Walk the Walk: Using Learning Theory in the Exhibit Design Process was presented by Stacey Mann, Cynthia Sharpe, and Phil Lindsey at the 2011 American Association of Museums (AAM) conference in Houston, TX.
The document discusses the history and key principles of constructivism and constructionism in instructional design. It covers theorists like Piaget, Vygotsky, Bruner, Papert and models like cognitive apprenticeship. Constructivism views learning as an active process where learners construct new ideas based on their existing knowledge. Constructionism builds on this, emphasizing that learning happens most effectively when people actively make things in the real world. The document also outlines principles for constructivist teaching, including asking open-ended questions and encouraging collaboration, reflection and problem-solving.
The document discusses meaningful learning and how technology can foster meaningful learning. It defines meaningful learning as being active, constructive, intentional, authentic, and cooperative. It explains that technologies can support meaningful learning by allowing learners to construct knowledge, access information, collaborate, and reflect. Technologies act as tools for knowledge construction, information vehicles, authentic learning contexts, social mediums for conversation, and intellectual partners for reflection.
Teachers as learning designers: using design thinking to innovate and enhance...Rikke Toft Noergaard
The document discusses using design thinking to reconfigure teaching practice for the changing university environment. It advocates that teachers adopt the role of learning designers by intentionally designing learning experiences through answering questions about vision, pedagogy, and implementation. This process moves from identifying problems and envisioning solutions, to determining pedagogical approaches and learning activities, to selecting technologies and tasks. An example learning design process is provided to illustrate moving from understanding why a new approach is needed, to determining how it will be structured, to specifying what it will involve. The goal is to help teachers intentionally create meaningful, future-oriented learning experiences for students.
Integration in the 21st Century Classroombgalloway
The document discusses curriculum integration and 21st century skills. It provides information on integrating subjects around themes, benefits to students like increased relevance and motivation, benefits to teachers like easier transitions and shared ideas, and examples of integration models like parallel disciplines and multidisciplinary designs. Research on learning modalities and styles is presented, along with 21st century skills frameworks and questions around big issues and solutions.
The document discusses several learning theories and instructional models. It describes constructivism as how knowledge is constructed based on interactions between new information and prior knowledge. It also outlines cognitive flexibility theory, generative learning theory, and knowledge as tools. Several theorists are mentioned including John Bransford, Jerome Bruner, John Dewey, Jean Lave, Etienne Wenger, Seymour Papert, Jean Piaget, Rand Spiro, and Lev Vygotskie. Various instructional models are then defined, such as anchored instruction, authentic learning, case-based learning, cognitive apprenticeship, and collaborative learning. Finally, it discusses implications for instructional design including authentic assessment, learning through exploration, and problem-
This document discusses complex cognitive processes such as conceptual understanding, thinking, and problem solving. It describes how concepts are formed and ways to prompt concept formation, including learning features, defining concepts with examples, building concept maps, and hypothesis testing. It also discusses different types of thinking like reasoning, critical thinking, decision making, and creative thinking. Strategies are provided to encourage critical and creative thinking in students.
The document discusses the use of ePortfolios and reflective storytelling to support deep learning. It describes how ePortfolios can help students develop an understanding of themselves as lifelong learners by supporting metacognition, reflection on experiences, and goal setting. Reflective storytelling through digital storytelling and writing is presented as a key component of ePortfolios, as it allows students to construct meaning from their learning experiences and showcase their growth over time. Implementing ePortfolios requires considering their purpose, appropriate tools, and ensuring the process supports reflection and identity development.
This document discusses differentiation and how it can be used to meet the needs of diverse learners. Differentiation is meant to make instruction multi-purpose and goal-oriented to meet the needs of all students. It involves using flexible grouping, formative assessments, matched resources, student choice, and exit points. Differentiation also considers a student's readiness, interests, and learning profile. The document outlines various models for differentiation including content, process, product, and affect. It also discusses learning profiles and intelligences using Gardner's multiple intelligences.
The document discusses the history and key principles of constructivism and constructionism in instructional design. It covers theorists like Piaget, Vygotsky, Bruner, Papert and models like cognitive apprenticeship. Constructivism views learning as an active process where learners construct new ideas based on their existing knowledge. Constructionism builds on this, emphasizing that learning happens most effectively when people actively make things in the real world. The document also outlines principles for constructivist teaching, including asking open-ended questions and encouraging collaboration, reflection and problem-solving.
The document discusses meaningful learning and how technology can foster meaningful learning. It defines meaningful learning as being active, constructive, intentional, authentic, and cooperative. It explains that technologies can support meaningful learning by allowing learners to construct knowledge, access information, collaborate, and reflect. Technologies act as tools for knowledge construction, information vehicles, authentic learning contexts, social mediums for conversation, and intellectual partners for reflection.
Teachers as learning designers: using design thinking to innovate and enhance...Rikke Toft Noergaard
The document discusses using design thinking to reconfigure teaching practice for the changing university environment. It advocates that teachers adopt the role of learning designers by intentionally designing learning experiences through answering questions about vision, pedagogy, and implementation. This process moves from identifying problems and envisioning solutions, to determining pedagogical approaches and learning activities, to selecting technologies and tasks. An example learning design process is provided to illustrate moving from understanding why a new approach is needed, to determining how it will be structured, to specifying what it will involve. The goal is to help teachers intentionally create meaningful, future-oriented learning experiences for students.
Integration in the 21st Century Classroombgalloway
The document discusses curriculum integration and 21st century skills. It provides information on integrating subjects around themes, benefits to students like increased relevance and motivation, benefits to teachers like easier transitions and shared ideas, and examples of integration models like parallel disciplines and multidisciplinary designs. Research on learning modalities and styles is presented, along with 21st century skills frameworks and questions around big issues and solutions.
