What is meaningful learning (mark baring)
•Download as PPT, PDF•
3 likes•2,080 views
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.
Report
Share
Report
Share
![the nature of the learning ,[object Object],[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
Recommended
Meaningful Learning through Creative Education
The main focus of education should not be purely vocational but rather in nurturing interests, skills, and knowledge across an array of topics that are personally meaningful and individualized to each student. The ultimate goal education should be to prepare students for life in all its complexities - creative learning is a key element in achieving this goal.
Rote Learning
Curricula Integration lecture Nov 9 2013 ULAB Auditorium. Fall 2013 theme: Theory of Knowledge- What we know, how we know?
What is meaningful learning
This document provides an overview of meaningful learning and how technology can facilitate it. It discusses how meaningful learning involves active, constructive, intentional, authentic, and cooperative activities. It argues that technologies should not be used simply to deliver instruction, but rather to support students learning with technologies as tools. When students use technologies to represent their own understanding and knowledge in multiple ways, through problem-solving and collaboration, it can lead to more meaningful learning compared to learning facts from technologies.
Meaningful learning
The document discusses meaningful learning and how it can be facilitated through various approaches. Meaningful learning refers to fully understanding knowledge and how it relates to other information. It requires active engagement and constructing or reconstructing meanings by integrating new knowledge with prior knowledge. Characteristics of meaningful learning include it being synergetic, interrelated, interactive, and interdependent. Approaches that can foster meaningful learning discussed in the document include active, constructive, intentional, authentic, and cooperative learning. Technology can also facilitate meaningful learning by allowing students to represent their own knowledge and providing rich flexible media for learning.
What is meaningful learning (mark baring)
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.
Learning Theories Group Project: Cognitive Theory
This is a group project from Team 7 in the course EME2040; fall semester, 2011. It was created to explore Cognitive Theory in an educational setting ,and stimulate thought about ways of applying this theory in the classroom.
Learning approaches-principles-and-theories
This document summarizes several learning approaches, principles and theories including:
- Teacher-centered approaches like objectivism, instructivism, behaviorism, and cognitivism.
- Student-centered approaches like humanism, constructivism, and connectivism.
- It provides brief descriptions of each approach including influential figures, beliefs about learning and knowledge, design principles, and resources.
- It also discusses several active learning strategies like discovery learning, experiential learning, case-based learning, problem-based learning, scenario-based learning, and situated/authentic learning.
Learning Theories
The document discusses different theories of learning including behaviorism, cognitivism, constructivism, and connectivism. It explains how each views how learning occurs and how we know learning has taken place. It also discusses instructional theories and their influence on learning theories. Finally, it considers implications for language instruction and potential concerns.
Recommended
Meaningful Learning through Creative Education
The main focus of education should not be purely vocational but rather in nurturing interests, skills, and knowledge across an array of topics that are personally meaningful and individualized to each student. The ultimate goal education should be to prepare students for life in all its complexities - creative learning is a key element in achieving this goal.
Rote Learning
Curricula Integration lecture Nov 9 2013 ULAB Auditorium. Fall 2013 theme: Theory of Knowledge- What we know, how we know?
What is meaningful learning
This document provides an overview of meaningful learning and how technology can facilitate it. It discusses how meaningful learning involves active, constructive, intentional, authentic, and cooperative activities. It argues that technologies should not be used simply to deliver instruction, but rather to support students learning with technologies as tools. When students use technologies to represent their own understanding and knowledge in multiple ways, through problem-solving and collaboration, it can lead to more meaningful learning compared to learning facts from technologies.
Meaningful learning
The document discusses meaningful learning and how it can be facilitated through various approaches. Meaningful learning refers to fully understanding knowledge and how it relates to other information. It requires active engagement and constructing or reconstructing meanings by integrating new knowledge with prior knowledge. Characteristics of meaningful learning include it being synergetic, interrelated, interactive, and interdependent. Approaches that can foster meaningful learning discussed in the document include active, constructive, intentional, authentic, and cooperative learning. Technology can also facilitate meaningful learning by allowing students to represent their own knowledge and providing rich flexible media for learning.
What is meaningful learning (mark baring)
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.
Learning Theories Group Project: Cognitive Theory
This is a group project from Team 7 in the course EME2040; fall semester, 2011. It was created to explore Cognitive Theory in an educational setting ,and stimulate thought about ways of applying this theory in the classroom.
Learning approaches-principles-and-theories
This document summarizes several learning approaches, principles and theories including:
- Teacher-centered approaches like objectivism, instructivism, behaviorism, and cognitivism.
