Titlebook: Integrated and Holistic Perspectives on Learning, Instruction and Technology; Understanding Comple J. Michael Spector,Theresa M. Anderson B

correspondent

Building Theory Into Practice in Learning and Instruction process and inform the design of learning environments. This principle may be called the Theory-into-Practice Principle, or TP for short. This prescriptive principle is intended to connect learning theories that are primarily descriptive with instructional design principles that are primarily presc

Cytokines

opalescence

archenemy

Mental Models & Instructional Planning on a meta-theoretical level, the concept of . has strong educational implications for instructional practice. A central assumption of situated cognition is that people construct mental models to meet the requirements of (learning) situations to be cognitively mastered. Research on how to influence

Morsel

Reality, Models and Complex Teaching Learning Environmentshe greater diversity of the workforce, especially in Europe. In meeting the new challenges associated with increasing complexity, linearized and chopped up pieces of curricula are less and less effective. New modes of teaching and learning that help to develop deep comprehension of the systems chara

HEW

Building Versus Using Simulationsations themselves. At a general level it is tempting to say that the former (using simulations) applies more to procedural learning while the latter (building simulations) applies more to declarative learning. But what of the specific cases, the exceptions, and most importantly the common situation

ensemble

共同生活

Epistemology, Psychology of Learning and Instructional Designed interest in experientialism, influenced by studies of basic-level concepts, is discussed. Second, the relationship between naturalistic epistemology and the psychology of problem solving and learning is outlined. Third, the implications for the design of instruction are clarified. The chapter mak

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良心