The document discusses several learning theories and instructional models. It describes constructivism as how knowledge is constructed based on interactions between new information and prior knowledge. It also outlines cognitive flexibility theory, generative learning theory, and knowledge as tools. Several theorists are mentioned including John Bransford, Jerome Bruner, John Dewey, Jean Lave, Etienne Wenger, Seymour Papert, Jean Piaget, Rand Spiro, and Lev Vygotskie. Various instructional models are then defined, such as anchored instruction, authentic learning, case-based learning, cognitive apprenticeship, and collaborative learning. Finally, it discusses implications for instructional design including authentic assessment, learning through exploration, and problem-
This document discusses complex cognitive processes such as conceptual understanding, thinking, and problem solving. It describes how concepts are formed and ways to prompt concept formation, including learning features, defining concepts with examples, building concept maps, and hypothesis testing. It also discusses different types of thinking like reasoning, critical thinking, decision making, and creative thinking. Strategies are provided to encourage critical and creative thinking in students.
The document discusses the use of ePortfolios and reflective storytelling to support deep learning. It describes how ePortfolios can help students develop an understanding of themselves as lifelong learners by supporting metacognition, reflection on experiences, and goal setting. Reflective storytelling through digital storytelling and writing is presented as a key component of ePortfolios, as it allows students to construct meaning from their learning experiences and showcase their growth over time. Implementing ePortfolios requires considering their purpose, appropriate tools, and ensuring the process supports reflection and identity development.
This document discusses differentiation and how it can be used to meet the needs of diverse learners. Differentiation is meant to make instruction multi-purpose and goal-oriented to meet the needs of all students. It involves using flexible grouping, formative assessments, matched resources, student choice, and exit points. Differentiation also considers a student's readiness, interests, and learning profile. The document outlines various models for differentiation including content, process, product, and affect. It also discusses learning profiles and intelligences using Gardner's multiple intelligences.
The document discusses the Constructivist Approach to Language Teaching and Learning based on Vygotsky's theory. It provides an overview of key aspects of Vygotsky's social constructivism, including: (1) the role of social learning and interaction in developing language skills; (2) the relationship between thought and language; and (3) the Zone of Proximal Development and scaffolding as ways of supporting learners within their potential level of development. The document also discusses how Vygotsky's theory informs constructivist teaching approaches in the classroom, such as assessing students' ZPD, exploiting the ZPD, using more skilled peers to provide guidance, and encouraging private speech.
Learning theories, intellectual skills, cognitive skills, psychomotor skillsIjaz Ahmad
Learning theories provide frameworks to understand how people learn. The document discusses several major learning theories including behaviorism, cognitivism, and constructivism. Behaviorism views learning as changes in observable behavior through conditioning. Cognitivism sees learning as information processing and knowledge acquisition. Constructivism proposes that learners actively construct knowledge based on their experiences. The document also examines intellectual skills like knowledge, critical thinking, problem solving, and creativity that are developed through learning. Understanding learning theories helps educators design effective instruction aligned with how people learn.
This document discusses several learning theories including behaviorist theory and cognitive theory. Behaviorist theory focuses on how learning occurs through consequences like reinforcement or punishment that influence whether behaviors are repeated. Cognitive theory examines internal mental processes like memory, understanding, and problem-solving that influence learning.
Cognitive theory views thinking, decision making, and remembering as underlying behaviors. It focuses on how people think, understand, and acquire knowledge. Key cognitive theorists discussed include Paivio with his dual coding theory of verbal and nonverbal processing, Gagne with his learning hierarchies and instruction model, Gardner with his theory of multiple intelligences, and Bloom with his taxonomy of learning domains. Teachers can apply cognitive theory through expository teaching, meaningful learning connections, and dual coding with text and images. Students use memory and existing knowledge to organize and retain new information.
- The document discusses using reflective practice to improve teaching, specifically for information literacy educators.
- It explores key theories on reflection, including reflection-in-action and reflection-on-action. Reflection provides a way to actively think about and improve one's professional development.
- Practical skills and tools for reflective practice are presented, including reflective writing, discussion, and using a pedagogic planner to design inquiry-based learning experiences and identify areas for improvement.
Examining the Situation: Needs, Task, and Learner AnalysisIjaz Ahmad
This document discusses analyzing the situation, needs, task, and learner for instructional design. It covers conducting a situation analysis to understand the learning context and priorities. Analyzing the learner involves understanding their traits, differences, and motivations. Analyzing the learning task determines the skills, knowledge, and sequencing needed. Assessment should be planned alongside goals and consider performance levels and domains of learning. The analysis aims to develop effective instruction tailored to learners' needs.
This document discusses constructivism as it relates to knowledge construction and concept learning. It outlines key aspects of constructivism including influential figures like Piaget, Bruner, Vygotsky, and Dewey. It describes individual and social constructivism and characteristics like learners constructing understanding based on prior knowledge and learning being facilitated by social interaction. The document also discusses organizing knowledge through concepts defined by features, prototypes, and exemplars. It provides tips for effective concept learning including defining concepts, using examples, and relating concepts to each other. Finally, it discusses applying constructivism by making learning hands-on and relating topics to real life.
This document discusses different metaphors for conceptualizing learning. It outlines several metaphors: learning as a need satisfied by innate reflexes, learning as an active and dynamic process of acquiring knowledge and memory, learning as concrete products resulting from cognition, learning as reflection of effective teaching, learning as a change in behavior, learning as guided performance with teacher support, and learning as an active process of making meaning. The document also compares the metaphors of learning implied by behavioral, cognitive, and constructivist learning theories.
The document outlines ways teachers can differentiate instruction for students at different readiness levels, including using varied texts, scaffolding, grouping arrangements, homework options, and assessment. Readiness refers to a student's entry point or current understanding of a topic. Teachers can provide support for students
The document discusses how to motivate language learners by making language learning more affective and effective. It argues that the attitudinal climate of the classroom and consideration of affective factors can promote learning by helping students miss fewer classes, improve self-concept, achieve more academically, and cause fewer behavioral issues. Success depends more on the relationships between people in the classroom than on materials alone. Both individual learner factors like motivation, anxiety and learning styles, and relational dynamics between learners impact the learning process. Teachers can enhance motivation and learning by displaying confirming behaviors that build learner confidence and identity.
The document discusses concepts related to education and complexity theory. It introduces the idea that education should be viewed as a complex adaptive system with many interrelated variables rather than a simple system. It also discusses the work of theorists like Deleuze and Guattari who argued against linear thinking and for understanding systems as interrelated networks. The document suggests that viewing education through a complexity lens could help improve decision-making compared to current practices that oversimplify its dynamics.