- Student-centered approaches like humanism, constructivism, and connectivism.
- It provides brief descriptions of each approach including influential figures, beliefs about learning and knowledge, design principles, and resources.
- It also discusses several active learning strategies like discovery learning, experiential learning, case-based learning, problem-based learning, scenario-based learning, and situated/authentic learning.
Learning Theories
The document discusses different theories of learning including behaviorism, cognitivism, constructivism, and connectivism. It explains how each views how learning occurs and how we know learning has taken place. It also discusses instructional theories and their influence on learning theories. Finally, it considers implications for language instruction and potential concerns.
COGNITIVISM THEORY
Cognitivism theory examines how people think and gain knowledge through learning, memory, problem solving, and intelligence. It views the mind as a "black box" where learning occurs through recalling and making sense of stored information. Key factors that influence learning according to cognitivism include a person's existing schemas and previous experiences. Memory plays an important role through encoding, storing, and retrieving information. Learning theories best explained by cognitivism include reasoning, problem solving, and learning with clear objectives. Major theorists in cognitivism include Piaget with his cognitive development theory and Ausubel with his meaningful learning theory.
Learning theories ppt
Cognitivist learning theory focuses on how people actively construct knowledge through thinking rather than passively receiving it. It differs from behaviorism in that it emphasizes the role of cognitive processes like problem solving, memory, and language processing in learning. Key contributors to cognitivism developed theories about how knowledge is organized and processed in the brain, such as dual coding theory, schema theory, Bloom's taxonomy of cognitive domains. Cognitivism supports the use of interactive tools and visual aids to engage students in applying and building upon their existing knowledge through higher-order thinking.
Unit 3.3 Cognitive Processes
Unit 3.3 Cognitive Processes
Constructivism: Knowledge Construction/Concept learning
In the quotation above, “filling up the pail” is more linked to rote learning and behaviorism. It connotes that teaching is dominated by the teacher and the learners are passive receivers of knowledge. “Lighting the fire” is related to the cognitive perspective and constructivism.
Two Views of Constructivism
Individual Constructivism. This is also called cognitive constructivism. It emphasizes individual, internal construction of knowledge. It is largely based on Piaget’s theory.
Social Constructivism. This view emphasizes that “knowledge exists in a social context and is initially shared with others instead of being represented solely in the mind of an individual”.
Characteristics of Constructivism
1. Learners construct understanding. As discussed earlier, constructivists do not view learners as just empty vessels waiting to be filled up. They see learners as active thinkers who interpret new information based on what they already know. They construct knowledge in a way that makes sense to them.
2. New learning depends on current understanding. Background information is very important. It is through the present views or scheme that the learner has, that new information will be interpreted.
3. Learning is facilitated by social interaction. Constructivists believe in creating a “community of learners” within classrooms. Learning communities help learners take responsibility for their own learning.
4. Meaningful learning occurs within authentic learning tasks. An authentic task is one that involves a learning activity that involves constructing knowledge and understanding that is so akin to the knowledge and understanding needed when applied in the real world.
Organizing Knowledge
Concepts. A concept is a way of grouping or categorizing objects or events in our mind. A concept of teach, includes a group of tasks such as model, discuss, illustrate, explain, assist, etc.
Concepts as Feature Lists. Learning a concept involves learning specific features that characterize positive instances of the concept. Included here are defining features and correlational feature. A defining feature is a characteristic present in ALL instances.
A correlational feature is one that is present in many positive instances but not essential for concept membership. For example, a mother is loving.
Concepts as Prototypes. A prototype is an idea or a visual image of a “typical example. It is usually formed based on the positive instances that learners encounter most often.
Concepts as Exemplars. Exemplars represent a variety of examples. It allows learners to know that an example under a concept may have variability.
Making Concept-learning Effective. As a future teacher, you can help students learn concepts by doing the following:
• Provide a clear definition of the concept
• Make the defining features very concrete and prominent
• Gi
Theories of Learning and Individual Development
The document discusses five broad models of learning:
1) The behaviorist model views learning as observable changes in behavior through stimulus-response mechanisms and reinforcement.
2) The humanist model sees learning as an internal process driven by the learner's potential for growth.
3) The information processing model understands learning as organizing and reorganizing information in schemas.
4) The activity model constructs knowledge through social experience and tasks.
5) The situated learning model emphasizes that learning occurs in authentic contexts through participation in communities of practice.
Cognitive Theory
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.
