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Page title matches

• Learner needs
  28 bytes (3 words) - 13:34, 16 April 2007
• Learner assessment
  * observation (of learner tasks) [[Category: Learner assessment and evaluation]]
  10 KB (1,356 words) - 18:28, 16 May 2019
• Learner autonomy
  ;What is Learner Autonomy? ...y]], the term was first coined in 1981 by [[Henri Holec]], the "father" of learner autonomy. Many definitions have since been given to the term, depending on
  15 KB (2,018 words) - 22:54, 20 May 2010
• Open learner model
  ...s’ needs. An open learner model enables learners to view and analyze their learner model. It empowers learners to examine their own representation, encouragin According to Kay et al. (1997), an open learner model can help students understand their learning progress and processes be
  10 KB (1,491 words) - 02:15, 14 May 2019
• Hearing Imparied Learner
  11 KB (1,518 words) - 23:16, 5 November 2014
• IMS Learner Information Package
  IMS Learner Information Package is a specification to model learner information. Version 1 was finalized in 2001. We do not know if this standa ...Package is based on a data model that describes those characteristics of a learner needed for the general purposes of:
  4 KB (460 words) - 13:03, 28 March 2020
• Learner interaction scripting language
  The ''Learner Interaction Scripting Language'' (LISL) is a design language model for crea ...be the physical and social environment of learners. In such a situation, a learner is engaged in a so-called activity which consists of actions and includes t
  3 KB (388 words) - 14:29, 9 July 2009
• Learner-centered learning and blogging
  ...ionship between [http://www.apa.org/ed/governance/bea/learner-centered.pdf learner-centered learning] and [http://en.wikipedia.org/wiki/Blog blogging]. ...Association] in the 1990s, the [http://www.avln.org/olexpedition/apa.html learner-centered framework] is based on 14 principles about learners and learning t
  15 KB (2,079 words) - 02:16, 7 February 2010

Page text matches

• TILT design
  TILT (tools, interfaces, learner's needs, and tasks) method is an [[instructional design method]]. # Tools: In order to support a learner growing in expertise, the tools must be adaptable.
  2 KB (286 words) - 17:26, 19 January 2007
• Student evaluation
  #REDIRECT [[Learner assessment]]
  32 bytes (3 words) - 10:39, 7 March 2006
• Reading grid
  ...udy/understand crime reports. Those reading grids should be adapted to the learner's cognitive level. Evaluation rubrics that will a learner's ability to read a text also exist. E.g Courts et al. (1993) ([http://www.
  2 KB (292 words) - 15:17, 23 January 2009
• IMS Learner Information Package
  IMS Learner Information Package is a specification to model learner information. Version 1 was finalized in 2001. We do not know if this standa ...Package is based on a data model that describes those characteristics of a learner needed for the general purposes of:
  4 KB (460 words) - 13:03, 28 March 2020
• Kirschner six-stage procedure
  ...and instructional designers must abandon our own perspective and study the learner's perspective. We must watch students interact, observe collaborating group ...counter when trying to implement the support and what constraints will the learner encounter when trying to use that support? What conventions already exist a
  4 KB (625 words) - 15:50, 4 December 2007
• Cognitivism
  ...dy and tried to discover and model the mental processes on the part of the learner during the learning-process. In Cognitive theories knowledge is viewed as s ...nitivistic view emphasized the active mental processing on the part of the learner. However knowledge was still viewed as given and absolute just like in the
  3 KB (407 words) - 18:32, 14 August 2007
• Minimalist instruction
  ...learners using systematic instructional materials. The goals is to let the learner get more out of the training experience by providing less overt training st # Activities should exploit the learner's prior experience and knowledge.
  5 KB (718 words) - 17:15, 6 April 2006
• Kemp design model
  #Examine learner characteristics that should receive attention during planning. #State instructional objectives for the learner.
  4 KB (501 words) - 19:41, 4 June 2007
• Trivial constructivism
  :'''Knowledge is actively constructed by the learner, not passively received from the environment'''. ...mission of meanings from one person to another. The prior knowledge of the learner is essential to be able to "actively" construct new knowledge.
  2 KB (307 words) - 19:46, 9 October 2008
• Intelligent learning environment
  ...he best known example of a learning environment is a flight simulator: the learner does not answer questions about how to pilot an aircraft, he learns how to # one or more agents that assist the learner in his task and monitor his learning.}}
  3 KB (392 words) - 17:56, 9 July 2009
• Learning Object Review Instrument
  :Alignment among learning goals, activities, assessments, and learner characteristics :Adaptive content or feedback driven by differential learner input or learner modeling
  5 KB (728 words) - 23:16, 16 August 2007
• Elaboration theory
  # Synthesizers, e.g. diagrams that help the learner integrate contents elements into a meaninful whole. # Analogies: relate the content to learner's prior knowledge.
  4 KB (602 words) - 22:36, 26 September 2006
• Henri Holec
  Henri Holec has been working in the field of language learner autonomy since the end of the 1960’s as a member of the group of research ...e C.R.A.P.E.L., the leading French institution in teaching and research on learner autonomy in language learning.
  2 KB (235 words) - 16:53, 31 July 2009
• Online Design
  #Audience analysis should determine the learner's personal characteristics, intellectual skills, subject knowledge level, a #Audience analysis should also include the learner's technology skills and previous experiences with online courses.
  3 KB (353 words) - 14:30, 9 July 2009
• Shuell model of learning functions
  ...ons’2. The functions are in turn activated by learning tasks, which can be learner- or tutor-initiated.}} ([http://www.elearningeuropa.info/directory/index.ph the learner has some idea of what he or she is trying to accomplish
  5 KB (641 words) - 17:42, 22 August 2016
• Nine events of instruction
  ...xternally to the learner. For example, what instruction is provided to the learner.}} (Cory, 1996) * providing learner guidance
  5 KB (737 words) - 18:31, 10 April 2007
• Open learner model
  ...s’ needs. An open learner model enables learners to view and analyze their learner model. It empowers learners to examine their own representation, encouragin According to Kay et al. (1997), an open learner model can help students understand their learning progress and processes be
  10 KB (1,491 words) - 02:15, 14 May 2019
• Learning needs
  ...ping learners’ expectations toward the learning<ref>Minderhout, V. (nd). ''Learner Development: Facilitating Learning.'' Seattle: Seattle University. Retrieve ...hedules, etc., are in line with the needs of the student. By assisting the learner to identify the gaps in his/her own learning, the provider will be better a
  5 KB (689 words) - 10:57, 19 November 2022
• Learning theory of performance errors
  ...of gaining and strengthening new skills and knowledge can be traced as the learner gets better and better at the task (Ohlsson 1996; 2016). ...a car from one location to another. It is limited to scenarios where the learner is practicing unsupervised (Ohlsson 1996:242).
  9 KB (1,474 words) - 13:00, 7 May 2018
• Cognitive strategy
  [[Cognitivism]] as well as [[constructivism]] see the learner as active participant in the learning/teaching process. As active participa
  772 bytes (94 words) - 11:43, 9 February 2007