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Early experiences with deploying the LHS have been instructive and have led to further adoption and spread. The LHS model is being applied in specific medical specialties such as pediatrics [17] and oncology, [18] and further examination of the environment and conditions that support learning have spurred development of increasingly detailed and specialized frameworks [19] [20] [21] that can ...
[25] There appears to be a lack of research on whether this framework of teaching and learning principles is more relevant to adult learners or if it is just a set of good practices that could be used for both children and adult learners. The way adults learn is different from the pedagogical approach used to foster learning in K-12 settings.
The two different views of transformative learning described here as well as examples of how it occurs in practice [34] suggest that no single model of transformative learning exists. When transformative learning is the goal of adult education , fostering a learning environment in which it can occur should consider the following:
A sharp, clear, vivid, dramatic, or exciting learning experience teaches more than a routine or boring experience. The principle of intensity implies that a student will learn more from the real thing than from a substitute. Examples, analogies, and personal experiences also make learning come to life.
These studies have shown that active problem solving early in the learning process is a less effective instructional strategy than studying worked examples (Sweller and Cooper, 1985; Cooper and Sweller, 1987). Certainly active problem solving is useful as learners become more competent, and better able to deal with their working memory limitations.
Geographical learning theory focuses on the ways that contexts and environments shape the learning process. Outside the realm of educational psychology , techniques to directly observe the functioning of the brain during the learning process, such as event-related potential and functional magnetic resonance imaging , are used in educational ...
The model was developed by Dr. Kathleen Stevens at the Academic Center for Evidence-Based Practice located at the University of Texas Health Science Center at San Antonio. [3] The model has been represented in many nursing textbooks , used as part of an intervention to increase EBP competencies, and as a framework for instruments measuring EBP ...
Universal Design for Learning (UDL) is an educational framework based on research in the learning theory, including cognitive neuroscience, that guides the development of flexible learning environments and learning spaces that can accommodate individual learning differences. [1]