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ezTalk-Differences of Traditional Learning and E-learning 100%

You can use your free time to learn any of your preferred courses(https://www.eztalks.com).


29/06/2017 www.pdf-archive.com

02 9Dec15 2821 Prasart-10 1 -2016 99%

The learning process is employed herbal plants to reinforce students learn how to sustain local knowledge with modern life and 21st century classroom.


25/09/2016 www.pdf-archive.com

2I17-IJAET1117362 v6 iss5 1948-1966 99%

expands choice on what, when, where and how people learn.


04/07/2014 www.pdf-archive.com

TET Paper 1 Child Development and Pedagogy 99%

Learners construct knowledge for themselves-constructing meaning is learning-focus on the learner not on the lesson taught- Personal and social construction of meaning-Learning to Learn making meaning Learning, a social activity-ZPD.


03/03/2017 www.pdf-archive.com

artigo educação heurística 99%

It affects the way knowledge is managed and how organizations learn.


08/08/2017 www.pdf-archive.com

PrinciplesofLearningandLearningTheory 98%

    PRINCIPLES OF LEARNING AND LEARNING THEORY                 Principles of Learning and Learning Theory  Hannah R. Hiles  University of North Carolina at Greensboro          1      PRINCIPLES OF LEARNING AND LEARNING THEORY 2  What is learning?  > Major Learning Theories: Gagné’s Hierarchy  Much of our understanding of education and the teaching process comes from Robert  Gagné, an early 20th­century experimental psychologist who was primarily interested in learning  and instruction. It was Gagné who gave us the most fundamental basis for the process of  teaching and what the instruction process looks like. Gagné’s Hierarchy of Learning presents  eight ways to learn, with each stage building on the lower levels, ensuring that the upper levels  require greater skill and ability to conquer.  From the bottom up they begin with Signal Learning. As it is at the very bottom of the  hierarchy it is part of Pavlov’s “classical conditioning,” or the act of conditioning a subject to  provide a desired response in conjunction with a predetermined signal. Next comes  Stimulus­Response Learning – a more advanced version of classical conditioning. It incorporates  the use of schedules and rewards in the learning process. Chaining comes next, wherein a student  begins to learn the ability to connect prior lessons together in an organized sequence. After  Chaining comes Verbal Association. A higher­level form of Chaining, Verbal Association is the  same idea, but with those prior lessons being vocal in nature as opposed to physical. Note that  only halfway up the hierarchy, we are finally at a point where the student is at a point where they  are beginning to incorporate verbal skills – the magnitude of Gagné’s hierarchy and just how  “basic” his most fundamental lessons are cannot be overstated.  Discrimination Learning, Concept Learning, and Rule Learning are next and are very  linked together. Discrimination Learning is the process of a student being able to form  appropriate responses in an organized and precise way. Concept Learning follows this by      PRINCIPLES OF LEARNING AND LEARNING THEORY 3  requiring that the student makes those same responses but now with the addition of  categorization – that they respond the same way to the same stimuli, regardless of order or  organization. Rule Learning eventually comes in, the second to last piece of Gagné’s hierarchy.  The most complex part of Rule Learning is that it requires the student to not only learn  relationships between situations and higher concepts but to also predict future situations and  concepts (ie, to understand social rules even if they are in a social situation that is new).  The final part of Gagné’s Hierarchy is Problem Solving. Gagné considered this the  highest level of learning. Because it requires entirely independent cognition and no external  stimuli, the student has to have mastered all previous levels in order to problem solve effectively.  In Problem Solving, the student must be able to face complicated rules and situations and not  know the answers – instead, he or she must know ways of getting to the answers (Singley 1989).  Gagné saw that by working their way up through the levels, students could eventually have  mastery of the task they were studying. This method also allowed for students to move at a pace  that worked for their own abilities, as well as letting them stop and start again at any point and  presenting the entire learning process as a journey rather than a means to an end (Clark 2004).  > Major Learning Theories: Bloom’s Taxonomy  This learning theory comes from a 1956 report that came to be known as “Bloom’s  Taxonomy,” a form of learning through instruction that takes into account the intake of  information through Cognitive (knowledge­based learning), Affective (emotion­based), and  Psychomotor (action­based). Much of instructional design that takes guidance from Bloom looks  specifically at the Cognitive model of Bloom’s Taxonomy, and the six individual components  that Bloom organizes in a hierarchy (similar to Gagné’s own hierarchy). For Bloom, the      PRINCIPLES OF LEARNING AND LEARNING THEORY 4  hierarchy comes in the form of Remembering, Understanding, Applying, Analyzing, Evaluating,  and Creating.  It’s important when looking at Bloom’s hierarchy to see that, as with Gagné, each step  leads to the next. The student begins with remembering materials – they can recall and repeat  facts and answers from their long­term memory with ease. Once they can remember information  they can proceed to understand it – one can memorize sums and figures or dates in history  without actually understanding what they mean, but Bloom saw this second level of  Understanding as an important moment in the educational process.  Applying is the student’s use of the information they have come to understand – this will  vary depending on the information they have, but the more they use the information at hand, the  deeper their understanding of it will come. This leads directly into Analyzing, where a student  can look at the work they are doing (their “application” in the previous state of the hierarchy)  and determine cause and effect. This work of analyzing their lesson moves organically into  Evaluating – if A causes B, and B is a problem, how can the student solve B? This stage of  Evaluation is similar to Gagné’s final level of Problem Solving – it is the process of a student  looking for the work they are doing and determining where the issues are, then finding for  themselves what the solutions may be.  Finally, the student can move into Creating. Unlike Gagné, Bloom didn’t see the  educational process as stopping at Problem Solving – for him, the pinnacle of mastering a skill or  learning something new came when the student was able to then take that information and do  something unique with it. Bloom’s first edition of the Taxonomy had this final stage as  “Knowledge,” but in 2001 (two years after his death), it was updated to “Creating” or      PRINCIPLES OF LEARNING AND LEARNING THEORY 5  “Synthesizing”. This is the student’s ability to take unique and individual parts and put them  together into a larger and more unified representation of the lesson or information they have been  learning – a synthesis of their learned knowledge (Wineburg 2009).  > Major Learning Theories: Behaviorism, Cognitivism, and Constructivism  Behaviorism, Cognitivism, and Constructivism are three additional members of learning  theory that cannot be neglected. Going back to Gagné’s “signal learning” and Pavlov’s “classical  conditioning,” Behaviorism looks at the most simple behavioral changes in an organism. As  Jordan et al point out, Behaviorists are quick to defend that they don’t believe learners don’t  think, rather “they [researchers] mainly choose to ignore inaccessible mental processes and focus  on observable behaviour” (2008). Cognitivism is a step up, branching into the mental processes  of how we observe and then process our environments and what happens to us. While  Behaviorism may be the knee­jerk reactions, Cognitivism in learning relies on “developing  effective ways of building schemata and processing information” (Jordan). Finally, in  Constructivism, we see yet a further advancement in the realm of cognition. Instead of simply  processing information as in Cognitivism, Constructivism is a school which is based on the  educator taking a passive role in their pupil’s learning – instead of dishing out answers, they may  use questions to inspire their students to probe deeper into their own understanding of the  materials, and find their own answers within. Jordan et al note that while the flow between  Constructivism and Cognitivism can be difficult to differentiate, Constructivism ultimately  “focuses on what people do with information to develop knowledge” (2008).     


