“Here’s the really crucial question to ask yourself when designing for environment: What’s everything else we could do (besides training) that will allow learners to succeed?”
Principle: Students’ current level of development interacts with the social, emotional, and intellectual climate of the course to impact learning.
“Change is a process, not an event. Any time you want learners to change their behavior, it’s a process, and it needs to be reinforced.”
Principle: “Students’ motivation generates, directs, and sustains what they do to learn.”
Similar to the Ambrose post I made earlier today, I wanted to visualize the connections between the concepts within the chapter.
As a brief summary, the focus areas Dirksen presented include:
“Goal-direction practice coupled with targeted feedback are critical to learning”.
This principle was the driving theme behind Ambrose’s chapter 5. For this post, I wanted to do something a little different, and visualize the concepts behind the…
Ambrose discusses how in order for learners to develop mastery, they must acquire a set of component skills, practice those skills in combination to develop greater fluency, and understand the conditions and contexts in which they can apply those skills.
“[Learners] learn from visuals, and if we aren’t taking advantage of that capacity, we are tying one hand behind our backs as learning designers.”
I wanted to open the synopsis to Dirksen’s chapter 5 with this quote from the reading because I…
In Dirksen chapter 4, she discusses the role memory plays within learning.
She first highlights sensory memory, short-term memory (STM), and long-term memory (LTM).