thinking. Their philosophy prizes rationality and logic. |
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Term
| Honey and Mumford's model: 4 Learning Styles: "Pragmatist" |
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Definition
| Pragmatists are keen on trying out ideas, theories and techniques to see if they work in practice. They positively search out new ideas and take the first opportunity to experiment with applications. They are the sorts of people who return from management courses brimming with new ideas that they want to try out in practice. They like to get on with things and act quickly and confidently on ideas that attract them. They tend to be impatient with ruminating and open-ended discussions. |
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Term
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Definition
| 1. Constructivism is basically a theory -- based on observation and scientific study -- about how people learn. It says that people construct their own understanding and knowledge of the world through experiencing things and reflecting on those experiences. (Jean Piaget is sometimes called the "father of constructivism") |
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Term
| Role of teacher in constructivist theory |
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Definition
| Contrary to criticisms by some (conservative/traditional) educators, constructivism does not dismiss the active role of the teacher or the value of expert knowledge. Constructivism modifies that role, so that teachers help students to construct knowledge rather than to reproduce a series of facts. |
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Term
| Ways traditional teaching differs from constructivist teaching: Curriculum begins with the parts of the whole, basic skills, whereas... |
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Definition
| Curriculum emphasizes big concepts, beginning with the whole and expanding to include the parts. |
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Term
| Ways traditional teaching differs from constructivist teaching: Materials are primarily textbooks and workbooks, whereas... |
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Definition
| Materials include primary sources of material and manipulative materials. |
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Term
| Ways traditional teaching differs from constructivist teaching: Learning is based on repetition, whereas... |
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Definition
| Learning is interactive, building on what the student already knows. |
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Term
| Ways traditional teaching differs from constructivist teaching: Teachers disseminate knowledge, whereas... |
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Definition
| Teachers have a dialogue with students, helping students construct their own knowledge. |
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Term
| Ways traditional teaching differs from constructivist teaching: Assessment is through correct answers, quizzes...whereas... |
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Definition
| Assessment includes student works, observations, and points of view, as well as tests. Process is as important as product. |
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Term
| Ways traditional teaching differs from constructivist teaching: Students work primarily alone, whereas... |
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Definition
| Constructivist = mostly in groups. |
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Term
| Behaviorist Theory of Learning |
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Definition
| look at learning as an aspect of conditioning and will advocate a system of rewards and targets in education |
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Term
| Cognitive theory of learning |
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Definition
| Educators who embrace cognitive theory believe that the definition of learning as a change in behavior is too narrow and prefer to study the learner rather than their environment, and in particular the complexities of human memory. |
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Term
| Constructivist theory of learning |
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Definition
| Those who advocate constructivism believe that a learner's ability to learn relies to a large extent on what he already knows and understands, and that the acquisition of knowledge should be an individually tailored process of construction. |
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Term
| Transformative theory of learning |
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Definition
| Transformative learning theory focuses upon the often-necessary change that is required in a learner's preconceptions and world view. |
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Term
| Gestalt psychologists view is that... |
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Definition
| Transformative learning theory focuses upon the often-necessary change that is required in a learner's preconceptions and world view. |
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Term
| Gestalt psychologists criticize behaviorists for focusing too much on ______ and instead of _______ |
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Definition
| Gestalt psychologists criticize behaviorists for being too dependent on overt behavior to explain learning. They propose looking at the patterns rather than isolated events.[10] Gestalt views of learning have been incorporated into what have come to be labeled cognitive theories. Two key assumptions underlie this cognitive approach: that the memory system is an active organized processor of information and that prior knowledge plays an important role in learning. |
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Term
| Brain-based theory of learning. Not one central processor, but... |
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Definition
| The differences of opinion and theory in psychology indicate that the learning process is not yet understood.[citation needed] Neuroscience shows that the brain can be modelled not with a central processor where ‘'intelligence'’ lies, but in having perhaps 70 functional areas. |
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Term
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Definition
| Read, Reflect, Display, Do model: Four types of learning preferences; not an ID model; instead, it's a framework for the design of online learning environments and activities. |
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Term
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Definition
| Visual / Oral / Read-Write / Kinesthetic |
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Term
| Phase 1 of R2D2 labeled "READING," but... |
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Definition
| most complex and comprehensive of the four phases. Involves much more than simply reading text-based materials. Instead, it's the exploration, fact-finding, and Kn acquisition stage of the learning process. Dynamic, involving many intrigue and engage. |
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Term
| Phase 2 of R2D2 labeled "Reflect"... |
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Definition