Module 13 constructivism
Constructivism is a learning theory where students actively construct knowledge through experiences and reflection. It involves four stages of cognitive development from birth through adulthood. Key theorists who developed constructivism include Piaget, Bruner, Vygotsky, and Dewey. According to constructivism, effective teaching involves hands-on learning where students build understanding through active participation, discussion, and problem solving rather than relying solely on lectures. Students take a leading role in constructing their own knowledge.
Constructing concepts and generalization (2)
This document discusses concepts and generalizations in social studies. It defines concepts as fundamental building blocks that can relate to places, people, objects, institutions, events, and behaviors. Concepts are abstract ideas that reflect a culture and are the foundation of the social studies curriculum. Generalizations identify relationships between concepts and construct explanations of cause and effect. Effective teaching of concepts involves exposing students to multiple examples to identify critical attributes. Generalizations are formed through inquiry learning where students gather evidence to support or change their initial hypotheses.
Learning theories
This document discusses several theories of learning:
1) Reinforcement theory proposes that behavior is influenced by its consequences, and positive reinforcement strengthens behaviors while punishment weakens them.
2) Experiential learning theory emphasizes learning through experience and reflection in a cyclical process.
3) Different learning styles, like reflecting, thinking, and doing, affect how individuals learn best. Considering one's own style can improve learning.
4) Action learning links learning to real-world problems through small groups that regularly meet to help members learn from each other's experiences.
Brearn Wright -- Making Learning Meaningful
These are presentation notes for Power Point entitled "Making Learning Meaningful." This presentation will lead to teacher improvement on the Classroom Assessment Scoring System (CLASS). Teachers will improve in the domain of Instructional Support and the dimension of Concept Development. Particularly, this presentation will help teachers with the following behavior indicators -- integration and connections to the real world.
Cognitive process by sipnayan101
THE COGNITIVE PROCESS
Cognition is important in human learning. Many of the task as well as our activities and responsibilities in personal and professional life require our cognitive abilities.
Cognition involves various intellectual processes (such as perception, memory thinking and language) through which information is obtained, transformed, stored retrieved and used.
Cognition is a way of processing information, an active process, and a useful process.
THE COMPLEX PROCESS OF COGNITION
COGNITIVE PROCESS OF EXPERTS AND EXPERTS SYSTEM
Special Knowledge-
Domain Specificity-
Analogical Reasoning-
Expert System-
Creative-
5 BASIC UNITS OF COGNITION
1. Concepts –building blocks of cognition, it is general labels that we attach to categories of things and information that share common characteristics.
2. Propositions- composed of related concepts.
3. Schemata - general knowledge structures used for understanding.
4. Production – basic unit of procedural knowledge.
Classical Approach-
Prototypical Approach
Exemplar Approach
5. Scripts- specific knowledge structures that contain the sequence of events that usually occur in certain situations.
COGNITIVE STRATEGIES
-mental plans that we apply to manage our thinking and behavior during problem solving or learning.
Student-centered instruction .Students must be actively involved in the learning process.
Activating prior knowledge. Prior knowledge pays major role in constructing meaning.
Social interactions. Social interactions are necessary for students to develop authentic learning
Problem Solving. The creative process of solving a problem happen when students themselves in meaningful learning.
Elaboration . As much as possible we avoid the used of memorization of basic facts . instead we should require students to use those facts in meaningful context.
Concept learning. Concept learning equates with knowledge construction
Important to consider in concept learning
Using core knowledge-
Integration of concepts across curriculum
Provision of an open Ended curriculum
Provision of cognitive flexibility
Provision of cognitive apprenticeship
References/Sources: Facilitating Human
Learning( Aquino A.M.,2009)
Constructivism
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.
Cognitivism
This document discusses cognitivism as a learning theory that focuses on cognitive processes like comprehension and problem solving rather than observable behaviors. It outlines some of the major cognitive theorists like Lewin, Gagne, Bloom, and Anderson and their contributions. The implications for the classroom are that teachers should facilitate problem-based learning and inquiry to stimulate students' cognitive skills. Technology can be used as an "attention getter" and to present material interactively on whiteboards. Students are encouraged to work collaboratively in groups and use technology to express their own ideas. The goal is for students to learn how to teach themselves efficiently using their cognitive abilities.
Learning theories and their implications on educational technology
This is an exploration of some of the learning theories and their implications on educational technology
Jerome Bruner: Discovery Learning
Jerome Bruner was a learning theorist who reacted against behaviorist models of learning. He believed in discovery learning and constructivism, where students must be active in identifying principles themselves rather than just receiving explanations from teachers. Bruner's ideas included constructivism, where learners create their own understanding, and discovery learning, where students learn through inquiry. He emphasized scaffolding learning from concrete experiences to more abstract representations using imagery and language.
