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1.
Carl H. Ketcham Robert W. Heath 《Educational technology research and development : ETR & D》1962,10(2):89-93
Conclusions The data show that instruction through sound linked to images by association only is followed by a significant increase in
factual learning over the next most effective method, sound alone. The results suggest further that the projection of abstract
forms on the screen distracts attention more than it improves concentration, and that the distraction is worsened by the increased
detail, or the incongruity, of an irrelevant picture. These facts indicate promising possibilities for increased use of audiovisual
aids in fields where they have been little tried because the subject-matter was not suitable for concrete visualization. Any
topic which can be linked associatively with a person, object, or scene would seem to lend itself to presentation by this
method. However, more tests appear to be called for to determine whether or not the gain reported in this study can be maintained
with difficult material, and at a level which would justify the expense of producing films or photographs. It would be interesting
to know, also, how many statements can be attached to a single image or related images before the teaching effect of the image
wears out. Finally, further investigation might shed light on the nature of the learning described here, of which it was the
purpose of this study to assess only the final result. Does the visual image, as May and Lumsdaine suggest (2), reinforce
the sound or mediate the response when recalled? Does it provide a sense of actuality which serves as a stimulus; or does
it imply a question which the sound-track answers? Experiments along these lines might furnish evidence which can contribute
to more extensive theory of learning from films and similar aids. 相似文献
2.
3.
多媒体学习理论是一个贯通了学习理论与教学理论的科学体系。作为学习理论的多媒体学习认知理论基于双重编码理论、工作记忆模型以及生成加工理论,解释了学习者通过加工语词与画面所呈现的材料来建构知识的学习机制,属于解释性理论;作为教学理论的多媒体教学设计理论发展出一系列教学设计应遵循的原则,为教育实践提供了具有处方性意义的行动指南,属于处方性理论。解释性的学习理论为处方性的教学理论提供了扎实可靠的科学基础。在多媒体学习研究从学习理论向教学理论转化的过程中,多媒体教学设计理论是实现跃迁的关键环节,而认知负荷理论则是理论跃迁成功的关键变量。基于认知负荷理论,梅耶提出多媒体学习认知负荷三元模型,包括必要认知加工、外来认知加工和生成性认知加工。围绕这三类认知加工,梅耶及其同事进行了大量的实验研究,最终确定了12项与多媒体学习认知理论及其前提假设保持高度逻辑一贯性的多媒体教学设计原则。这些原则都是经得起实践检验的,但教学设计人员在应用的过程中,应明确各项原则的问题情境、适用范围等边际条件。 相似文献
4.
Nadira Saab 《Metacognition and Learning》2012,7(1):1-6
Computer-supported collaborative learning (CSCL) is an approach to learning in which learners can actively and collaboratively
construct knowledge by means of interaction and joint problem solving. Regulation of learning is especially important in the
domain of CSCL. Next to the regulation of task performance, the interaction between learners who work in a CSCL environment
needs to be regulated as well. Despite its importance, the regulation of learning in CSCL has received relatively little attention
in research. In the contributions of this special issue different labels are used for various forms of regulation of learning
during CSCL. During collaborative learning, the regulation of activities can take place at different levels of social interaction:
the individual level, the dyadic level, and the group level. Regulative activities of all three levels are presented in the
three studies. All studies have investigated whether the use of regulative activities affected performance, and have found
that regulation at the dyadic and/or group level was positively related to group performance. In sum, these three contributions
provide a constructive overview of the role of regulation of the (collaborative) learning process in CSCL, both in terms of
the impact of regulation on learning processes and learning results as well as the influence of different kinds of support
on the regulation of collaborative learning. 相似文献
5.
Sherri DioGuardi 《Journal of Criminal Justice Education》2017,28(3):441-460
This paper proposes that higher level learning of criminological theory can be accomplished by having students express a theory creatively through an art form (i.e. a drawing, a dance, a poem, or role play). This type of constructivist assignment would empower undergraduate students to be theory co-creators and allow them to be actively engaged in building knowledge off of a Piagetian platform. While Piaget’s theory was formulated to explain the cognitive development in children, neuroscience has revealed its potential for expanding cognitive capacity in adults. When students are presented with a novel task requiring fuller focus, such as being required to build new knowledge onto existing schema in a uniquely creative way, deeper levels of learning are more likely to occur and be retained. 相似文献
6.
