Allison Kipta's Library tagged theory →  View Popular, Search in Google

You can enhance your online experience by becoming a member. You will be able to run the exercises and save your scores to a database. This can be useful to keep record of the time you spend and see your progress. You will be able to create detailed reports of your activity at any moment. See a sample report. If you are a teacher you can create groups for your students. This option will allow you supervise their work in the exercise area and know exactly what exercises they are doing and their score. You will receive detailed weekly reports and you can generate reports at any moment. This feature requires that your students become members of teoria.com. See a sample report. By becoming a member you can enjoy our web site without an Internet connection by downloading and installing teoria.com in your computer. All the tutorials, exercises and the reference section are included and you will be able to download upgrades as a member. You will have instant access to our main sections and the exercises will start immediately since you will not have to wait for the sound files to download. Note that the downloadable version is unable to save scores. Aa a member, you will not see any ads and you will help keep these pages alive for the benefit of all those interested in learning music.

art music theory learning_objects multimedia

The physicist Niels Bohr once defined an expert as “a person who has made all the mistakes that can be made in a very narrow field.” Bohr’s quip summarizes one of the essential lessons of learning, which is that people learn how to get it right by getting it wrong again and again. Education isn’t magic. Education is the wisdom wrung from failure. A new study, forthcoming in Psychological Science, and led by Jason Moser at Michigan State University, expands on this important concept. The question at the heart of the paper is simple: Why are some people so much more effective at learning from their mistakes? After all, everybody screws up. The important part is what happens next. Do we ignore the mistake, brushing it aside for the sake of our self-confidence? Or do we investigate the error, seeking to learn from the snafu?

psychology learning theory

"Theories guide the practice and research of distance education. Traditionally, theories of distance education have been derived from classical European or American models based on correspondence study. Recently, telecommunications systems have significantly altered the practice of distance education in the United States and have produced a uniquely American approach to this field. This has created the need for a new theory to guide the practice of distance education. This theory, called Equivalency Theory, is described and compared to the historical theories of distance education."

distance_education theory

"TIP is a tool intended to make learning and instructional theory more accessible to educators. The database contains brief summaries of 50 major theories of learning and instruction. These theories can also be accessed by learning domains and concepts. "

learning theory

"Every chapter in the widely distributed first edition has been updated, and four new chapters on current issues such as connectivism and social software innovations have been added. Essays by practitioners and scholars active in the complex, diverse, and rapidly evolving field of distance education blend scholarship and research; practical attention to the details of teaching and learning; and mindful attention to the economics of the business of education."

theory online_learning anderson.terry athabasca.u

"The basics of the theory aren’t hard: it pretty much posits that there’s only so much new information the brain can process at one time. Why should we care? Because so often designers and trainers simply overload learners, hurting learning and learner motivation, and thereby undercutting the very thing we say we want to accomplish. Understanding cognitive load theory depends on an understanding of memory; in particular, the concepts of working memory and long-term memory. Working memory isn’t to be confused with the idea of short-term memory, which is remembering something for a little while. It’s more about the amount of information the brain can hold and manipulate at once – what we can manage at a given point in time. Research data disagrees on the specifics, like the exact limit, issues with processing numbers and words at once, and indications that working memory capability improves with practice. But it’s easy enough to see the basic idea for yourself. "

learning theory

"My problem is that I have been persecuted by an integer. For seven years this number has followed me around, has intruded in my most private data, and has assaulted me from the pages of our most public journals. This number assumes a variety of disguises, being sometimes a little larger and sometimes a little smaller than usual, but never changing so much as to be unrecognizable. The persistence with which this number plagues me is far more than a random accident. There is, to quote a famous senator, a design behind it, some pattern governing its appearances. Either there really is something unusual about the number or else I am suffering from delusions of persecution. I shall begin my case history by telling you about some experiments that tested how accurately people can assign numbers to the magnitudes of various aspects of a stimulus. In the traditional language of psychology these would be called experiments in absolute judgment. Historical accident, however, has decreed that they should have another name. We now call them experiments on the capacity of people to transmit information. Since these experiments would not have been done without the appearance of information theory on the psychological scene, and since the results are analyzed in terms of the concepts of information theory, I shall have to preface my discussion with a few remarks about this theory. "

learning theory

Dalton, J. & Smith, D. (1986) “Extending Children’s Special Abilities – Strategies for primary classrooms” pp36-7

learning theory taxonomy

"Ernst von Glasersfeld (born 1917 in Munich) is a philosopher, and is Emeritus Professor of Psychology at the University of Georgia, Research Associate at the Scientific Reasoning Research Institute, and Adjunct Professor in the Department of Psychology at the University of Massachusetts, Amherst. He is a member of the Board of Trustees, American Society of Cybernetics, from which he received the McCulloch Memorial Award in 1991. He is a member of the Scientific Board, Instituto Piaget, Lisbon. Von Glasersfeld is a proponent of radical constructivism and spent large parts of his life in Ireland (1940s), in Italy (1950s) where he worked with Silvio Ceccato and in the U.S. Elaborating upon Giambattista Vico, Jean Piaget’s genetic epistemology, Bishop Berkeley’s theory of perception, James Joyce’s Finnegans Wake and other important texts, von Glasersfeld developed his model of Radical Constructivism - which is an ethos shared by all of these writers to one degree or another.