Theories of Learning
The document outlines several major theories of learning:
1. Behaviorism focuses on observable behaviors and uses reinforcement.
2. Cognitivism examines internal mental processes and meaningful learning.
3. Social learning theory emphasizes observational learning and modeling.
4. Social constructivism views knowledge as constructed through social experiences.
5. Multiple intelligences proposes eight distinct types of intelligence.
6. Brain-based learning incorporates principles from neuroscience on how the brain learns best.
Cognitivism
Cognitivism rejects behaviorism and instead focuses on internal mental processes like thinking, memory, and problem solving. It views learning as involving the formation of mental representations and associations rather than just stimulus-response behaviors. Cognitivism sees humans as actively generating knowledge through cognitive processes like recognizing, analyzing, and evaluating information, rather than just passively responding to environmental conditions. Cognitive theories emphasize understanding over rote memorization and see the teacher's role as facilitating meaningful learning by helping students relate new concepts to their prior knowledge.
Learning theories in management
The document discusses several learning theories including reinforcement theory, social learning theory, goal setting theory, goal orientation theory, expectancy theory, adult learning theory, and information processing theory. It provides details on key aspects of each theory such as types of reinforcement, social learning processes, types of goals, goal orientation approaches, expectancy theory assumptions, adult learning principles, and information processing components. The document is presented by a group of six members who each cover one or two theories in detail.
Psychology & philosophy of education
The document discusses the evolution of how psychology has been defined. It started as the study of the soul, but that was rejected because the soul cannot be studied. It was then defined as the study of the mind, but that definition was confusing. It was also defined as the study of consciousness, but that did not account for unconscious behaviors. Psychology is now defined as the scientific study of observable behavior, which includes all conscious, subconscious, and unconscious mental activities and processes of organisms.
It enters a new learning environment
The document discusses how technology can enhance learning environments by allowing students to take a more active role in discovering and constructing knowledge. It describes four key learning theories supported by technology: meaningful learning through relating new concepts to prior experience, discovery learning by exploring new ideas, generative learning by mentally connecting concepts, and constructivism by actively problem-solving real-world issues through hands-on activities and simulations. Overall, the document advocates for learning approaches empowered by technology that engage students in knowledge generation rather than passive memorization.
Mi gr2 wk2v3
Constructivism is a theory of learning that states that individuals create their own understanding and knowledge from their experiences. According to constructivism, learning occurs as learners are actively engaged in making meaning by connecting new information to prior knowledge through hands-on exploration and discovery. Key principles of constructivism include linking new concepts to existing knowledge, using real-world problems and experiments to promote understanding, and placing emphasis on meaningful learning activities rather than rote memorization. In the classroom, constructivist teaching strategies include collaborative and project-based learning to encourage critical thinking skills based on Bloom's Taxonomy. Differentiating instruction to accommodate different learning styles and providing a creative learning environment also support the constructivist approach.
What is meaningful learning?
Meaningful learning requires active engagement through manipulation of objects and parameters to observe results. It is characterized as being synergetic, interrelated, interactive, and interdependent. There are several types of meaningful learning, including active learning through manipulation and observation; constructive learning by integrating new experiences with prior knowledge; intentional learning by establishing goals; authentic learning through real-world contexts; and cooperative learning through group work and collaboration. Technology can facilitate learning by providing rich media for knowledge construction and conversation rather than knowledge reproduction, and by engaging learners in articulation, collaboration, and reflection rather than repetition or prescription.
Meaningful Learning
This document outlines the values, principles, and virtues that are important to the author, including respect, integrity, honesty, service, and friendship. It discusses developing meaningful learning in classrooms through communicative classrooms, learning corners, games, online resources, and interactive activities. The author believes their role as a teacher is to guide students and help them solve problems, and that the best moments are when they can also be a friend to students while learning takes place in a happy, knowledge-filled environment.
More Related Content
What's hot
COGNITIVISM THEORY
Cognitivism theory examines how people think and gain knowledge through learning, memory, problem solving, and intelligence. It views the mind as a "black box" where learning occurs through recalling and making sense of stored information. Key factors that influence learning according to cognitivism include a person's existing schemas and previous experiences. Memory plays an important role through encoding, storing, and retrieving information. Learning theories best explained by cognitivism include reasoning, problem solving, and learning with clear objectives. Major theorists in cognitivism include Piaget with his cognitive development theory and Ausubel with his meaningful learning theory.