This document outlines an agenda for a workshop on digital learning. It includes sessions on topics such as what is learning, designing learning programs, discussions on digital learning, workshops on writing learning outcomes and designing digital learning courses, and introducing learning management systems and mobile learning. There will also be sessions on developing open educational resources and getting feedback. The workshop aims to provide participants with knowledge and skills related to instructional design for digital and mobile learning.
Getting the Most Out Of Your Lecture (1)Yvette Dodson
This document provides an overview of a lecture on getting the most out of lectures. It discusses understanding student learning through multiple intelligences and disabilities, using differentiated instruction and universal design for learning. It outlines strategies for an effective lecture format including connecting to prior knowledge, engaging students, guided and independent practice, and review. The document stresses using visuals, movement, peer collaboration and assessment to create an accessible and supportive learning environment.
Meaningful learning with technology archiearchiecutanda
Meaningful learning occurs when students are actively engaged in tasks and activities that are intentional, constructive, authentic, and cooperative. Technologies can facilitate meaningful learning by supporting knowledge construction, conversation, articulation, collaboration, and reflection. When technologies engage students in these types of learning activities, it can result in knowledge construction rather than simple knowledge reproduction.
1. Concepts represent significant ideas that are timeless, abstract, and universal, and can be organized in relationships to one another.
2. They provide a higher level of abstraction than topics by being more generally applicable.
3. The IB believes concepts should be at the center of the curriculum to promote deep understanding over memorization of isolated facts. Exploring concepts from multiple perspectives leads to conceptual understanding.
John Dewey was a leading philosopher of experimentalism in education. He believed that education should involve hands-on learning through experiments and solving real-world problems rather than just memorization. Students should study social experiences and solve problems to prepare them for participation in a democratic society. Dewey emphasized using scientific methods of inquiry in the classroom to develop skills like reflective thinking. An experimentalist classroom focuses on student-centered activities and collaboration to reconstruct experiences and direct future learning.
This document provides summaries of several learning theories and styles, including:
1) Andragogy proposes that adults learn best when their experience is valued and learning is self-directed. Malcolm Knowles theorized pedagogy does not effectively teach adults.
2) Experiential learning theory by David Kolb includes concrete experience, reflection, abstract conceptualization, and active experimentation in a learning cycle.
3) Behaviorism by B.F. Skinner focuses on observable behavior and reinforcement. Constructivism holds that learners construct their own knowledge based on their experiences.
4) Social learning theory by Albert Bandura emphasizes observing and modeling others' behaviors. Learning styles like VAK/VARK
The document introduces cognitivism as a learning theory that emerged in the 1960s to replace behaviorism. Cognitivism focuses on understanding mental processes like thinking, memory, and problem-solving rather than just external responses. It views learning as involving how mental constructs are encoded and organized in memory. The document outlines key concepts in cognitivism and contributors to the cognitive model of learning like Piaget, Gagne, and Kolb. It also notes some criticisms of reducing cognition to information processing and debates that emerged around cognitivism.
The document describes a 10-part walkthrough form and process used by Elgin ISD to evaluate classroom instruction. The form includes sections to assess the learning objective, instructional activities, delivery methods, questioning techniques, differentiation strategies, vocabulary instruction, student engagement, technology integration, classroom environment, and areas for reinforcement or refinement. Administrators can use the form to provide feedback to teachers and compare internal classroom observations to aggregate data from external walkthroughs. The document provides logistical information on assigning teachers to evaluation frameworks and selecting the walkthrough form in the Appraise platform.
This document proposes short-term and long-term modifications to the busy Gemini Intersection in Chennai to improve traffic flow and pedestrian safety. The short-term plan involves reducing signal phases, improving geometry, synchronizing signals, and enhancing pedestrian facilities. This is expected to reduce waiting times by 40% within 75 seconds. The long-term plan proposes a multi-level flyover to allow uninterrupted traffic flow in all directions without modifying the existing flyover. Pedestrian movement would be restricted to ground level for safety. The long-term project is estimated to cost between 120 to 150 crores.
The document discusses the Constructivist Approach to Language Teaching and Learning based on Vygotsky's theory. It provides an overview of key aspects of Vygotsky's social constructivism, including: (1) the role of social learning and interaction in developing language skills; (2) the relationship between thought and language; and (3) the Zone of Proximal Development and scaffolding as ways of supporting learners within their potential level of development. The document also discusses how Vygotsky's theory informs constructivist teaching approaches in the classroom, such as assessing students' ZPD, exploiting the ZPD, using more skilled peers to provide guidance, and encouraging private speech.
Learning theories, intellectual skills, cognitive skills, psychomotor skillsIjaz Ahmad
Learning theories provide frameworks to understand how people learn. The document discusses several major learning theories including behaviorism, cognitivism, and constructivism. Behaviorism views learning as changes in observable behavior through conditioning. Cognitivism sees learning as information processing and knowledge acquisition. Constructivism proposes that learners actively construct knowledge based on their experiences. The document also examines intellectual skills like knowledge, critical thinking, problem solving, and creativity that are developed through learning. Understanding learning theories helps educators design effective instruction aligned with how people learn.
This document discusses several learning theories including behaviorist theory and cognitive theory. Behaviorist theory focuses on how learning occurs through consequences like reinforcement or punishment that influence whether behaviors are repeated. Cognitive theory examines internal mental processes like memory, understanding, and problem-solving that influence learning.
Cognitive theory views thinking, decision making, and remembering as underlying behaviors. It focuses on how people think, understand, and acquire knowledge. Key cognitive theorists discussed include Paivio with his dual coding theory of verbal and nonverbal processing, Gagne with his learning hierarchies and instruction model, Gardner with his theory of multiple intelligences, and Bloom with his taxonomy of learning domains. Teachers can apply cognitive theory through expository teaching, meaningful learning connections, and dual coding with text and images. Students use memory and existing knowledge to organize and retain new information.
- The document discusses using reflective practice to improve teaching, specifically for information literacy educators.
