по Susanna Oosthuizen 6 лет назад
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Learning Theories - relevance in specific education eco-system
Adult Learning - Training of Teachers (Professional Development)
This mind map represents the thinking about Learning Design for Teacher Professional Development.
It is based on an individual mind map on Learning Theories as well as a group-constructed mind map on the same topic.
It uses Learning Theories as a basis for looking at criteria to consider when doing Learning Design in this educatinal eco-system.
The larning design considerations are displayed on the left hand side of the mind map.
All concepts that are related, similar or connected are linked (which may seem chaotic at first, but by following the links the connection should become clear).
Learning Design for Teacher Professional Development needs to be Learner-Centered, Knowledge-Centered, Assessment-Centered and Community-Centered. This corresponds with key features of most of the major Learning Theories. This perspective is based on the theory that people learn better when they are motivated, ready, the experience or outcomes are relevant, when it involves other members of their community, when it is collaborative, when there is feedback on progress and when it builds on existing knowledge.
This suggests certain teaching methods that can be included in the Learning Design like:
It also suggests that 21st Century Learning is relevant for today's teacher, that higher order thinking skills need to be involved during learning adn that variety must be included to accomodate differences among the learning group.
Formative
Online
Self
Project
Find in rela world / experience
Peer
Internet
Case based
Project based
Problem based
Inquiry-based
Learning Desing
LD needs to take into account different theories of how people learn.
Gagne
Retrieve and apply knowledge
Problem-soving
Higher order thinking / skills
Active Learning
Discovery Learning
Expository Learning
Biological stages of human development
Cognitive Development
Transformative Learning
Self directed Learning
Bandura
mentoring
modelling
Self-directed learning
Socialisation
Senge
Checkland
Bertalanffy
Harasim
Prensky
Drago
Gamification
Inquiry based Learning
Multimedia
Social Media
Emotion
Cooperative Learning
Guided exploration
Adaptive Expertise
Life Long Learning
Apply knowledge
Higer order skills /thinking
Downes
Siemens
Guided
Real-world problems
Action Learning
Team
Communication
Experiantial Learning
Staats
Skinner
Watson
Pavlov
Train
Drill
Practice
Instruct
Text
Lecture
Video
Teacher-Centric
Direct instruction
Task-based
Lower Order Skills
Stimulus + Response
Skills
Accountability
Performance
Behaviour
Kolb
lave
Bronfenbrenner
Bruner
Dewey
Vygotsky
Piaget
Problem-solving
Inquiry based learning
Cooperative learning
Case-based learning
Project-based learning
Learner-Centered
Meta-gognition
Situated Cognition
Authentic Learning
Ill-defined problems
Social Context
Cooperative
Reflective
Transformative
Siutational
Experiantial