| emphasizes reflection. Speaks to learners who learn and problem sove from watching or observing others as well as thoughtful deliberation. Closely related to Phase 1, Phase 2 pays special attention to activities and events that stimulate personal reflection. |
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Term
| Phase 3 of R2D2 labeled "Display"... |
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Definition
| appeals to visual learners. Aims to help online learners not only to understand content being taught but also to further build their own Kn base with strategies such as concept mapping [mjb: and relationship diagrams], visualization, and advance organizers. |
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Term
| Phase 4 of R2D2 labeled "Doing"... |
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Definition
| addresses crucial need for hands-on experiences in online learning environments, which is probably the weakest link of current e-learning. |
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Term
| mjb: Add Summary of Activities for each phase |
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Definition
| [mjb: add from page 9 of 304 in Empowering Online Learning (on Kindle)] |
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Term
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Definition
| Who are they? What are their characteristics? |
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Term
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Definition
| Are their performance gaps? Knowledge deficit? |
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Term
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Definition
| Will training help close the gap? Or is some other approach needed (such as boosting motivation, dealing with staff conflicts, communication gaps, etc.)? |
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Term
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Definition
| Gather data to determine objectives and contents of training. |
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Term
| ANALYSIS: Goals, Learning Objectives? |
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Definition
| Elaborate overall goals and objectives and align content. |
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Term
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Definition
| Determine assessment items--This should be determined near beginning of design, after goals and objectives. Make assessment "authentic" and valuable. |
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Term
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Definition
| Consider available resources and project's constraints. |
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Term
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Definition
| Consider delivery options |
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Term
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Definition
| Consider timeline and available budget. Will it be enough to fund project? Is timeline reasonable and achievable? |
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Term
| DESIGN: Parts of Learning Architecture |
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Definition
| Describe elements of learning architecture--text, animation, graphics, video, multimedia, resources, etc.) |
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Term
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Definition
| Indicates how contents are to be presented, including identifying sections'/units' specific learning objectives. Content should be arranged in logical sequence. |
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Term
| DESIGN: Elaborate on Assessment |
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Definition
| Provide details on assessment plan |
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Term
| DESIGN: Design assessment |
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Definition
| Design assessment items (criterion-referenced tests, products, presentations, etc.) |
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Term
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Definition
| Draft a syllabus or course manual |
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Term
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Definition
| Identify and explain role of instructor/facilitator, including tasks and responsibilities |
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Term
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Definition
| Identify pre-reqs--Knowledge and/or skills needed to be able to assure learner is ready to take part in the training (think Vygotsky's Zone of Proximal Development) |
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Term
| DEVELOPMENT: Lesson Plan based on 7 elements... |
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Definition
| Draft a lesson plan based on 1. Gain attention, 2. Direction, 3. Recall, 4. Content, 5. Application, 6. Evaluation, 7. Closure |
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Term
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Definition
| Assemble content and/or draft content to compose the learning materials. {Keep in mind decisions made in Analysis and Design phase.) |
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Term
| DEVELOPMENT: Organization |
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Definition
| Organize content in logical and effective sequence; consider cognitive load, resisting temptation to add more than necessary (Einstein: "Make it as simple as you can, but no simpler.") |
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Term
| DEVELOPMENT: Orient your learning |
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Definition
| Be careful to distinguish between info delivery and skills enhancement. End goal should be the latter rather than the former. |
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Term
| DEVELOPMENT: List of resources |
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Definition
| Prepare a list of resources for each learning objective, making specific references to different materials to make sure you have all covered. |
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Term
| DEVELOPMENT: Online content |
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Definition
| Prepare online content (if applicable) |
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Term
| DEVELOPMENT: Media, other equipment |
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Definition
| Decide about media and equipment needs. Feasible? |
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Term
| DEVELOPMENT: Keep it real |
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Definition
| Use medium that is close to real-world work environment--will enhance knowledge, transfer, and retention. |
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Term
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Definition
| Pilot test wherever possible |
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Term
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Definition
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Term
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Definition
| Monitor learners' reactions to content, materials, |
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