- It explores key theories on reflection, including reflection-in-action and reflection-on-action. Reflection provides a way to actively think about and improve one's professional development.
- Practical skills and tools for reflective practice are presented, including reflective writing, discussion, and using a pedagogic planner to design inquiry-based learning experiences and identify areas for improvement.
Examining the Situation: Needs, Task, and Learner AnalysisIjaz Ahmad
This document discusses analyzing the situation, needs, task, and learner for instructional design. It covers conducting a situation analysis to understand the learning context and priorities. Analyzing the learner involves understanding their traits, differences, and motivations. Analyzing the learning task determines the skills, knowledge, and sequencing needed. Assessment should be planned alongside goals and consider performance levels and domains of learning. The analysis aims to develop effective instruction tailored to learners' needs.
This document discusses constructivism as it relates to knowledge construction and concept learning. It outlines key aspects of constructivism including influential figures like Piaget, Bruner, Vygotsky, and Dewey. It describes individual and social constructivism and characteristics like learners constructing understanding based on prior knowledge and learning being facilitated by social interaction. The document also discusses organizing knowledge through concepts defined by features, prototypes, and exemplars. It provides tips for effective concept learning including defining concepts, using examples, and relating concepts to each other. Finally, it discusses applying constructivism by making learning hands-on and relating topics to real life.
This document discusses different metaphors for conceptualizing learning. It outlines several metaphors: learning as a need satisfied by innate reflexes, learning as an active and dynamic process of acquiring knowledge and memory, learning as concrete products resulting from cognition, learning as reflection of effective teaching, learning as a change in behavior, learning as guided performance with teacher support, and learning as an active process of making meaning. The document also compares the metaphors of learning implied by behavioral, cognitive, and constructivist learning theories.
The document outlines ways teachers can differentiate instruction for students at different readiness levels, including using varied texts, scaffolding, grouping arrangements, homework options, and assessment. Readiness refers to a student's entry point or current understanding of a topic. Teachers can provide support for students
The document discusses how to motivate language learners by making language learning more affective and effective. It argues that the attitudinal climate of the classroom and consideration of affective factors can promote learning by helping students miss fewer classes, improve self-concept, achieve more academically, and cause fewer behavioral issues. Success depends more on the relationships between people in the classroom than on materials alone. Both individual learner factors like motivation, anxiety and learning styles, and relational dynamics between learners impact the learning process. Teachers can enhance motivation and learning by displaying confirming behaviors that build learner confidence and identity.
The document discusses concepts related to education and complexity theory. It introduces the idea that education should be viewed as a complex adaptive system with many interrelated variables rather than a simple system. It also discusses the work of theorists like Deleuze and Guattari who argued against linear thinking and for understanding systems as interrelated networks. The document suggests that viewing education through a complexity lens could help improve decision-making compared to current practices that oversimplify its dynamics.
This document outlines an agenda for a workshop on digital learning. It includes sessions on topics such as what is learning, designing learning programs, discussions on digital learning, workshops on writing learning outcomes and designing digital learning courses, and introducing learning management systems and mobile learning. There will also be sessions on developing open educational resources and getting feedback. The workshop aims to provide participants with knowledge and skills related to instructional design for digital and mobile learning.
Getting the Most Out Of Your Lecture (1)Yvette Dodson
This document provides an overview of a lecture on getting the most out of lectures. It discusses understanding student learning through multiple intelligences and disabilities, using differentiated instruction and universal design for learning. It outlines strategies for an effective lecture format including connecting to prior knowledge, engaging students, guided and independent practice, and review. The document stresses using visuals, movement, peer collaboration and assessment to create an accessible and supportive learning environment.
Meaningful learning with technology archiearchiecutanda
Meaningful learning occurs when students are actively engaged in tasks and activities that are intentional, constructive, authentic, and cooperative. Technologies can facilitate meaningful learning by supporting knowledge construction, conversation, articulation, collaboration, and reflection. When technologies engage students in these types of learning activities, it can result in knowledge construction rather than simple knowledge reproduction.
1. Concepts represent significant ideas that are timeless, abstract, and universal, and can be organized in relationships to one another.
2. They provide a higher level of abstraction than topics by being more generally applicable.
3. The IB believes concepts should be at the center of the curriculum to promote deep understanding over memorization of isolated facts. Exploring concepts from multiple perspectives leads to conceptual understanding.
John Dewey was a leading philosopher of experimentalism in education. He believed that education should involve hands-on learning through experiments and solving real-world problems rather than just memorization. Students should study social experiences and solve problems to prepare them for participation in a democratic society. Dewey emphasized using scientific methods of inquiry in the classroom to develop skills like reflective thinking. An experimentalist classroom focuses on student-centered activities and collaboration to reconstruct experiences and direct future learning.
This document provides summaries of several learning theories and styles, including:
1) Andragogy proposes that adults learn best when their experience is valued and learning is self-directed. Malcolm Knowles theorized pedagogy does not effectively teach adults.
2) Experiential learning theory by David Kolb includes concrete experience, reflection, abstract conceptualization, and active experimentation in a learning cycle.
3) Behaviorism by B.F. Skinner focuses on observable behavior and reinforcement. Constructivism holds that learners construct their own knowledge based on their experiences.
4) Social learning theory by Albert Bandura emphasizes observing and modeling others' behaviors. Learning styles like VAK/VARK
The document introduces cognitivism as a learning theory that emerged in the 1960s to replace behaviorism. Cognitivism focuses on understanding mental processes like thinking, memory, and problem-solving rather than just external responses. It views learning as involving how mental constructs are encoded and organized in memory. The document outlines key concepts in cognitivism and contributors to the cognitive model of learning like Piaget, Gagne, and Kolb. It also notes some criticisms of reducing cognition to information processing and debates that emerged around cognitivism.
The document describes a 10-part walkthrough form and process used by Elgin ISD to evaluate classroom instruction. The form includes sections to assess the learning objective, instructional activities, delivery methods, questioning techniques, differentiation strategies, vocabulary instruction, student engagement, technology integration, classroom environment, and areas for reinforcement or refinement. Administrators can use the form to provide feedback to teachers and compare internal classroom observations to aggregate data from external walkthroughs. The document provides logistical information on assigning teachers to evaluation frameworks and selecting the walkthrough form in the Appraise platform.
