Znalazłem na http://www.educationfact.com infografikę, która nie tylko bardzo ładnie podsumowuje teorie uczenia, ale i pokazuje przykłady narzędzi do zastosowań w samokształceniu, nauczaniu 1:1, 1:∞ i ∞:∞. Jest na tyle dobra, że warto poświęcić jej osobny wpis na blogu. Prawie wszystko, co chcielibyście wiedzieć o behawioryzmie, konstruktywizmie, kognitywizmie i konektywizmie.
(BPT) - Children learn by doing, and every child has a unique learning style all his or her own, child development experts tell us. The same can be said of adults if a recent survey is any indication. A majority of Americans say hands-on training is the hands-down winner when they want to learn something new in an educational environment, according a Harris Interactive poll conducted on behalf of Everest College.
As younger and younger children recognize and use electronic devices as sources of information and entertainment, what is the impact on their literacy skills? Largely a positive one, according to a study in the January edition of SAGE Open.
In the book Drive, Daniel H. Pink describes what he calls, Motivation 3.0 - which is: "the upgrade that's needed to meet the new realities of how we organize, think about, and do what we do" (75). Pink proposes that the behavior that will strengthen our organization and achieve new, creative thought is what he refers to as Type I behavior; behavior that is fueled by intrinsic desire and a "third" motivational drive, which is an intrinsic desire to perform a task, simply because the person enjoys doing the task. Pink further states that Type I behavior is born and made, it is renewable, it promotes greater well-being and it depends on three nutrients: autonomy, mastery and purpose
Self-publishing is a growing industry and many researchers agree that by 2020, 50% of all books will be penned by indie authors. One of the downsides of electing to take the path of writing and marketing the book yourself is the financial situation.
How do we measure learning beyond knowledge of content? Finding that winning combination of criteria can prove to be a complicated and sometimes difficult process. Schools that are pushing boundaries are learning that it takes time, a lot of conversation, and a willingness to let students participate in that evaluation.
Elliot en Campell (2013) hebben een case studie van een beperkte omvang uitgevoerd naar een aanpak voor continuing professional development van sportdocenten. Het mooie van hun aanpak is dat men het andragogisch model van Malcolm Knowles expliciet heeft gebruikt als raamwerk.