He is also the creator of the first 120 symbols of the lexigram, a device used in the field of animal language."

learning theory constructivism

"Constructivism is a theory of knowledge (epistemology) [1] that argues that humans generate knowledge and meaning from their experiences. Constructivism is not a specific pedagogy, although it is often confused with constructionism, an educational theory developed by Seymour Papert, inspired by constructivist and experiential learning ideas of Jean Piaget. Piaget's theory of constructivist learning has had wide ranging impact on learning theories and teaching methods in education and is an underlying theme of many education reform movements. Research support for constructivist teaching techniques has been mixed, with some research supporting these techniques and other research contradicting those results. Social constructivism has been criticized for being a kind of behaviorism, which reduces the individual to his or her social environment."

learning theory education

"Open learning is a teaching method that is, among others, founded on the work of Célestin Freinet and Maria Montessori. Open learning is supposed to allow pupils self-determined, independent and interest-guided learning. More recent work on open learning has been conducted by the pedagogues Hans Brügelmann, Falko Peschel, Jörg Ramseger and Wulf Wallrabenstein."

distance_education theory

"Transactional Distance is the cognitive space between instructors and learners in a distance education setting. It is a theory formulated by Michael_Moore [1] at University of Wisconsin-Madison, originally as part of a theory of independent learning in 1972 and appearing in the Handbook of Adult Education as "transactional distance" in 1980. According to Moore, Transactional Distance is "a psychological and communication space to be crossed, a space of potential misunderstanding between the inputs of instructor and those of the learner". If learning outcomes in any distance education course are to be maximized, transactional distance needs to be minimized or shortened. There are three key interactive components that have to work together to shorten the transactional distance and provide for a meaningful learning experience: dialog [interaction between learners and teachers], structure [of the instructional programs], and the degree of self-directedness of the learner [learner autonomy]. The transaction that we call distance education occurs between teachers and learners in an environment having the special characteristic of separation of teachers from learners. It is a distance of understandings and perceptions that might lead to a communication gap or a psychological space of potential misunderstandings between people."

distance_education theory moore.michael

"Adventure learning (AL) [1] is a hybrid distance education approach that provides students with opportunities to explore real-world issues through authentic learning experiences within collaborative learning environments. In AL environments, classroom teachers are not positioned in the role of teacher/facilitator/designer in the online learning spaces. AL online spaces are collaborative spaces where students, teachers, subject experts, and AL team members interact with one another; these are community spaces where traditional hierarchical classroom roles are blurred.

Students' roles transform due to the flexibility and design of the AL learning environments as they move from student to reflective practitioner, providing for new ways of learning and teaching."

learning education theory

"Experiential learning is the process of making meaning from direct experience. [1] Aristotle once said, "For the things we have to learn before we can do them, we learn by doing them."[2] David A. Kolb helped to popularize the idea of experiential learning drawing heavily on the work of John Dewey and Jean Piaget. His work on experiential learning has contributed greatly to expanding the philosophy of experiential education."

learning education theory

"Constructionist learning is inspired by the constructivist theory that individual learners construct mental models to understand the world around them. However, constructionism holds that learning can happen most effectively when people are also active in making tangible objects in the real world. In this sense, constructionism is connected with experiential learning and builds on some of the ideas of Jean Piaget. Seymour Papert defined constructionism in a proposal to the National Science Foundation entitled Constructionism: A New Opportunity for Elementary Science Education as follows: "The word constructionism is a mnemonic for two aspects of the theory of science education underlying this project. From constructivist theories of psychology we take a view of learning as a reconstruction rather than as a transmission of knowledge. Then we extend the idea of manipulative materials to the idea that learning is most effective when part of an activity the learner experiences as constructing a meaningful product.""

constructionism learning theory education papert.seymour

"In the first half of this century, a reductionist view of human behavior - behaviorialism - dominated the field. Behaviorialism, a Pavlovian view of human learning developed by Watson, Hull and Thorndike reached its heyday in the 1950's, in B.F. Skinner's work on operant psychology and reinforcement. It was reductionist because it used a "black box" approach based in empiricism, much like the approach a chemist might use. Since one cannot observe what is happening in the brain, we should limit our measurements and theories to merely what is going in - the stimulus - and what is coming out - the response. By mid-century, the S-R view was so powerful that it dominated other fields of human science as well: education, linguistics and sociology. But such a simplified view left much to be desired. Classical conditioning alone could not explain what Jean Piaget had observed, that children go through stages of development that have no relation to external stimuli. Somehow, he proposed, the brain itself is actively involved in the learning process."

learning theory

This site is a broad collection of music theory and analysis using Flash learning objects. The learning objects on the site are divided into three categories: Tutorials, Exercises and Reference. The Tutorials include Reading Music, Intervals, Scales, Chords and Harmonic Functions. The Exercises include Rhythmic Dictation, Clef Reading, Intervals, Scales, Key Signatures, Chords, Harmonic Functions and Jazz. Reference includes Reading Music, Intervals, Scales, Chords and Articles (the Articles sub-category includes several analysis objects.)  The information is broken up into short sections that are easy to retain. The animations are clear and often do not need the accompanying text to understand. The site has great potential for reusability as individual parts of the site could be inserted in a number of ways into an instructor’s teaching sequence.

music theory reference

Value Based Management.net is a management portal specifically aimed at the information needs of senior executives with an interest in value creation, managing for value and valuation. We provide learning materials explaining management methods, models and theories on strategy, performance, finance, valuation, change, corporate governance, communication, marketing, leadership and responsibility with links to additional resources in the field.

management theory method model strategy

"This book is about the implications of constructivism for instructional-de-
sign practice. However, more importantly, it is a dialogue between in-
structional developers and learning theorists. We have been involved in
both the theory of learning and the practice of instructional design. As we
work with colleagues in each discipline, we have been amazed to find a
general lack of familiarity with each other's work. Indeed, most often
there is even a lack of interest in the work of the other."

constructivism theory isd