This document proposes short-term and long-term modifications to the busy Gemini Intersection in Chennai to improve traffic flow and pedestrian safety. The short-term plan involves reducing signal phases, improving geometry, synchronizing signals, and enhancing pedestrian facilities. This is expected to reduce waiting times by 40% within 75 seconds. The long-term plan proposes a multi-level flyover to allow uninterrupted traffic flow in all directions without modifying the existing flyover. Pedestrian movement would be restricted to ground level for safety. The long-term project is estimated to cost between 120 to 150 crores.
A3 Thinking is a proven technique for developing a learning organization enabled to drive rapid cycles of continual improvement, but the original method needs some tweaks to work best in a DevOps context. This Ignite talk will provide a quick overview of A3 Thinking and its roots. Then I’ll discuss how DevOps practitioners are modifying A3 Thinking to better fit DevOps. I’ll close with some suggestions on other ways in which the A3 could be modified to meet the needs of DevOps teams. Links to sources for those interested in learning more about A3 Thinking and DevOps will be provided.
This document provides information about gemba walks, which are observations of processes done on the shop floor. It describes gemba walks as a core Lean tool practiced by management to understand processes and identify issues. The document outlines how to conduct gemba walks, including following rules of going to see, asking why, and showing respect. It also discusses identifying and addressing the seven types of waste observed during walks.
In a keynote session at the 2011 IndustryWeek Best Plants Conference, LEI Founder James Womack explains the purpose and practical details for taking a “gemba walk,” a walk across a value stream to grasp the current state. Watch a video of the presentation at: http://www.industryweek.com/videos/Womack-Best-Plants-2011.aspx
Read excerpts from Gemba Walks, a collection of Jim’s essays on visiting companies implementing lean management, or post a question to learn more.
The document discusses the 5S methodology for organizing and standardizing the office environment. 5S stands for Sort, Set in Order, Shine, Standardize, and Sustain. The document outlines each of the 5S elements and provides guidance on implementing 5S practices such as using red tags to identify unnecessary items for removal from the workspace. The goal of 5S is to create a clean, orderly workplace that eliminates waste and makes abnormalities immediately visible.
A common question in the Lean community is, "How does the A3 fit with the Improvement Kata and Coaching Kata?" This SlideShare provides answers and is intended to generate more effective practice of scientific thinking in your organization. Watch the related video at: https://www.youtube.com/watch?v=4VwrUzIS9m8
The document discusses using A3 problem solving and kaizen (continuous improvement) methods to drive organizational change. It describes implementing kaizen memos to celebrate small improvements. Problems were analyzed using A3 thinking, with targets set and countermeasures identified and tracked. Leadership was turned "upside down" by having managers solve problems using coaching and A3 thinking. This drove significant improvements like reducing rework lead times from 14.6 to 5 days. The approach spread laterally through communities of practice and helped transform organizations.
This document outlines a waste walk/audit process to identify and eliminate waste using Lean tools. It defines different types of waste including transportation, excess inventory, excess motion, waiting, overproduction, overprocessing, defects, and underutilized talent. For each waste type, potential causes are identified along with recommended countermeasures. The waste audit process involves measuring and observing waste, identifying improvement ideas, and planning follow-up activities to ensure waste is removed on an ongoing basis. The overall goal is to structure a process to eliminate waste through the appropriate application of Lean principles and tools.
This was a presentation during one of the City Accounting Office of the Local Government Unit of Valencia City Province of Bukidnon Philippines, employees meeting which was one of the main goal of the office for the year 2011.
Presented by Venus Morales the Administrative Officer of the office. The presentation was a product of a thorough research, a compilation of ideas from various experts and authors of 5S.
A3 Management: Effective Problem Solving via PDSATKMG, Inc.
Recorded webinar: http://slidesha.re/1kwmhx4
Subscribe: http://ksmartin.com/subscribe
For more information, see Chapter 4 of the Shingo Research Award winning The Outstanding Organization: http://bit.ly/TOObk
A3 management is a fundamental Lean management practice for making effective improvement, solving problems, developing people, and building a learning organization.
While this disciplined approach generates more effective and sustainable results than traditional problem solving, it’s arguably the process of developing skilled coaches that carries the greatest organizational benefits -- including the cultural shifts needed to accelerate transformation.
With practice, the organization becomes more responsive, focused, and effective in delivering value to its customers and attracting and retaining talent.
In this webinar, you will learn:
• The mechanics of using PDSA (plan-do-study-adjust) for solving problems.
• The vital role coaching plays in building organization-wide problem solving capabilities.
• How to break the “telling” habit that disrespects a worker’s creative potential.
• How to systematically build coaching capabilities to accelerate learning.
This document discusses implementing the 5S methodology in an office setting. The 5S approach involves sorting, setting in order, shining, standardizing, and sustaining an organized and clean workplace. It aims to eliminate waste and establish clear procedures. Implementing 5S involves sorting through items to identify unnecessary ones, setting up an organized storage system, cleaning the workspace daily, standardizing processes, and sustaining the new systems. Benefits include improved efficiency, problem identification, and staff involvement in continuous improvement.
Evolve or Die: A3 Thinking and Popcorn Flow in Action (#LKCE14)Claudio Perrone
Slides I presented this week for the Lean Kanban Central Europe 2014 #lkce14 conference in Hamburg (and subsequently at Build Stuff in Vilnius) about Lean Management with A3 Thinking and Popcorn Flow. It consolidates some of my latest thoughts on the matter.
You may also be interested in the article that InfoQ published shortly after: http://www.infoq.com/news/2014/11/lean-thinking-change
2016 Shingo Research Award recipient - a 'how to' outline for executives trying to do an effective Gemba Walk. The related book is available on Amazon. Add more info in Version 2 of the book on 'doing a walk in an office' environment and for 'coaching' gemba walkers.
http://altc2012.alt.ac.uk/talks/28031
Our era is distinguished by the wealth of open and readily available information, and the accelerated evolution of social, mobile and creative technologies. These offer learners and educators unprecedented opportunities, but also entail increasingly complex challenges. Consequently, the role of educators needs to shift from distributors of knowledge to designers for learning. Educators may still provide access to information, but now they also need to carefully craft the conditions for learners to enquire, explore, analyse, synthesise and collaboratively construct their knowledge from the variety of sources available to them. The call for such a repositioning of educators is heard from leaders in the field of TEL and resonates well with the growing culture of design-based research in Education. Yet, it is still struggling to find a foothold in educational practice.
