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jordi guim

Aligning the quantum perspective of learning to instructional design: Exploring the sev... - 2 views

  • human learning is experienced when a connection is discovered
  • behaviouralism
  • Cognitivist theory
  • ...21 more annotations...
  • social constructivism
  • Connectivism
  • Connectivism
  • The quantum perspective of learning takes the concept of multiple dimensions one step further and suggests that there are innumerable dimensions that exist that influence learning
  • First, memory in the quantum perspective of learning is posited to be highly connected through the passage of time and space where it becomes identified and mediated by the past, present, and future. Second, memory can be either conscious or unconscious. Finally, memory is felt to be formed through decoding and encoding within a continuous cycle of inputs and outputs.
  • Input culminates as learning or output, which is then in essence “recycled” as the learning is again reflected as input to self or others.
  • All learning can be conceptualized in this cycle, where there is continuous input and output of information.
  • Science-based learning is traditionally expressed in terms of the acquisition of knowledge of scientific properties and equations
  • Thus science learning is thought to be consistently transformative, highly innovative, and creative in nature
  • Creative learning is defined as learning that embraces “both rational and intuitive epistemologies”
  • Emotional intelligence
  • Arts-based learning uses various art forms as learning modalities
  • Learning is multidimensional; Learning occurs in various planes simultaneously; Learning consists of potentialities which exist infinitely; Learning is holistic/holographic and is patterned within holographic realities; Learning environments are living systems
  • what, who, why, where, and when.
  • Online teaching and learning strategies
  • Creative learning strategies
  • multiplicity of instructional strategies
  • Online group work and discussion forums are teaching strategies that can help students work through ethical dilemmas.
  • Photovoice (PV) is an example of an APT that facilitates holistic learning.
  • The quantum perspective of learning involves encouraging learners to select resources that meet their learning style preferences
  • In the quantum perspective of learning, learning is influenced by a myriad of factors including culture, sociality, behaviour, cognition, spirituality, and others
jordi guim

Critical connections: personal learning environments and information literacy | Hicks |... - 0 views

  • Definitions An examination of the historical context shows that PLEs and CILs grew out of educational technologists’ and librarians’ increasing dissatisfaction with the ability of the LMS and IL standards to meet both learning and learner needs. This section will define each of these concepts. Personal learning environment While there are numerous competing definitions and conceptions of PLEs, the authors align with Attwell's (2010) definition, which summarises the essential characteristics: PLEs are made-up of a collection of loosely coupled tools, including Web 2.0 technologies, used for working, learning, reflection and collaboration with others. PLEs can be seen as the spaces in which people interact and communicate and whose ultimate result is learning and the development of collective know-how. A PLE can use social software for informal learning which is learner driven, problem-based and motivated by interest – not as a process triggered by a single learning provider, but as a continuing activity. PLEs are spaces for the modern learner to create, explore and communicate (Dalsgaard 2006, p. 2). While they include and respond to new technology tools, PLEs are characterised as an approach to learning rather than a set of applications (ELI 2009, p. 1). Critical information literacy CIL is a complex set of behaviours, attitudes and interactions that a learner adopts to engage critically in information landscapes. It is founded in critical pedagogy and critical information studies and reframes IL as a culturally and socially situated phenomenon (Luke and Kapitzke 1999, p. 5). The CIL approach to inquiry encourages an individual who is not passive, but one who poses questions and interrogates information systems; who explores, plays, internalises and contributes; one who reflects and revises information practices and beliefs (Accardi, Drabinski, and Kumbier 2010, p. xii).
  • What capacities and practices will learners and teachers need to develop? How will the learner and teacher role be defined within these approaches? What barriers will inhibit the exploration of these approaches? What components of the traditional approach should be protected and maintained?
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jordi guim

csd6280.pdf - 3 views

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    Bueb resumen de recursos
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