David Gibson Vitomir Kovanovic Dirk Ifenthaler Sara Dexter Shihui Feng 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(5):1125-1146
This paper discusses a three-level model that synthesizes and unifies existing learning theories to model the roles of artificial intelligence (AI) in promoting learning processes. The model, drawn from developmental psychology, computational biology, instructional design, cognitive science, complexity and sociocultural theory, includes a causal learning mechanism that explains how learning occurs and works across micro, meso and macro levels. The model also explains how information gained through learning is aggregated, or brought together, as well as dissipated, or released and used within and across the levels. Fourteen roles for AI in education are proposed, aligned with the model's features: four roles at the individual or micro level, four roles at the meso level of teams and knowledge communities and six roles at the macro level of cultural historical activity. Implications for research and practice, evaluation criteria and a discussion of limitations are included. Armed with the proposed model, AI developers can focus their work with learning designers, researchers and practitioners to leverage the proposed roles to improve individual learning, team performance and building knowledge communities.
Practitioner notes
What is already known about this topic- Numerous learning theories exist with significant cross-over of concepts, duplication and redundancy in terms and structure that offer partial explanations of learning.
- Frameworks concerning learning have been offered from several disciplines such as psychology, biology and computer science but have rarely been integrated or unified.
- Rethinking learning theory for the age of artificial intelligence (AI) is needed to incorporate computational resources and capabilities into both theory and educational practices.
- A three-level theory (ie, micro, meso and macro) of learning that synthesizes and unifies existing theories is proposed to enhance computational modelling and further develop the roles of AI in education.
- A causal model of learning is defined, drawing from developmental psychology, computational biology, instructional design, cognitive science and sociocultural theory, which explains how learning occurs and works across the levels.
- The model explains how information gained through learning is aggregated, or brought together, as well as dissipated, or released and used within and across the levels.
- Fourteen roles for AI in education are aligned with the model's features: four roles at the individual or micro level, four roles at the meso level of teams and knowledge communities and six roles at the macro level of cultural historical activity.
- Researchers may benefit from referring to the new theory to situate their work as part of a larger context of the evolution and complexity of individual and organizational learning and learning systems.
- Mechanisms newly discovered and explained by future researchers may be better understood as contributions to a common framework unifying the scientific understanding of learning theory.
7.
Willem de Bruijn 《The International Journal of Art & Design Education》2020,39(2):290-305
This article describes a pedagogical approach to collage based on the work of art historians John Berger (1926–2017) and Aby Warburg (1866–1929). Its aim is to understand how images can be used to develop critical visual thinking skills within the context of architectural education and architectural theory in particular. Drawing on the notions of ‘visual literacy’ and ‘visual learning’ familiar from educational theory, the article proposes collage as a means to challenge the predominantly verbal modes of assessment prevalent in contextual and critical studies, where ‘contextual’ refers to the wider contexts (cultural, social, historical, theoretical) within which architecture is situated. The Collage Workshop, which the author has developed over the last five years whilst working closely with students at both undergraduate and postgraduate level, is a concrete attempt to implement visually oriented forms of learning and reduce the reliance on written assignments across the curriculum. By analysing some examples of collages produced by students who participated in the workshop, the article hopes to show how images can be used in the construction of an argument and, perhaps more crucially, how seeing assumes meaning in an image‐saturated world. 相似文献
8.
Lyn D. English 《Educational Studies in Mathematics》2003,54(2-3):225-248
This paper addresses one approach to reconciling theory, research, and practice,namely, a multitiered teaching experiment involving a models and modelling approach to learning. The four-tiered teaching experiment explored in this paper involves participants at different levels of development who work interdependently towards the common goal of finding meaning in, and learning from, their respective experiences. The research examined here is concerned with the design and implementation of experiences that maximise learning at each level. These experiences involve the construction and application of models, which are used to describe, make sense of, explain, or predict the behaviour of some complex system. Two classroom studies are presented to illustrate how a theory of models and modelling can guide the development and implementation of a multitiered teaching experiment. A focus on the teachers' construction of models of teaching and learning is presented to illustrate how theory and research can assist the practice of classroom teachers. 相似文献
9.
