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This Concept Map, created with IHMC CmapTools, has information related to: Earle cMap FINAL (ETEC 512 64A_NOV.24_08), MEANINGFUL LEARNING THEORY (Ausubel Assimilation) distinguishes between rote learning, integrative reconciliation means learner discerns relations between concepts not already categorized, COGNITIVE APPROACHES encompasses COGNITIVE INFORMATION PROCESSING (Piaget), CONNECTIVISM (Siemens) key connection of information sets that can reside outside the learner, Classical Conditioning (Pavlov) main characteristic rewards, STIMULUS/ RESPONSE ???? rewards, CONNECTIVISM (Siemens) key exponential increase in information means too much for individual to manage = needs social network, all SENSORY INPUT is monitored (and may or may not be acted on) by SHORT TERM MEMORY (Working Memory) retains interesting sensory input, LEARNING THEORIES major theory COGNITIVE APPROACHES, "Cognitive Theory"/ Genetic Epistemology (Piaget) includes (dis)equilibration (balance/re-balance between the two), BEHAVIOURISM strengths - Clear goals/ objectives - good for students who need routine, CONNECTIVISM (Siemens) learning may reside in non-human appliances, SOCIAL COGNITIVE (BANDURA) characterized by Clear goals/ objectives, MEANINGFUL LEARNING THEORY (Ausubel Assimilation) incorporates multi-sensory input, Learning by reciprocal interaction of person<>environment<>behaviour (Bandura's Triad) posits individuals rely on outcome expectancies, BEHAVIOURISM Applications include: Applied Behaviour Analysis, rewards negative removal of undesirable situation/thing, SOCIAL COGNITIVE (BANDURA) characterized by retention ~ reproducing activity, seperate human activity from context i.e. activity IS the context, CONSTRUCTIVISM (Papert) key aspects teacher must become facilitator