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Zsolt Kulcsár

Making Change » Be an elearning action hero! --> - 0 views

blog.cathy-moore.com/...be-an-elearning-action-hero

e-learning article action

shared by Zsolt Kulcsár on 05 Mar 09 - Cached
  • Zsolt Kulcsár on 05 Mar 09
     
    Practical ideas that help you develop lively, powerful elearning. Concisely covers instructional design, authoring tools, and rapid elearning development, with an emphasis on simple, creative ideas that have a big impact.
Koncsag-Szász Előd

Performance.Learning.Productivity Blog: ID - Instructional Design or Interactivity Desi... - 1 views

charles-jennings.blogspot.com/...d-instructional-design-or.html

e-learning gondolatok blog

shared by Koncsag-Szász Előd on 15 Oct 10 - Cached
  • For years we’ve been led to believe that ‘learning’ meant acquiring knowledge.
  • Believe me, the old idea that data becomes information which in turn becomes knowledge and finally transmogrifies into wisdom has been debunked years ago.
  • Wisdom comes to a few only after years of experience.
  • ...6 more annotations...
  • And ‘action’ is the key word. It’s become clear that learning is about action and behaviours, not about how much information you hold in your head.
  • Knowing something doesn’t necessarily mean that you’ve learned it.
  • What I’ve done is managed to retain information in short-term memory.
  • Experience and practice are two of the main ways we change our behaviours and learn.
  • If experience and practice, rather than knowledge acquisition and content, are the drivers of the learning process, what do Instructional Designers need to do to be effective? The need to become Interactivity Designers.
  • Good ID will result in the design of experiences that can build capability and learning far more quickly and effectively than by filling heads with information and ‘knowledge’ and then hoping that will lead to behavioural change.
Zsolt Kulcsár

Stephen Downes: Places to Go: Connectivism & Connective Knowledge - 0 views

innovateonline.info/index.php

article cck08 connectivism course curriculum knowledge map

shared by Zsolt Kulcsár on 06 Oct 08 - Cached
  • Zsolt Kulcsár on 06 Oct 08
     
    One participant in the course captured the network-like structure of the course in a diagram that shows how the different elements and various technologies are linked together (Figure 1). Each of the elements described in this review has some place in this image.
  • Zsolt Kulcsár on 06 Oct 08
     
    hogy néz ki a cck08 decentralizált kurzusa
Zsolt Kulcsár

Confidence-based learning - Wikipedia, the free encyclopedia - 0 views

en.wikipedia.org/...Confidence-Based_Learning

cbl learning theory concept article

shared by Zsolt Kulcsár on 21 Oct 08 - Cached
  • Bruno's research on the linkage between knowledge, confidence, and behavior led to the intuitive conclusion that knowledge alone is necessary but not sufficient to create behavior.
    • Zsolt Kulcsár
      Zsolt Kulcsár on 21 Oct 08
       
      A tudás mélysége mellett szükséges a tudás bizonyosságát megerősítenünk, ha a viselkdésre hatni akarunk. HIPOTÉZIS: A tudás bizonyossága annál erősebb, minél több gyenge kapcsolattal kapcsolódik meglévő tudáshálónkhoz az adott ismeret.
  • fusion of knowledge and confidence that leads to behavioral outcomes and empowers people to act
  • Information Reference Testing (IRT)
  • ...5 more annotations...
  • correctness and confidence
    • Zsolt Kulcsár
      Zsolt Kulcsár on 21 Oct 08
       
      Egy kérdés kapcsán nemcsak a válasz helyességét vizsgáljuk, hanem a helyességbe vetett bizonyossági szintet is. A passzív-aktív tudás a bizonyossági szinttel nyilvánvalóan korrelál.
  • The CBL System starts by diagnosing the true knowledge of learners
  • CBL system immediately presents an individualized learning plan for the learner in the CBL Learning Center
  • It also contains key information explaining the risks associated with the incorrect knowledge and the consequences of taking the wrong action.
  • Zsolt Kulcsár on 21 Oct 08
     
    is a methodology used in learning and training that accurately measures a learner's knowledge quality by determining both the correctness of the learner's knowledge and his or her confidence in that knowledge.
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