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It was first introduced in the publication Taxonomy of Educational Objectives: The Classification of Educational Goals. The taxonomy divides learning objectives into three broad domains: cognitive (knowledge-based), affective (emotion-based), and psychomotor (action-based), each with a hierarchy of skills and abilities.
Learner characteristics and cognitive learning outcomes have been identified as the key factors in research on the implementation of games in educational settings. In the process of learning a language through an online game, there is a strong relationship between the learner's prior knowledge of that language and their cognitive learning outcomes.
Higher-order thinking, also known as higher order thinking skills (HOTS), [1] is a concept applied in relation to education reform and based on learning taxonomies (such as American psychologist Benjamin Bloom's taxonomy). The idea is that some types of learning require more cognitive processing than others, but also have more generalized benefits.
Originating in the United States in the late 1970s, instructional theory is influenced by three basic theories in educational thought: behaviorism, the theory that helps us understand how people conform to predetermined standards; cognitivism, the theory that learning occurs through mental associations; and constructivism, the theory explores the value of human activity as a critical function ...
Prerequisites are identified by doing a task analysis of a learning/training task. Learning hierarchies provide a basis for the sequencing of instruction. In addition, the theory outlines nine instructional events and corresponding cognitive processes: Gaining attention (reception) Informing learners of the objective (expectancy)
Cognitive acceleration or CA is an approach to teaching designed to develop students' thinking ability, developed by Michael Shayer and Philip Adey from 1981 at King's College London. [1] The approach builds on work by Jean Piaget and Lev Vygotsky and takes a constructivist approach.
There are some specific assumptions or principles that direct the instructional design: active involvement of the learner in the learning process, learner control, metacognitive training (e.g., self-planning, monitoring, and revising techniques), the use of hierarchical analyses to identify and illustrate prerequisite relationships (cognitive ...
Learning outcomes are then aligned to educational assessments, with the teaching and learning activities linking the two, a structure known as constructive alignment. [4] Writing good learning outcomes can also make use of the SMART criteria. Types of learning outcomes taxonomy include: Bloom's taxonomy; Structure of observed learning outcome ...