KNUD ILLERIS 《International Journal of Lifelong Education》2013,32(4):396-406
The modern concept of competence comprises not only relevant knowledge and skills, but also a range of personal qualities and the ability to perform adequately and flexibly in well-known and unknown situations. To be up-to-date, the concept of learning must be understood in the same broad sense, and therefore traditional learning theories must be revised. The theory presented is based on two fundamental assumptions. Firstly, that all learning includes two essentially different types of process, namely an external interaction process between the learner and his or her social, cultural and material environment, and an internal psychological process of acquisition and elaboration in which new impulses are connected with the results of prior learning. Secondly, that all learning includes three dimensions, namely, the cognitive dimension of knowledge and skills, the emotional dimension of feelings and motivation, and the social dimension of communication and co-operation—all of which are embedded in a societally situated context. In addition, the approach specifies four levels of learning and deals with what happens when intended learning does not occur. Inside this framework existing learning theories deal with different aspects. Thus the new theory has been constructed as a sort of umbrella, offering an overview and a structure of the landscape of learning which can be applied in both analysing and planning learning processes, both inside and outside of the educational system. The development of the theory is described in detail in my book, The Three Dimensions of Learning, which has been a bestseller in the Scandinavian countries since 1999, and which has now been published in English (Illeris 2002). 相似文献
10.
当前,积极建设马克思主义学习型政党,是一项重大而紧迫的战略任务,已成为摆在各级党政机关和党员干部面前的重要议题。建设马克思主义学习型政党,关键是深化对建设马克思主义学习型政党的认识,在实践中不断总结经验并不断创新,以提高马克思主义学习型政党建设水平。对此,要在了解现实的基础上认真学习、实践和发展科学的政党政治,积极推进党的机制创新,才能探索建立和完善马克思主义学习型党组织的模式。 相似文献
11.
谢君君谢昀昀 《宁波大学学报(教育科学版)》2017,(2):65-069
根据《高校辅导员职业能力标准（暂行）》规定,结合组织学习理论和模式,对高校辅导员职业化、专业化发展进行探究性的层级勾勒,按照初、中、高级辅导员的专业发展进行系统阐述。认为辅导员职业发展深深依托于学校组织管理体系,不同层级的辅导员职业发展水平与高校组织管理的学习水平有直接的关系;深层分析不同层级辅导员行为的内在行为逻辑,可以为辅导员职业化发展搭建必要的实施平台提供参考依据。 相似文献
12.
该文首先简述了西华大学医学信息工程专业的特点,接着结合当前电子信息大类学科的发展趋势,针对数字图像处理课程提出理论和实践相结合的教学方法,以提高学生分析和解决相关医学实践问题的能力。同时将科研成果和医学图像处理的前言趋势融入到教学中,让学生近距离了解科研,了解整个医学图像处理的发展方向和动态,提高学生的学习热情和动力。 相似文献
13.
Fink Maximilian C. Radkowitsch Anika Bauer Elisabeth Sailer Michael Kiesewetter Jan Schmidmaier Ralf Siebeck Matthias Fischer Frank Fischer Martin R. 《Educational technology research and development : ETR & D》2021,69(2):809-841
Collaborations between researchers and practitioners have recently become increasingly popular in education, and educational design research (EDR) may benefit greatly from investigating such partnerships. One important domain in which EDR on collaborations between researchers and practitioners can be applied is research on simulation-based learning. However, frameworks describing both research and design processes in research programs on simulation-based learning are currently lacking. The framework proposed in this paper addresses this research gap. It is derived from theory and delineates levels, phases, activities, roles, and products of research programs to develop simulations as complex scientific artifacts for research purposes. This dual-level framework applies to research programs with a research committee and multiple subordinate research projects. The proposed framework is illustrated by examples from the actual research and design process of an interdisciplinary research program investigating the facilitation of diagnostic competences through instructional support in simulations. On a theoretical level, the framework contributes primarily to the literature of EDR by offering a unique dual-level perspective. Moreover, on a practical level, the framework may help by providing recommendations to guide the research and design process in research programs.
相似文献14.
教师培训作为促进教师专业化发展的重要途径,当前主要存在培训主题“行政化”、培训形式单一化、培训内容理论化、培训时间间断化和培训受益面相对窄化等弊端。虚拟学习社区环境下协作学习为教师专业发展提供了一条可持续发展的途径。虚拟学习环境下教师协作学习的理论基础包括支架理论、替代性学习理论和群体动力学理论,协作学习的类型可分为机械协作和有机协作两种。为了探究虚拟学习社区环境下持不同活动策略的主持者在促进教师协作学习的互动效果及其差异,项目组实施了案例研究,结果表明：在活动主持者动机水平一致的情况下,持解答式活动策略的主持者比持启发式活动策略的主持者更能促进教师协作学习的互动效果;教师在学习活动中应重视角色的作用,关爱学生的内心体验,重视自身学习能力的提升。 相似文献
15.
