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Model-centered Instruction
{{Use mdy dates, date=March 2021 Model-centered instruction is a general theory of instructional design developed by Andrew S. Gibbons.Gibbons, A. S., Model-Centered Instruction. ''Journal of Structural Learning and Intelligent Systems''. 14: 511-540, 2001. This theory can be used to design individual and group instruction for all kinds of learning in any type of learning environment. In addition, this theory may be used to design instruction with a wide variety of technologies and many media delivery systems. Theory summary The theory of model-centered instruction is based on the assumption that the purpose of instruction is to help learners construct knowledge about objects and events in their environment. In the field of cognitive psychology, theorists assert that knowledge is represented and stored in human memory as dynamic, networked structures generally known as schema or mental models. This concept of mental models was incorporated by Gibbons into the theory of model-ce ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Instructional Design
Instructional design (ID), also known as instructional systems design and originally known as instructional systems development (ISD), is the practice of systematically designing, developing and delivering instructional materials and experiences, both digital and physical, in a consistent and reliable fashion toward an efficient, effective, appealing, engaging and inspiring acquisition of knowledge. The process consists broadly of determining the state and needs of the learner, defining the end goal of instruction, and creating some "intervention" to assist in the transition. The outcome of this instruction may be directly observable and scientifically measured or completely hidden and assumed. There are many instructional design models, but many are based on the ADDIE model with the five phases: analysis, design, development, implementation, and evaluation. History Origins As a field, instructional design is historically and traditionally rooted in cognitive and behavioral psyc ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Andrew S
Andrew is the English form of the given name, common in many countries. The word is derived from the , ''Andreas'', itself related to ''aner/andros'', "man" (as opposed to "woman"), thus meaning "manly" and, as consequence, "brave", "strong", "courageous", and "warrior". In the King James Bible, the Greek "Ἀνδρέας" is translated as Andrew. Popularity In the 1990s, it was among the top ten most popular names given to boys in English-speaking countries. Australia In 2000, the name Andrew was the second most popular name in Australia after James. In 1999, it was the 19th most common name, while in 1940, it was the 31st most common name. Andrew was the first most popular name given to boys in the Northern Territory in 2003 to 2015 and continuing. In Victoria, Andrew was the first most popular name for a boy in the 1970s. Canada Andrew was the 20th most popular name chosen for male infants in 2005. Andrew was the 16th most popular name for infants in British Columbia i ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Cognitive Psychology
Cognitive psychology is the scientific study of human mental processes such as attention, language use, memory, perception, problem solving, creativity, and reasoning. Cognitive psychology originated in the 1960s in a break from behaviorism, which held from the 1920s to 1950s that unobservable mental processes were outside the realm of empirical science. This break came as researchers in linguistics and cybernetics, as well as applied psychology, used models of mental processing to explain human behavior. Work derived from cognitive psychology was integrated into other branches of psychology and various other modern disciplines like cognitive science, linguistics, and economics. History Philosophically, ruminations on the human mind and its processes have been around since the times of the Ancient Greece, ancient Greeks. In 387 BCE, Plato had suggested that the brain was the seat of the mental processes. In 1637, René Descartes posited that humans are born with innate ideas and ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Memory
Memory is the faculty of the mind by which data or information is encoded, stored, and retrieved when needed. It is the retention of information over time for the purpose of influencing future action. If past events could not be remembered, it would be impossible for language, relationships, or personal identity to develop. Memory loss is usually described as forgetfulness or amnesia. Memory is often understood as an informational processing system with explicit and implicit functioning that is made up of a sensory processor, short-term (or working) memory, and long-term memory. This can be related to the neuron. The sensory processor allows information from the outside world to be sensed in the form of chemical and physical stimuli and attended to various levels of focus and intent. Working memory serves as an encoding and retrieval processor. Information in the form of stimuli is encoded in accordance with explicit or implicit functions by the working memory p ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Schema (psychology)
In psychology and cognitive science, a schema (: schemata or schemas) describes a pattern of thought or behavior that organizes categories of information and the relationships among them. It can also be described as a mental structure of preconceived ideas, a framework representing some aspect of the world, or a system of organizing and perceiving new information, such as a mental schema or conceptual model. Schemata influence attention and the absorption of new knowledge: people are more likely to notice things that fit into their schema, while re-interpreting contradictions to the schema as exceptions or distorting them to fit. Schemata have a tendency to remain unchanged, even in the face of contradictory information. Schemata can help in understanding the world and the rapidly changing environment. People can organize new perceptions into schemata quickly as most situations do not require complex thought when using schema, since automatic thought is all that is required. ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Mental Models
