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02 Oct 09
Lisa M LaneThe following ten learning principles illustrate how recent research integrated with traditional principles of pedagogy and instructional design can enrich our understanding of thinking and learning processes. The principles outlined here can serve as a guide to the design of learning experiences in both online environments and traditional campus classrooms.
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23 Aug 09
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31 May 09
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Research findings into how our brains work (Bransford, Brown, and Cocking 2000; Damasio 1999; Pinker 1997) are stimulating a re-examination of traditional principles of designing teaching and learning experiences. Insights from this research are not only helping to deepen our understanding of traditional core learning principles, but they are also providing practical guidance on how to design learning experiences for our new high technology environments.
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26 May 09
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26 Feb 09
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07 Feb 09
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Every learning experience occurs within an environment in which the learner interacts with the content, knowledge, skill, or expert
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Another type of environment might be a synchronous virtual meeting place, such as when several students collaborate online with many resources in different locations. The faculty member's involvement and presence can vary in any of these environments.
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a well-planned course balances three levels of interaction: faculty-to-student, student-to-student, and student-to-resources.
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Tools make a difference in any learning environment. In previous generations, the faculty member lectured, the students took notes, and the learning process unfolded within a relatively limited and discrete environment of tools and technologies. The learning environment is considerably more complex today, including a network in which all students and faculty have access to powerful digital tools for communication and research. The first wave of laptop universities rolled out in the mid-1990s and were followed quickly by a wave of wireless and Web-enabled cell phones, and we are now in the middle of a third wave of mobile and hand-held digital tools. A learning environment in which all learners and faculty have their own personal laptop computer and other mobile tools such as iPods and PDAs transforms teaching and learning experiences. Meanwhile, students have discovered the community-building and networking power of instant messaging, discussion boards, online forums, blogs, and wikis while still occasionally using e-mail. These tools are dramatically changing the communication patterns and relationships between learners and the faculty.
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In an environment infused with these tools, the faculty member moves from the center of the class communication pattern—as is common in the traditional transmission mode of learning—to the periphery
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Readily available mobile tools now support information access and flow in real time, enabling current events, global perspectives, and far-flung resources to be brought into immediate and fresh relief.
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learners becoming more engaged and active in their learning.
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Robert Gagne, widely considered as the father of the discipline of instructional design, observed in Conditions of Learning (1965) that all instruction is not equal and that different types of instruction are required for different learning outcomes
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What this principle means is that what a faculty member does makes a difference in what students do, in what students learn, and in what concepts students may or may not develop
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instructional design practice of planning student assessments simultaneously with the planning of instructional experiences and of embedding assessments within instructional events
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Time-on-Task Equals More Learning
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This simply means that as students spend more time interacting with information and practicing skills, the more proficient, accomplished, and confident they will become
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Learning is intrinsically rewarding and enjoyable. If we design great experiences, students will spend more time interacting with the course content and developing more complex, networked knowledge structures and efficient behaviors.
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The more dynamic and interactive the learning experience, the more likely students will invest greater amounts of time in the learning process.
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The combination of the uniqueness of each learner and the richness of each learner's perspective argues persuasively for more emphasis on a pedagogy that emphasizes community, culture, and ethics as well as the acquisition of knowledge, content, and skills.
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05 Jan 09
Robert SquiresIn this article, Judith V. Boettcher provides ten core learning principles that can guide technology-enhanced teaching as well as more traditional forms of instruction. Drawn from both traditional pedagogical theory as well as current research about how people learn, the ten principles integrate these findings in a helpful set of guidelines that give emphasis to issues of instructional design. Boettcher first presents a fourfold framework that delineates the respective roles of the learner, the faculty-mentor, the knowledge and content of instruction, and the environment in which learning occurs. Subsequent principles then provide more focused treatment of these four elements while highlighting further pedagogical concepts that should inform course design, teaching practice, and assessment measures. In discussing these principles, Boettcher suggests ways in which online technology can help educators create learning environments that respect the individual needs of students, foster collaboration, and promote deeper, sustained levels of engagement with the course content.
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30 Nov 08
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the Learner, the Mentor/faculty member, the Knowledge, and the Environment
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the environment, is determined by answering the question, "When will the event take place, with whom and where and with what resources?"