In October 2011, the Art and Science of Learning Design (ASLD) workshop was convened in London, UK, to explore the tools, methods, and frameworks available for practitioners and researchers invested in designing for learning, and to articulate the challenges in this emerging domain. The workshop adopted an unconventional design, whereby contributions were shared online beforehand, and the event itself was dedicated to synergy and synthesis. This paper presents an overview of the emerging themes identified at the ASLD workshop, and guides the reader through further reading of the workshop outcomes. First, we introduce the topic of Learning Design, and the themes we will be considering. We present and compare some common definitions of Learning Design, and clarifying its links to the related but distinctly different field of Instructional Design. We then explore its relevance and value to educators, content and technology developers, and researchers, examining some of the current issues and challenges. We present an overview of the workshop contributions, relating them to the key thematic strands of Learning Design, and conclude with three significant challenges to be explored in future research.
The document summarizes key instructional design models and theorists including:
- Behaviorist vs constructivist approaches to instructional design
- B.F. Skinner's work on programmed instruction and operant conditioning
- Robert Mager's work on writing objectives that specify desired behaviors, conditions, and standards
- Early instructional design models like Glaser's instructional system and the Dick and Carey model
- The original ADDIE model and its evolution over time
- Constructivism and theorists like Bruner, Piaget, and Vygotsky
- Bloom's taxonomy and its revision
- Papert's constructionism and cognitive apprenticeship models
Other Approaches (Teaching Approach, Strategy, Method and Technique)Ezr Acelar
for EDUC 205 (Principles of Teaching 1) class
covers topics such as Blended Learning, Reflective Teaching/Learning, Metacognitive Approach, Constructivist Approach and Integrated Approach.
The document discusses meaningful learning and how technology can foster meaningful learning. It defines meaningful learning as being active, constructive, intentional, authentic, and cooperative. It explains that technologies can support meaningful learning by allowing learners to construct knowledge, access information, collaborate, and reflect. Technologies act as tools for knowledge construction, information vehicles, authentic learning contexts, social mediums for conversation, and intellectual partners for reflection.
The document discusses Jerome Bruner's constructivist learning theory, which posits that learning is an active process where learners construct new ideas based upon their current and past knowledge. It emphasizes that learning should involve exploring large concepts, inquiry-based learning, and making connections between ideas. According to constructivism, knowledge is temporary, culturally mediated, and developed through language. The roles of the teacher involve posing problems, structuring learning around core concepts, seeking student perspectives, and adapting instruction based on student understanding.
The document discusses project-based learning and the use of technology tools to support it. It provides an agenda for a webinar on the topic, including defining project-based learning, discussing how it has evolved, and exploring how teachers can get started with it or advance their skills. Examples are given of effective project structures and how projects can be designed to drive student inquiry, collaboration, and real-world problem solving. Resources and groups for continuing learning are also listed.
This document provides an overview of open learning environments (OLEs). It defines OLEs as environments that support individual inquiry and understanding, based on constructivist principles. The document outlines the key components of OLEs, including enabling contexts, resources, scaffolds, and tools. It describes the different types of each component and how they can vary, such as static versus dynamic resources and asynchronous versus synchronous communication tools. The document concludes by contrasting directed learning with the open-ended nature of OLEs.
The document outlines an agenda for a workshop on reinventing project-based learning using digital tools. It discusses exploring project-based learning models and designing frameworks. Participants will learn about tools that support collaboration and complete lightning demos of digital tools. The workshop will also cover instructional design, assessment strategies for projects, and tips for project management.
This document discusses the revised Bloom's taxonomy, which is a classification of levels of thinking and cognitive skills. It was revised to change noun categories to verbs to better reflect thinking as an active process. The categories were also reorganized, with knowledge changed to remembering and comprehension to understanding. Questioning techniques are discussed for each level of thinking. The revised taxonomy is intended to help with writing learning objectives, planning curriculum, and aligning objectives, activities and assessments. It provides a systematic framework for thinking and learning.
Cognitive learning theory by Viviana AbbatiVivianaAbbati
Cognitive learning theory emerged in reaction to behaviorism, rejecting the idea that learning is simply a response to external stimuli. It proposes that learning involves internal mental processes like acquiring, organizing, and applying knowledge. Key cognitivists like Paivio, Cagne, Gardner, and Bloom developed influential theories about dual coding, hierarchical skill building, multiple intelligences, and higher-order thinking. Their work emphasizes engaging students through different activities, building on prior knowledge, and assessing higher levels of understanding rather than just facts.
This document provides an overview of a unit on lifelong learning. It discusses:
1. The Scottish Credit and Qualifications Framework (SCQF), which describes qualifications and progression routes in Scotland.
2. Three contemporary learning theories: behaviorism, information processing, and constructivism/experiential learning. Behaviorism sees learning as behavior modification through stimuli. Information processing views learning as acquiring static knowledge. Constructivism sees learning as knowledge constructed through experience.
3. The document provides more details on these theories and discusses how teaching practices can draw from different theories. It concludes that learning theories have evolved over time and practice often incorporates elements of multiple theories.
This document outlines the details of a unit on creativity for learning in higher education. The unit aims to help participants critically discuss and develop creative teaching approaches to engage students. It includes 5 workshops covering topics like creativity in action, storytelling for learning, and LEGO serious play. Participants will develop an innovation in their own practice and critically evaluate it. The unit assessments involve a reflective narrative and evaluation of the innovation. Reading materials, pre-workshop tasks, and post-workshop extensions are also outlined.
The document discusses a workshop on open educational resources (OERs), pedagogical patterns, and learning design. It introduces these topics and the OLnet initiative. It then describes the activities in the workshop, which included discussions, think-pair-share exercises, and hands-on challenges to redesign course content using visualization tools. The goal was to explore how to encourage uptake and reuse of OERs through representing pedagogical designs visually.
