tipos de eduación

1. TYPES OF LEARNING
By: Juan Carlos Balderas Román

2. • On these slides we want to show some
examples of different types of ways a persona
can learn.

3. EPISODIC LEARNING
• Episodic learning is a change in behavior that occurs
as a result of an event. For example, a fear of dogs
that follows being bitten by a dog is episodic learning.
Episodic learning is so named because events are
recorded into episodic memory, which is one of the
three forms of explicit learning and retrieval, along
with perceptual memory and semantic memory.

4. MULTIMEDIA LEARNING
• Multimedia learning occurs when a learner builds a
mental representation from words and pictures that
have been presented. For purposes of research
program, multimedia instructional messages are
presentations of material using words and pictures
that are intended to foster learning. The pictures can
be static graphics such as photos, drawings, maps,
charts, figures, and tables or dynamic graphics such as
video or animation.

5. E-LEARNING
• Is defined as an innovative approach for
delivering electronically mediated, well-
designed, learner-centered and interactive
learning environments to anyone, anywhere,
anytime (commonly known as the triple A’s of
learning) by utilizing the Internet and digital
technologies in conjunction with instructional
design principles.

6. AUGMENTED LEARNING
• Augmented Learning is the next step in the evolution of
eLearning to enhance the learner’s experience and
demystify real world objects and their environment. It is
closely associated with Augmented Intelligence and
Augmented Reality. As Augmented Intelligence applies
information processing capabilities to extend the
processing capabilities of the human mind, Augmented
Reality superimposes information based on the learner’s
sensory inputs.

7. ROTE LEARNING
• Rote learning does not have to be meaningless repetition and
may help in deeper understanding as well as in accuracy of
knowledge in eastern philosophy it is regarded as an essential
tool to support deeper understanding because it would develop
students’ critical thinking skills.

8. MEANINGFUL LEARNING
• Process through which the same information is related, in a non-
arbitrary way (not literal), with a relevant aspect of the cognitive
structure of the individual.

9. INFORMAL LEARNING
• Is any learning that is not formal learning or non-formal
learning, such as self-directed learning or learning from
experience. Informal learning is organized differently than
formal and non-formal learning because it has no set
objective in terms of learning outcomes and is never
intentional from the learner’s standpoint. For all learners
this includes heuristic language building, socialization,
enculturation, and play. Informal learning is a pervasive
ongoing phenomenon of learning via participation or learning
via knowledge creation, in contrast with the traditional view
of teacher-centered learning via knowledge acquisition.

10. SITUATED LEARNING
• Is a theory that describes the process of learning as
highly social, embedded in the lives of learners, and
can be complementary to constructivism. Much of
the theory of situated learning centers on the notion
of communities of practice: dynamic groups that are
present throughout our lives in which we
participate in various ways. Such groups exist in
schools, workplaces, social organizations, and
families. Each of these groups has a set of practices
that members learn over time.

11. FORMAL LEARNING
• we can define the Formal learning as a
way to learn based on a classroom, that
is necessary on the trading of
information.

12. NONFORMAL LEARNING
• This type of learning refers to
every kind of learning obtained
outside a classroom, as learning
on or daily basis.

13. TANGENTIAL LEARNING
• Tangential learning refers to a type of self-
learning in which the learner is exposed to a
ludic environment that they already enjoy, for
example, when someone plays a music game,
the learning is self-motivated to learn a real
instrument.

14. DIALOGIC LEARNING
• when we speak about dialogic learning,
we can infer that a dialogue between
learner and teacher is implicit, because it
take place through dialogue, but in this
case, mostly between pairs, taking as the
fundament the sharing of ideas.

15. INCIDENTAL LEARNING
• Incidental learning is when there is a real
learning, but it is essentially when the learning
is not planned. this can happen in a exploration,
observation or experimentation.

16. META LEARNING
• this is a process of metacognition, in this type of
learning the learner is aware of his own learning
habits, and is in control of his learning process.

17. B-LEARNING
• Definitions says, B-learning is a process in which
the learner has a mixed context of learning, part of
his learning process has to be face to face, and the
other can be online, in this situation, the learner is
in control of the context and the environment,
times and place to learn properly.

18. REFERENCES
• Dialogic teaching and learning : Faculty of Education. (2018). Retrieved from
https://www.educ.cam.ac.uk/research/projects/camtalk/dialogic/
• Dialogic teaching and learning : Faculty of Education. (2018). Retrieved from
https://www.educ.cam.ac.uk/research/projects/camtalk/dialogic/
• Klopfer, E. (2008). Augmented Learning : Research and Design of Mobile
Educational Games. Cambridge, Mass: The MIT Press.
• Learning. (2018). Retrieved from https://en.wikipedia.org/wiki/Learning
• Mayer, R. (2002). Psychology of Learning and Motivation. Evanston: Elsevier.
• Moreira, M. (2000). Aprendizaje significativo: teoría y práctica. Madrid: Visor.
• Woody, M. (2018). Why formal learning shouldn’t be the cornerstone of your learning
plan. Retrieved from https://www.docebo.com/blog/what-is-formal-learning/