A mental model is an internal representation of external reality: that is, a way of representing reality within one's mind. Such models are hypothesized to play a major role in cognition, reasoning and decision-making. The term for this concept was coined in 1943 by Kenneth Craik, who suggested that the mind constructs "small-scale models" of reality that it uses to anticipate events. Mental models can help shape behaviour, including approaches to solving problems and performing tasks. In psychology, the term ''mental models'' is sometimes used to refer to mental representations or mental simulation generally. The concepts of schema and conceptual models are cognitively adjacent. Elsewhere, it is used to refer to the "mental model" theory of reasoning developed by Philip Johnson-Laird and Ruth M. J. Byrne. History The term ''mental model'' is believed to have originated with Kenneth Craik in his 1943 book ''The Nature of Explanation''. Georges-Henri Luquet in ''Le dessin enfant ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Causality
Causality is an influence by which one Event (philosophy), event, process, state, or Object (philosophy), object (''a'' ''cause'') contributes to the production of another event, process, state, or object (an ''effect'') where the cause is at least partly responsible for the effect, and the effect is at least partly dependent on the cause. The cause of something may also be described as the reason for the event or process. In general, a process can have multiple causes,Compare: which are also said to be ''causal factors'' for it, and all lie in its past. An effect can in turn be a cause of, or causal factor for, many other effects, which all lie in its future. Some writers have held that causality is metaphysics , metaphysically prior to notions of time and space. Causality is an abstraction that indicates how the world progresses. As such it is a basic concept; it is more apt to be an explanation of other concepts of progression than something to be explained by other more fun ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Multimedia
Multimedia is a form of communication that uses a combination of different content forms, such as Text (literary theory), writing, Sound, audio, images, animations, or video, into a single presentation. This is in contrast to traditional mass media, such as printed material or audio recordings, which only feature one form of media content. Popular examples of multimedia include video podcasts, audio slideshows, and animated videos. Creating multimedia content involves the application of the principles of effective interactive communication. The five main building blocks of multimedia are text, image, audio, video, and animation. Multimedia encompasses various types of content, each serving different purposes: * Text - Fundamental to multimedia, providing context and information. * Audio - Includes music, sound effects, and voiceovers that enhance the experience. Recent developments include spatial audio and advanced sound design. * Ima ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Peer Group
In sociology, a peer group is both a social group and a primary group of people who have similar interests ( homophily), age, background, or social status. Members of peer groups are likely to influence each others' beliefs and behaviour. During adolescence, peer groups tend to face dramatic changes. Adolescents tend to spend more time with their peers and have less adult supervision. Peer groups give a sense of security and identity. A study found that during the adolescent phase as adolescents spend double time with their peers compared to the time youth spend with their parents. Adolescents' communication shifts during this time as well. They prefer to talk about school and their careers with their parents, and they enjoy talking about sex and other interpersonal relationships with their peers. Children look to join peer groups who accept them, even if the group is involved in negative activities. Children are less likely to accept those who are different from them. Friendship ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Problem Solving
Problem solving is the process of achieving a goal by overcoming obstacles, a frequent part of most activities. Problems in need of solutions range from simple personal tasks (e.g. how to turn on an appliance) to complex issues in business and technical fields. The former is an example of simple problem solving (SPS) addressing one issue, whereas the latter is complex problem solving (CPS) with multiple interrelated obstacles. Another classification of problem-solving tasks is into well-defined problems with specific obstacles and goals, and ill-defined problems in which the current situation is troublesome but it is not clear what kind of resolution to aim for. Similarly, one may distinguish formal or fact-based problems requiring G factor (psychometrics), psychometric intelligence, versus socio-emotional problems which depend on the changeable emotions of individuals or groups, such as Emotional intelligence, tactful behavior, fashion, or gift choices. Solutions require suff ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Philosophy Of Education
The philosophy of education is the branch of applied philosophy that investigates the nature of education as well as its aims and problems. It also examines the concepts and presuppositions of education theories. It is an interdisciplinary field that draws inspiration from various disciplines both within and outside philosophy, like ethics, political philosophy, psychology, and sociology. Many of its theories focus specifically on education in schools but it also encompasses other forms of education. Its theories are often divided into descriptive theories, which provide a value-neutral description of what education is, and normative theories, which investigate how education should be practiced. A great variety of topics is discussed in the philosophy of education. Some studies provide a conceptual analysis of the fundamental concepts of education. Others center around the aims or purpose of education, like passing on knowledge and the development of the abilities of good reas ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