This document summarizes a professional development session on designing instruction for deep learning and diversity using the backward design model. The session focused on the first stage of backward design, which is identifying desired results by setting goals, enduring understandings, and essential questions. Teachers worked in groups to unpack learning goals, identify big ideas and conceptual understandings, and craft enduring understandings and essential questions. The document provides examples and guidance for these backward design elements. It emphasizes designing curriculum around important concepts rather than just covering topics. The overall summary is that the session introduced teachers to the first stage of backward design for setting instructional goals focused on deep understanding.
The document provides an overview of instructional design including definitions, history, theories, models, and processes. It defines instructional design as the systematic development of instruction through analysis of learning needs, goals, delivery methods, and evaluation. The ADDIE model of analysis, design, development, implementation, and evaluation is described as a common instructional design process. Learning theories including behaviorism, cognitivism, and constructivism and their implications for instructional design are also summarized.
Challenges of a participatory and multi-perspective strategy of research on l...Petra Grell
The document summarizes a participatory research approach developed for studying adult learning called a "Research/Learning Workshop". It combines ethnographic fieldwork, expert discussions, and workshops involving collection of images, verbal explanations, group discussions, handwritten notes, and collages to gain insight from participants and triangulate different research perspectives and methods. Challenges include reconciling participant and researcher interests and addressing issues of power dynamics and potential misinterpretations. The goal is to generate in-depth understanding of learning processes and resistance through open and flexible collaboration between researchers and participants.
The document discusses project-based learning (PBL) and compares traditional teaching methods to PBL. It notes that PBL engages students through hands-on exploration of real-world problems, allows students to investigate issues and topics through projects, and fosters abstract thinking. PBL uses authentic assessment, extends learning over time, and develops 21st century skills like collaboration. The roles of teachers and students shift, with teachers facilitating learning and students taking a more active role. PBL has roots in constructivist learning theories advocated by thinkers like Dewey, Piaget and Vygotsky.
The document discusses the changing landscape of teaching and learning. Research shows learning is most effective when it is active, learner-centered, collaborative, and involves metacognition and community engagement. New students have different learning preferences than past generations. Technology and globalization require new skills. The goal should be developing intentional, self-directed learners who can adapt and learn throughout their lives. Explicitly teaching students how to learn can help achieve this.
The document discusses culturally mediated instruction which incorporates diverse ways of learning and encourages multicultural viewpoints. The curriculum should be integrated, transdisciplinary, meaningful, and student-centered. It promotes inquiry-based learning, diversifying grouping, connecting to students' lives, creating a shared learning environment, encouraging real conversations, ensuring a safe environment, and developing independent thinking.
The document presents the MI Domain Wheel which outlines three domains - the Introspective, Visual, and Existential domains. Each domain focuses on a different type of intelligence and includes examples of activities and technologies that engage that intelligence. The wheel is intended to help visualize the fluid relationships between different multiple intelligences.
Similar to Walk the Walk: Using Learning Theory in the Exhibit Design Process (AAM 2011) (20)
The document discusses Drupal Answers, a Q&A site for Drupal questions. It explains that Drupal Answers allows users to ask questions, answer questions, edit posts, and vote on content. The community helps build a library of Drupal knowledge. It provides guidance on how to ask good questions, answer questions, gain reputation points, and find help or moderators. The goal is to make it a useful resource for the Drupal community to get answers to their questions.
Panel at AAM2013 regarding evaluating the effectiveness of mobile apps in museums. This slide deck represents the opening presentation, introducing the speakers, my company's research into real space social engagement, and the criteria for evaluating success that our panel identified.
Other presentations in this session:
http://www.slideshare.net/LoicT/120520-loic-aam-apps-effective-ss-22423632
http://www.slideshare.net/nancyproctor/evaluating-mobile-success-for-aam2013
The document outlines an agenda for a workshop on accessible, responsive, and universal design in Drupal. The workshop will cover introductions, standards and requirements for accessibility, using Drupal to meet accessibility standards, visual design considerations for accessibility, and creating accessible content. It provides details on the topics that will be discussed in each part of the workshop, including introductions, priorities and interests of attendees, definitions of key concepts like accessible first and universal design principles, and specific techniques and modules in Drupal.
This document discusses PhilaPlace, a website created by the Historical Society of Pennsylvania that allows users to explore and share the history of Philadelphia locations. It proposes expanding this into a reusable platform called AnyPlace that could be used by other organizations to create similar place-based, historical interpretation websites for their own locations. AnyPlace would use open source content management systems along with Google Maps and custom programming to allow users to view stories, photos and other media tied to locations on an interactive map. It discusses models for how other organizations could implement their own AnyPlace websites either individually or communally hosted. The goal is to create a flexible platform that helps more groups digitally share local history.
Traditional museums have been authoritative institutions that presume to impart singular interpretations of artifacts and history. However, a new model of museum authority is emerging that is more democratic and inclusive by encouraging community contributions to what histories are told and how items are interpreted. This transforms the museum experience from a didactic lecture to participatory construction of knowledge through open dialogue. Museums now face questions around how to share authority while maintaining control of their message, and how to do so cost effectively and sustainably in a user-generated world.
Matthew Fisher's presentation at the Barcode of Life conference at the Universidad Nacional Autonoma de Mexico in Mexico City, on the proposed new website and online community for the DNA Barcoding international community.
PhilaPlace is an online platform that provides historical information about Philadelphia neighborhoods through place-based stories, historical maps, photos and videos contributed by partner organizations and visitors. The initial launch in 2009 focused on two neighborhoods, with the goal of eventually expanding to cover all of Philadelphia's neighborhoods. Users can view, save and submit location-based stories, photos and tours that promote the history and missions of organizations. Submitted content is reviewed and added to the site to collectively build an interactive historical archive celebrating Philadelphia through community contributions.
The document summarizes a discussion on crowdsourcing. It defines crowdsourcing as taking tasks traditionally done by employees and outsourcing them to a large, undefined group. It discusses building an audience, motivating participation through prizes, community benefits, or recognition, and leveraging the value produced by the community, which differs from traditional approaches. Key components are building a crowd, motivating them, and leveraging their work.