24/04/2016 www.pdf-archive.com

FPSBotArtificialIntelligenceWithQLearning VG KQ 98%

We set out to observe whether reinforcement learning could allow bots to learn complex combat strategies and adapt to their enemies’ behaviors.


15/01/2020 www.pdf-archive.com

24 Hour Plumbing Knoxville TN 98%

Learn More Our Services Water Line Leak Repair Water Softener Faucet Frozen Pipes Learn More Learn More Learn More Learn More Learn More Backflow Preventer Trenchless Water Lines Learn More Hot Water Heaters Tankless Water Heaters Learn More Learn More Slab Leak Repair Learn More Learn More Water Filters Drain Cleaning Sewer Line Garbage Disposal Sump Pump Learn More Learn More Learn More Learn More Learn More Sewer Smoke Testing Leak Detection Sewer Odor Detection Sewer Line Camera Inspection Slab Leak Detection Learn More Learn More Learn More Learn More Learn More Plumbing Repairs Emergency Plumbing Toilet Gas Line Repair Learn More Learn More Learn More Learn More Why Choose Us?


24/08/2020 www.pdf-archive.com

APersonalizedFutureforEducation 98%

The students who learn best by listening will likely comprehend the content while others, who may learn best by doing, or perhaps at a different pace, will not.


04/04/2014 www.pdf-archive.com

Infographic- Emerging Trends in Educational Technology 98%

Student creators learn to properly evaluate and take advantage of credible resources to support their projects and goals and not just regurgitate information.


17/01/2017 www.pdf-archive.com

How to Learn Chinese 98%

Kunming College of Eastern Language https://www.learnchineseinkunming.com/ How to Learn Chinese Here are some suggestions about how to learn Chinese for foreigners.


13/06/2018 www.pdf-archive.com

Difference Between Cooperative and Collaborative Learning 98%

It is the norm in the modern industry so the children need to learn this skill even from a tender age.


04/09/2017 www.pdf-archive.com

learning and developing in the EYFS little hens 98%

Children learn and develop in different ways and at different rates Where the EYFS themes are well catered for, learning and development naturally happens.


20/07/2016 www.pdf-archive.com

free-guitar-report 98%

Steven Banks Click Here to LEARN HOW TO PLAY GUITAR NOW Learn Guitar Online - Its the easiest Way Have you ever tried using the internet to learn guitar playing?


24/06/2013 www.pdf-archive.com

10 6Jan16 2992 Revised Role of teacher Francisca 98%

In SDL, learners are the controller of learning and learners have the freedom to learn according to their needs.


25/09/2016 www.pdf-archive.com

ECGBL2012 98%

‘‘Students in traditional teacher led classes have little control over what they learn, are passive recipients of material chosen by teachers, must conform to the pace and ability level of the group (group instruction), and are given shallow, imprecise, normative feedback on their work’’ (Squire, 2003).


06/04/2017 www.pdf-archive.com

Brain Games 98%

Brain training is a simple but powerful way to enhance a student’s core ability to learn faster, easier, and better.


13/10/2016 www.pdf-archive.com

learning spanish and cant get1402 98%

It's true that very many people prefer to learn all alone.


03/07/2013 www.pdf-archive.com

Online Adult Learning Instrument 97%

Thus they are motivated to learn and ready to learn to the extent that they perceive learning will help them perform tasks or deal with problems that can relate to their life situations.


24/04/2013 www.pdf-archive.com

Engelsk resume - The Demonstrations School Projects-3 97%

Inclusion and Differentiated Teaching The subproject Inclusion and Differentiated Teaching has aimed to promote innovative teaching practices, introduce relevant digital technologies to the classroom, and learn about and enhance the school’s capacity to guide teachers.


22/06/2016 www.pdf-archive.com