Karteikarten
Chapter 2
Karten in diesem Stapel (16)
- 170-20-10 Model- 70% On the job and assignments
- 20% Relationships
- 10% Formal learning activities - 2Learning Outcomes1. Verbal Information
2. Intellectual Skills
3. Cognitive Strategies
4. Motor Skills
5. Attitudes - 3Gagné Model1. Verbal Information (Declarative Knowledge)
2. Intellectual Skills (Procedural Knowledge)
3. Cognitive Strategies (How & when to use)
4. Motor Skills (Physical Movements)
5. Attitudes (Internal States) - 4Kraiger & Colleagues' Model- Cognitive Domain (Verbal knowledge, knowledge organization, cognitive strategies)
- Skill-based outcomes (Compilation, Automaticity)
- Affective Outcomes (Attitudinal, Motivational) - 5Adaptive Character of Thought Theory (ACT Theory)Stage 1 : Declarative Knowledge
**Learning:** Facts, knowledge and information
**Performance:** Resource Dependent
Stage 2 : Knowledge Compilation
**Learning:** Integration tasks into sequences
**Performance:** Fragmented and piecemeal
Stage 3 : Procedural Knowledge (Proceduralization)
**Learning:** Task mastery
**Performance:** Automatic and habitual - 6Kolb's Learning StylesConverging
Thinking and Doing
Abstract conceptualization (AC) and active experimentation (AE)
Diverging
Feeling and Watching
Concrete experience (CE) and reflective observation (RO)
Assimilating
Thinking and Watching
Abstract conceptualization (AC) and reflective observation (RO)
Accommodating
Feeling and Doing
Concrete experience (CE) and active experimentation (AE) - 7Fleming Learning StyleVARK:
Visual
Aural/Auditory
Read/Write
Kinaesthetic - 8Conditioning Theorygraph LR
Stimulus --> Behaviour --> Consequence
Stimulus
Events or cues in env. attract attention
Behaviour
Response or Set of responses
Consequence
Positive Reinforcement
Negative Reinforcement
No Consequence
Punishment - 9Conditioning Process- **Shaping** Reinforcement of each step in the process until mastery
**Chaining** Reinforcement of sequences of tasks
**Generalization** Conditioned response occurs in circumstances different for learning - 10Social LearningLearning through interactions with others
- 11Factors of Self-Efficacy1. Task Mastery
2. Observation
3. Verbal Persuasion
4. Social Influence
5. Physiological/Emotional state - 12Self-Regulated Learning1. Self-Monitoring
2. Goal-setting
3. Practicing and rehearsing desired behaviours
4. Tracking progress
5. Self-Evaluation
6. Self-reinforcement - 13Distal v. Proximal GoalDistal: Long-term/end goal
Proximal: Short-term/sub goal toward achieving a distal goal - 14Goal Orientation VariantsLearning Goal Orientation (LGO)
Concerned about developing competence by acquiring new skills and mastering new tasks (Seek: Favourable judgement Avoid: Negative Judgement)
Prove Performance Goal Orientation (PPGO)
Focus on favourable judgement and demonstrating capability
Avoid Performance Goal Orientation (APGO)
Avoid negative judgement about performance - 15Learning Goals v. Performance Goals**Learning Goals**
Process-oriented (Focused on learning process)
**Performance Goals**
Outcome-oriented
Focus on achievement of specific outcomes - 16Locus of Control (I v E)Internal Locus
Opportunity to control behaviour resides within themself
External Locus
External forces determine behaviour
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- Education Karteikarten am Chapter 2, erstellt von Thomas Lecomte am 30/09/2023.
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- Thomas Lecomte
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