The document discusses the concept of "Museum as Platform", which involves creating online exhibits that showcase visitor contributions and encourage participation. It provides examples of museums that have implemented this approach by allowing visitors to submit stories, photos, and creative responses. The challenges of this approach include issues of trust, effort required for collaboration, and engaging different audience demographics. Strategies are presented for addressing these challenges, such as balancing authoritative and visitor narratives to build trust.
Practical eLearning Makeovers for EveryoneBianca Woods
Welcome to Practical eLearning Makeovers for Everyone. In this presentation, we’ll take a look at a bunch of easy-to-use visual design tips and tricks. And we’ll do this by using them to spruce up some eLearning screens that are in dire need of a new look.
Discovering the Best Indian Architects A Spotlight on Design Forum Internatio...Designforuminternational
India’s architectural landscape is a vibrant tapestry that weaves together the country's rich cultural heritage and its modern aspirations. From majestic historical structures to cutting-edge contemporary designs, the work of Indian architects is celebrated worldwide. Among the many firms shaping this dynamic field, Design Forum International stands out as a leader in innovative and sustainable architecture. This blog explores some of the best Indian architects, highlighting their contributions and showcasing the most famous architects in India.
2. Why does this matter?
Why does this matter?
• Presumably you want visitors to actually learn
Presumably you want visitors to actually learn
something
• You also probably don’t want them feeling
You also probably don t want them feeling
bored, stupid, or incapable
• Y ’
You’re competing for people: you can’t get
i f l ’
them in the door again if they have a lousy
time
i
4. Learning in the Post Modern Museum
Learning in the Post‐Modern Museum
• Different museum experiences
Different museum experiences
– didactic, exploratory, immersive, social,
“interactive”
interactive
• Different types of visitors (aka learners)
– behaviors cultures sociability
behaviors, cultures, sociability
• Different motivations
– intrinsic vs. extrinsic
6. Successful learning requires:
Successful learning requires:
• Clear learning goals
Clear learning goals
– cognitive, affective (attitude/behavior), skills
• Attention to theory (D
Attention to theory (Dewey, Piaget, Vygotsky, etc.)
Pi V k )
– Constructivism
• children & adults construct knowledge
hild & d l k l d
• social context
– Social Cognition
Social Cognition
• activate prior knowledge
• modeling / scaffolding / coaching
modeling / scaffolding / coaching
7. Successful learning requires:
Successful learning requires:
• Appropriately matched activities
Appropriately matched activities
Level Skill Purpose Prompts
LOWER Remembering
R b i Memorize & recall facts
M i & ll f t Recognize, list, identify…
R i li t id tif
Understanding Comprehend & interpret Explain, estimate, describe…
meaning
Applying Transfer knowledge to Use, apply, show…
new situations
HIGHER Analyzing Examine information Compare, contrast, organize…
Evaluating Judge/decide based on Critique, conclude, explain…
set criteria
Creating Combine elements into Design, construct, plan…
new pattern/product
tt / d t
Bloom’s Taxonomy ‐ revised
8. (Iterative) Design Process:
(Iterative) Design Process:
Mission
Audience
Goals
Requirements / Constraints
Buy in
Buy‐in Multiple Learning Scenarios
Multiple Learning Scenarios
Development • Personas
Implementation • Use‐Case scenarios
Use Case scenarios
Evaluation
(Wash, Rinse, Repeat)
9. Design Charette
Design Charette Checklist
• Mission aka “The Big Idea” (purpose of the exhibit / program / product)
g (p p /p g /p )
• Audience (primary / secondary / tertiary)
• Goals
– strategic (tied to institutional mission, business goals)
– learning (cognitive, attitudinal, behavioral)
• Requirements & Constraints
Requirements & Constraints
– budget vs. scope
– experience/interaction type vs. learning intent
– have vs. need to get/create
– square footage vs. impact of piece
Leading to Multiple Learning Scenarios (personas + use‐cases)
10. Resources
Resources (abridged)
Books: Articles:
The Design of Everyday Things (
h f d h (Don Norman) ) Kelley, T. (2001). The art of innovation: Lessons in creativity from
Insightful look at the connection between cognitive science IDEO, America’s leading design firm. Doubleday: New York.
and good design. (Also read: Emotional Design, Things That Chapter 3: Innovation begins with an eye.
Make us Smart)
Made to Stick (Chip and Dan Heath) Anderson, L. W., Krathwohl, D. R., & Bloom, B. S. (2001). A
The science of storytelling and crafting a compelling narrative
The science of storytelling and crafting a compelling narrative taxonomy for learning, teaching, and assessing: A revision of
taxonomy for learning teaching and assessing: A revision of
Bloom's taxonomy of educational objectives. New York:
Efficiency in Learning: Evidence‐based Guidelines to Manage Longman. Chapters 1‐3.
Cognitive Load (Ruth Clark, Frank Nguyen, John Sweller)
Comprehensive overview of how to use visuals, written text,
and audio to best effect in learning environments Collins, A. (1995). Design Issues for Learning Environments. In S.
Vosniadou, E. de Corte & H. Mandle (Eds.), International
Learning in the Museum (George E. Hein) perspectives on the psychological foundations of technology‐
Very academic application of education and learning theory based learning environments (pp. 347‐361). Hillsdale, NJ:
within the museum context Lawrence Erlbaum Associates.
Contemporary Theories of Learning: Learning Theorists… In Their Huitt, W. (2001). Motivation to learn: An overview. Educational
Own Words (Knud Illeris, editor)
Psychology Interactive. Valdosta, GA: Valdosta State
P h l I t ti V ld t GA V ld t St t
Presents a wide variety of current theories, moving from
defining the frameworks of learning to the specific nuances of University:
learning, bridging pure content and the social context. http://www.edpsycinteractive.org/topics/motivation/motivat
e.html
Frames of Mind: The Theory of Multiple Intelligences (Howard
Gardner)
The updated for 2011 version of the landmark Theory of
The pdated for 2011 ersion of the landmark Theor of
Multiple Intelligences.