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28 Aug 08
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A popular new teaching and learning theory advocates making students' thinking visible (Collins, Brown, and Holum 1991; Bransford, Brown, and Cocking 2000). Making thinking visible requires students to create, talk, write, explain, analyze, judge, report, and inquire. These types of activities make it clear to students themselves, to the faculty, and to fellow learners what students know or do not know, what they are puzzled about, and what they might be curious about with regard to the course material. Such activities stimulate the student's growth from concept awareness to concept acquisition, building in that series of intellectual operations that Vygotsky believes is required for concept acquisition.
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28 Jul 08
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17 Jul 08
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05 May 08
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30 Apr 08
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25 Mar 08
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31 Dec 07
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16 Apr 07
vjsydabThese principles illustrate how recent research integrated with traditional principles of pedagogy and instructional design can enrich our understanding of thinking and learning processes.
article brain learning pedagogy research instructionaldesign onlinelearning theory for:digilab list
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20 Feb 07
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05 Feb 07
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04 Feb 07
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03 Feb 07
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02 Feb 07
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The following ten learning principles illustrate how recent research integrated with traditional principles of pedagogy and instructional design can enrich our understanding of thinking and learning processes
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four elements—the Learner, the Mentor/faculty member, the Knowledge, and the Environment
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Whatever the scenario, it is the student who is at the center of the learning experience: The student is on stage, guided by the task design created by the faculty member, accessing whatever resources might be needed, and acquiring useful knowledge from the experience. This fundamental design framework serves as a context for the principles that follow.
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a well-planned course balances three levels of interaction: faculty-to-student, student-to-student, and student-to-resources
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In an environment infused with these tools, the faculty member moves from the center of the class communication pattern—as is common in the traditional transmission mode of learning—to the periphery.
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The role of the faculty is to design and structure the course experiences, direct and support learners through the instructional events, and assess the learner outcomes.
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he point is not that faculty will be less involved in classes, but that these new instructional options will provide faculty with more effective ways to leverage their expertise.
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our goal is not to develop standardized brains, but richly differentiated, creative brains with shared experiences.
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When students say they are totally lost, they are probably expressing the feeling of being outside their zone. When students sit back and obviously disengage, it means they have probably lost the link, the relationship of one idea to the other.
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This principle encourages embedding feedback and demonstrations from students earlier and more consistently throughout a course experience.
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A popular new teaching and learning theory advocates making students' thinking visible
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Making thinking visible requires students to create, talk, write, explain, analyze, judge, report, and inquire.
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Discussion forums, blogging, journals, and small group work are all excellent strategies for allowing learners to enlarge their mental models, to clarify concepts, and to establish meaningful links and relationships.
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The goal for all students is mastering a slightly off-center slice of the pie that includes the whole of the core concepts. The dotted lines indicate the slice of the course content that one student might master. As students develop expertise at each level of course content, they increasingly direct and customize their learning according to their own respective needs and priorities.
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No longer is the choice and availability of content circumscribed by the size or cost of a textbook. If encouraged, students will naturally gravitate to those materials and experiences that match their zones of personal proximal development.
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This means that designing a course includes providing access to a rich database of content and experiences.
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f we design great experiences, students will spend more time interacting with the course content and developing more complex, networked knowledge structures and efficient behaviors.
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A corollary of the time-on-task principle is that learning can be more efficient if we organize information into chunks. In today's virtual media environments, simulations, animations, and living worlds such as SimCity are powerful "learning chunkers." Chunking is just one reason games and role-playing scenarios are popular and valuable. Other valuable features of games and simulations are their unpredictability, their interactive qualities, and their infinite variety. Canned, predictable, and static learning resources such as books, preprogrammed tutorials, and linear video experiences are less interesting and less engaging. The more dynamic and interactive the learning experience, the more likely students will invest greater amounts of time in the learning process.
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While such changes are manifold, they generally entail a realignment of faculty roles and student learning activities. In an environment infused with these tools, the faculty member moves from the center of the class communication pattern—as is common in the traditional transmission mode of learning—to the periphery. In turn, the anywhere/anytime access to communication tools makes it easy for students to go outside the organized course structure and content. Another significant design impact of these tools is the ease by which students can customize their own learning experiences as the content boundaries of a course dissolve. Readily available mobile tools now support information access and flow in real time, enabling current events, global perspectives, and far-flung resources to be brought into immediate and fresh relief. Every statement by a faculty member is subject to challenge, addition, or confirmation from a student's Google search. Many teachers have been surprised by the shifts in learning dynamics and relationships created by these tools; at the same time, many teachers are now enthusiastically embracing these changes as they recognize the many benefits of learners becoming more engaged and active in their learning.
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01 Feb 07
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