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Malcolm Knowles is widely regarded as the father of adult learning. Since the 1960s, he articulated a distinction between pedagogy (the teaching of children) and andragogy (the teaching of adults). To be fair, Knowles evolved his of views of pedagogy and andragogy. In a nutshell, andragogy boils down to 5 key assumptions: 1.
An instructional design framework used to design effective learning. A term to describe adult learningtheory. A learningtheory developed by B.F Skinner based on the practice of positively reinforcing or rewarding the learner when they perform or achieve the desired learning outcome. Social Learning.
Derived from the Greek for ‘to lead’, pedagogy is an instructor-centered approach to educational activities in online and face-to-face environments. In eLearning, pedagogy involves selecting the best methods to convey information to learners. Social Learning. We learn by observing and imitating the behavior of others.
link] December 18-20, 2009 One Voice International Conference and Forum, Santa Fe, New Mexico, USA. link] January 3-6, 2010 One Voice Australia , Sydney, Australia, sponsored by the One Voice Institute of Elemental Ethics and Education. link] June 27-29, 2010 Conference on LearningTheory ( COLT), 23 rd annual, Haifa, Israel.
Performance Learning Productivity , May 28, 2010. Taxonomy of LearningTheories - E-Learning Provocateur , January 12, 2010. Instructional Design and E-Learning Blogs - Experiencing eLearning , July 6, 2010. Top 10 Resources on Instructional Design: Basics and More - Designed for Learning , August 3, 2010.
Too often we gather to discuss education, to expound on learningtheories and to congratulate ourselves for our pedagogical prowess, and yet we miss the crucial element, the context which should be central to everything we do. Where is the learner voice at learning conferences? And why not? The learner. Unported License.
The rise of a techno-pedagogy. While the first wave of elearning pioneers might be excused for having rushing ahead with a flawed model of learning on the grounds that they were (to borrow Mark Zuckerberg’s phrase) moving fast and breaking things, we have since learned a great deal more about the use of technology in learning.
I’ve been ranting about informal and computer-supported learning in organizations for twelve years now. I’m the Johnny Appleseed of networked, social learning I. In this article, I go one step further by listing specific, practical instructional design tips that are informed by those theories. I keep coming back to this topic.
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