《教育心理学家》2013,48(3):267-286
This article presents a theory of concept learning and development and a design for teaching concepts. It gives an overview of 30 years of programmatic research that eventuated in the initial formulation of the theory and the design and in subsequent refinements. The last refinement is presented in this article. The principles of learning incorporated in the theory are based on classroom experiments that identified the variables that facilitate concept learning at each of four successively higher levels of understanding: concrete, identity, classificatory, and formal. The development aspect of the theory indicates that individuals progress from one level to the next as they become capable of carrying out various mental processes. Both normative conceptual development during the school years, grades 1 to 12, and individual differences in the rate of development are identified. Principles for teaching concepts that take into account the learning and development aspects of the theory follow. The article closes with an indication of the powerful effects of focused concept instruction, preschool through college. 相似文献
16.
Anna Craft 《Curriculum Journal》2013,24(1):125-136
This article explores relationships between Neuro-linguistic Programming - a growing school of thought and practice - and established learning theory, drawing a distinction between models, strategies and theories. Some evaluative comments are made about the coherence of Neuro-linguistic Programming as it currently stands, both in terms of its internal consistency, and in relation to established learning theories. In relation to its internal structure, questions are asked as to how far copying an expert's behaviour can really lead a learner to becoming an expert, and about the lack of attention within the theory given to the domain of application. Two other important areas are examined: the dissonance between the claim that Neuro-linguistic Programming caters to individuality in learning while also proposing a view that learning is best done experientially; and a specific aspect of the theory, named the ‘logical levels’, asking whether learners are really as predictable and as subject to cause/effect as this theory would suggest. Finally,the epistemological basis of Neurolinguistic Programming is questioned. It is argued that, though Neuro-linguistic Programming has begun to make an impact in education, it remains a set of strategies rather than a theory or a model, and these internal inconsistencies need to be addressed if it is to have a place among the dominant learning theories of our age. 相似文献
17.
李伟 《深圳信息职业技术学院学报》2006,4(4):25-28
对同一场景使用不同传感器获取的多幅源图像往往存在许多差异,若要对其进行像素级图像融合,则首先必须对多幅源图像进行配准,配准精度要求达到像素级。本文在对多源图像配准理论和方法深入分析的基础上,对基于最大互信息的图像配准算法及其实现进行了深入研究,并将该方法应用于多源图像配准,通过仿真实验证明采用基于最大互信息的图像配准方法对来自不同传感器的多源图像进行配准,可以达到像素级的配准精度,该精度标准符合像素级图像融合对源图像的配准精度要求。 相似文献
18.
针对不少大学生学习英语词汇时层次感不强的问题,该文提出了大学英语词汇学习的层次性,进而指出大学词汇教学要采用层次分析法。在解释和分析各个层次的基础上,该文对如何在词汇教学过程中一一达到这些层次做了一些初步的探讨。 相似文献
19.
《Journal of Further & Higher Education》2012,36(3):90-104
Abstract Current presentations of a Credit Accumulation and Transfer (CAT) framework are based on a matrix with two dimensions: notional learning time and ‘general educational level”. The latter concept is currently presented in terms of hierarchical metaphors for understanding cognitive processes, organisational responsibilities, and experiential commitment. Each of these metaphors is at best highly questionable, and the assumption that they can be combined to form a CAT framework has more to do with managerial ideology than with educational theory. Furthermore, although the notion of an education ‘currency’ based on notional learning time is helpful in some respects, its use in combination with a hierarchy of levels means that the currency of educational credit is non‐convertible, revealing the limitations of the currency metaphor. 相似文献
20.
课程论理论基础的心理学转向——从学习心理学到发展心理学 总被引：5，自引：0，他引：5
丛立新 《北京师范大学学报(社会科学版)》2000,(4):25-31
将心理学作为理论基础是课程论独立的主要条件。在相当长的时期内 ,学习心理学关于人类学习的各种学说深刻地左右着课程论的形成与发展。但是 ,有关人类学习的各种学说基本是以成人的学习为基础提出的 ,将这样的学说直接用来当作自己的理论依据 ,课程论便很容易产生脱离儿童的倾向。发展心理学的出现和发展 ,使课程论获得了比学习心理学更为精确和丰富的理论基础 ,发展心理学认为 ,儿童的学习不是成人学习模式的简单化 ,儿童的认识具有自身的独特性。目前 ,课程论的理论基础正在逐渐从学习心理学转向发展心理学。这一转向 ,对于国内目前的课程改革和课程论自身的发展 ,以及各级师范教育心理学课程的建设都有着深远的意义 相似文献