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Related Concept Videos

Cognitive Learning01:21

Cognitive Learning

757
Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
Tolman introduced the idea that behavior is influenced by...
757
Introduction to Learning01:18

Introduction to Learning

643
Learning is the process of acquiring knowledge or skills through practice or experience, leading to long-lasting behavioral changes. This acquisition occurs through interaction with the environment and requires practice or experience. For instance, mastering a skill such as surfing requires considerable practice and experience, highlighting the essential role of repeated interactions with the environment in learning.
In contrast to learned behaviors, unlearned behaviors such as crying, sexual...
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Design Consideration01:22

Design Consideration

381
Designing a structure involves a series of considerations, primarily the material's ultimate strength, calculated through tests that measure changes under increased force until the material reaches its breaking point or limit. The ultimate load, where the material breaks, is divided by its original cross-sectional area, resulting in the ultimate normal stress or strength. The ultimate shearing stress is another significant factor taken into account.
The factor of safety is another key...
381
Group Design02:01

Group Design

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The most basic experimental design involves two groups: the experimental group and the control group. The two groups are designed to be the same except for one difference— experimental manipulation. The experimental group gets the experimental manipulation—that is, the treatment or variable being tested—and the control group does not. Since experimental manipulation is the only difference between the experimental and control groups, we can be sure that any differences between...
9.9K
Learning Disabilities01:25

Learning Disabilities

333
Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...
333
Purposive Learning01:22

Purposive Learning

258
E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a...
258

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What should learning designers learn?

Keith Heggart1, Camille Dickson-Deane1

  • 1University of Technology Sydney, Ultimo, Australia.

Journal of Computing in Higher Education
|July 6, 2021
PubMed
Summary

Learning designers are in high demand globally, yet their role is often unclear. This Australian case study defines key principles for learning design education, clarifying essential knowledge, skills, and abilities for the field.

Area of Science:

  • Educational Technology
  • Human-Computer Interaction
  • Instructional Design

Background:

  • The role of Learning Designers is experiencing global demand across various industries.
  • In Australia, Learning Designers are sought after in education, corporate training, finance, and non-profit sectors.
  • The varied and often unclear nature of the Learning Designer role presents an opportunity for definition.

Purpose of the Study:

  • To define the essential knowledge, skills, and abilities for Learning Designers.
  • To establish key principles for developing learning design education programs.
  • To reposition the understanding of the Learning Designer field.

Main Methods:

  • Design-based research methods were employed in a pre-production mode.
Keywords:
Course designCurriculumHigher educationInstructional designLearning design

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  • An Australian case study approach was utilized.
  • Analysis focused on identifying principles informing course development.

    • Main Results:

    • Key principles guiding the development of a learning design course of study were identified.
    • The operationalization of these principles within course design was examined.
    • The study provides a framework for understanding the Learning Designer role.

    Conclusions:

    • There is a clear opportunity to define the Learning Designer profession.
    • Design-based research offers a viable method for curriculum development in this field.
    • This work contributes to a clearer understanding of the Learning Designer's knowledge, skills, and abilities.