Instructional design, also known as instructional systems design, is the analysis of learning needs and systematic development of instruction. Instructional designers often use Instructional technology as a method for developing instruction. Instructional design models typically specify a method, that if followed will facilitate the transfer of knowledge, skills and attitude to the recipient or acquirer of the instruction."
Monday, May 22, 2017
Thursday, March 23, 2017
learning
Learning
learning is the act of acquiring new or modifying or reinforcing existing knowledge attitudes and skills that may lead to a potential change in synthesizing information, depth of the knowledge attitude or behaviour relative to the type and range of experience.
Learning Theories
learning is the act of acquiring new or modifying or reinforcing existing knowledge attitudes and skills that may lead to a potential change in synthesizing information, depth of the knowledge attitude or behaviour relative to the type and range of experience.
Learning Theories
| Behaviorism | Cognitive Constructivism | Social Constructivism | |
| View of knowledge | Knowledge is a repertoire of behavioral responses to environmental stimuli. | Knowledge systems of cognitive structures are actively constructed by learners based on pre-existing cognitive structures. | Knowledge is constructed within social contexts through interactions with a knowledge community. |
| View of learning | Passive absorption of a predefined body of knowledge by the learner. Promoted by repetition and positive reinforcement. | Active assimilation and accommodation of new information to existing cognitive structures. Discovery by learners. | Integration of students into a knowledge community. Collaborative assimilation and accommodation of new information. |
| View of motivation | Extrinsic, involving positive and negative reinforcement. | Intrinsic; learners set their own goals and motivate themselves to learn. | Intrinsic and extrinsic. Learning goals and motives are determined both by learners and extrinsic rewards provided by the knowledge community. |
| Implications for Teaching | Correct behavioral responses are transmitted by the teacher and absorbed by the students. | The teacher facilitates learning by providing an environment that promotes discovery and assimilation/accommodation. | Collaborative learning is facilitated and guided by the teacher. Group work. |
Tuesday, October 25, 2016
testing page
BMI 7
Module - 03
Personality and Team Work
Personality refers to individual differences in characteristic patterns of thinking, feeling and behaving. The study of personality focuses on two broad areas: One is understanding individual differences in particular personality characteristics, such as sociability or irritability. The other is understanding how the various parts of a person come together as a whole.
American Psychological Association
- the set of emotional qualities, ways of behaving, etc., that makes a person different from other people
- : attractive qualities (such as energy, friendliness, and humor) that make a person interesting or pleasant to be with
- : attractive qualities that make something unusual or interesting
- merriam webster
a person as an embodiment of a collection of qualities:
He is a curious personality.
Personality traits are distinguishing qualities or characteristics that are the embodiment of an individual's. They are your habitual patterns of behavior, temperament and emotion. Skills, on the other hand, are the learned capacity to carry out specific tasks.
The big Five personality traits - OCEAN
- Openness
- Conscientiousness
- Extraversion
- Agreeableness
- Neuroticism
Openness
Open to experience
Conscientiousness
organized, disciplined dependable, acheivement - focused and reliable
Extraversion
chatty, sociable and draw energy from crowds. They tend to be assertive and cheerful in their social interactions.
Agreeableness
trusting helpful and compassionate
Neuroticism
People high in neuroticism worry frequently and easily slip into anxiety and depression
Temperament vs. personality[edit]
There are debates between researchers of temperament and researchers of personality as to whether or not biologically-based differences define a concept of temperament or a part of personality. The presence of such differences in pre-cultural individuals (such as animals or young infants) suggests that they belong to temperament since personality is a socio-cultural concept. For this reason developmental psychologists generally interpret individual differences in children as an expression of temperament rather than personality.[62] Some researchers argue that temperaments and personality traits are age-specific manifestations of virtually the same latent qualities.[63][64] Some believe that early childhood temperaments may become adolescent and adult personality traits as individuals' basic genetic characteristics actively, reactively, and passively interact with their changing environments.[62][63][65]
Team work and Group
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testing page
BMI 7
Module - 03
Personality and Team Work
Personality refers to individual differences in characteristic patterns of thinking, feeling and behaving. The study of personality focuses on two broad areas: One is understanding individual differences in particular personality characteristics, such as sociability or irritability. The other is understanding how the various parts of a person come together as a whole.
American Psychological Association
- the set of emotional qualities, ways of behaving, etc., that makes a person different from other people
- : attractive qualities (such as energy, friendliness, and humor) that make a person interesting or pleasant to be with
- : attractive qualities that make something unusual or interesting
- merriam webster
a person as an embodiment of a collection of qualities:
He is a curious personality.
Personality traits are distinguishing qualities or characteristics that are the embodiment of an individual's. They are your habitual patterns of behavior, temperament and emotion. Skills, on the other hand, are the learned capacity to carry out specific tasks.
The big Five personality traits - OCEAN
- Openness
- Conscientiousness
- Extraversion
- Agreeableness
- Neuroticism
Openness
Open to experience
Conscientiousness
organized, disciplined dependable, acheivement - focused and reliable
Extraversion
chatty, sociable and draw energy from crowds. They tend to be assertive and cheerful in their social interactions.
Agreeableness
trusting helpful and compassionate
Neuroticism
People high in neuroticism worry frequently and easily slip into anxiety and depression
Temperament vs. personality[edit]
There are debates between researchers of temperament and researchers of personality as to whether or not biologically-based differences define a concept of temperament or a part of personality. The presence of such differences in pre-cultural individuals (such as animals or young infants) suggests that they belong to temperament since personality is a socio-cultural concept. For this reason developmental psychologists generally interpret individual differences in children as an expression of temperament rather than personality.[62] Some researchers argue that temperaments and personality traits are age-specific manifestations of virtually the same latent qualities.[63][64] Some believe that early childhood temperaments may become adolescent and adult personality traits as individuals' basic genetic characteristics actively, reactively, and passively interact with their changing environments.[62][63][65]
Team work and Group
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