This document provides an overview of several theories of learning, including behaviorism, cognitive theories, constructivism, social cognitive theory, motivation, and sociocultural theories. Behaviorism views learning as a change in observable behavior and includes classical and operant conditioning. Cognitive theories examine thinking, problem solving, and memory. Constructivism proposes that learning occurs in stages as learners build schemas and move from egocentric to social perspectives. Social cognitive theory and sociocultural theories emphasize social and cultural influences on learning. Motivation theories explore intrinsic and extrinsic factors like needs, drives, and self-efficacy that influence learning.
Planning for learning in maritime educationStein Laugerud
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This document summarizes key concepts in planning for learning in maritime education. It covers learning outcomes, student activities, teaching methods, and assessment. Specifically, it discusses:
1. The Norwegian Qualification Framework's learning outcomes for higher education, including knowledge, skills, and general competence.
2. Blooms Taxonomy for cognitive learning outcomes ranging from knowledge to evaluation.
3. Factors to consider when planning student activities, such as teaching styles, sociocultural learning theory, and tools/artefacts.
4. The role of technology in transforming conceptions of learning and social memory, and how this affects formal education.
This document discusses assessment for learning. It explains that assessment should adjust teaching to enhance student understanding, motivation, and self-esteem. Formative assessment and feedback are important, including asking critical questions, giving time to answer, follow up activities, and identifying strengths and areas for improvement. Self and peer assessment encourage students to evaluate their own and others' progress. Portfolios can document learning through reflections on process and products as evidence of learning.
This document outlines a pedagogy course for maritime lecturers. It includes the following:
1. Learning outcomes which are knowledge, skills, and general competence in student learning, facilitating learning in traditional and simulator environments, standards for maritime teaching, and self-evaluation.
2. A lecturing plan for the autumn semester which covers topics like learning theory, assessing learning outcomes, planning for learning, and learning in simulated environments through lectures and group work.
3. Literature related to learning theory, computer games and simulation, and situated and cognitive apprenticeship models of learning to inform course content.
5. Attribusjonsteori
Affeksjon/følelser
Attribusjon for
Stimulus oppgave
situasjon
suksess eller Handling
nederlag
Forventning om
suksess eller
nederlag
Weiner i Gagne 1993
7. Hva motiverer voksne for bruk av IKT?
De viktigste faktorene var:
• opplevelse av egne IKTevner ;
• erfaringer med bruk av IKT;
• tilgjengelige ressurser og tilfredshet med IKT;
• om bruk av IKT oppfattes som interessant og
ønskelig
Cox M, Preston and Cox 1999
9. Barrierer
• Manglende erfaring/kunnskap for å mestre
• For komplekse oppgaver
• For stort fokus på individuell oppfølging
• IKT ferdigheter blir for krevende og
overskygger andre ferdigheter
• Manglende grunnleggende ferdigheter står I
veien for IKT
Cox M, Preston and Cox 1999