Learning theories ppt
Cognitivist learning theory focuses on how people actively construct knowledge through thinking rather than passively receiving it. It differs from behaviorism in that it emphasizes the role of cognitive processes like problem solving, memory, and language processing in learning. Key contributors to cognitivism developed theories about how knowledge is organized and processed in the brain, such as dual coding theory, schema theory, Bloom's taxonomy of cognitive domains. Cognitivism supports the use of interactive tools and visual aids to engage students in applying and building upon their existing knowledge through higher-order thinking.
Unit 3.3 Cognitive Processes
Unit 3.3 Cognitive Processes
Constructivism: Knowledge Construction/Concept learning
In the quotation above, “filling up the pail” is more linked to rote learning and behaviorism. It connotes that teaching is dominated by the teacher and the learners are passive receivers of knowledge. “Lighting the fire” is related to the cognitive perspective and constructivism.
Two Views of Constructivism
Individual Constructivism. This is also called cognitive constructivism. It emphasizes individual, internal construction of knowledge. It is largely based on Piaget’s theory.
Social Constructivism. This view emphasizes that “knowledge exists in a social context and is initially shared with others instead of being represented solely in the mind of an individual”.
Characteristics of Constructivism
1. Learners construct understanding. As discussed earlier, constructivists do not view learners as just empty vessels waiting to be filled up. They see learners as active thinkers who interpret new information based on what they already know. They construct knowledge in a way that makes sense to them.
2. New learning depends on current understanding. Background information is very important. It is through the present views or scheme that the learner has, that new information will be interpreted.
3. Learning is facilitated by social interaction. Constructivists believe in creating a “community of learners” within classrooms. Learning communities help learners take responsibility for their own learning.
4. Meaningful learning occurs within authentic learning tasks. An authentic task is one that involves a learning activity that involves constructing knowledge and understanding that is so akin to the knowledge and understanding needed when applied in the real world.
Organizing Knowledge
Concepts. A concept is a way of grouping or categorizing objects or events in our mind. A concept of teach, includes a group of tasks such as model, discuss, illustrate, explain, assist, etc.
Concepts as Feature Lists. Learning a concept involves learning specific features that characterize positive instances of the concept. Included here are defining features and correlational feature. A defining feature is a characteristic present in ALL instances.
A correlational feature is one that is present in many positive instances but not essential for concept membership. For example, a mother is loving.
Concepts as Prototypes. A prototype is an idea or a visual image of a “typical example. It is usually formed based on the positive instances that learners encounter most often.
Concepts as Exemplars. Exemplars represent a variety of examples. It allows learners to know that an example under a concept may have variability.
Making Concept-learning Effective. As a future teacher, you can help students learn concepts by doing the following:
• Provide a clear definition of the concept
• Make the defining features very concrete and prominent
• Gi
Theories of Learning and Individual Development
The document discusses five broad models of learning:
1) The behaviorist model views learning as observable changes in behavior through stimulus-response mechanisms and reinforcement.
2) The humanist model sees learning as an internal process driven by the learner's potential for growth.
3) The information processing model understands learning as organizing and reorganizing information in schemas.
4) The activity model constructs knowledge through social experience and tasks.
5) The situated learning model emphasizes that learning occurs in authentic contexts through participation in communities of practice.
Cognitive Theory
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.
Module 13 constructivism
Constructivism is a learning theory where students actively construct knowledge through experiences and reflection. It involves four stages of cognitive development from birth through adulthood. Key theorists who developed constructivism include Piaget, Bruner, Vygotsky, and Dewey. According to constructivism, effective teaching involves hands-on learning where students build understanding through active participation, discussion, and problem solving rather than relying solely on lectures. Students take a leading role in constructing their own knowledge.
Constructing concepts and generalization (2)
This document discusses concepts and generalizations in social studies. It defines concepts as fundamental building blocks that can relate to places, people, objects, institutions, events, and behaviors. Concepts are abstract ideas that reflect a culture and are the foundation of the social studies curriculum. Generalizations identify relationships between concepts and construct explanations of cause and effect. Effective teaching of concepts involves exposing students to multiple examples to identify critical attributes. Generalizations are formed through inquiry learning where students gather evidence to support or change their initial hypotheses.
Learning theories
This document discusses several theories of learning:
1) Reinforcement theory proposes that behavior is influenced by its consequences, and positive reinforcement strengthens behaviors while punishment weakens them.
2) Experiential learning theory emphasizes learning through experience and reflection in a cyclical process.
3) Different learning styles, like reflecting, thinking, and doing, affect how individuals learn best. Considering one's own style can improve learning.
4) Action learning links learning to real-world problems through small groups that regularly meet to help members learn from each other's experiences.
Brearn Wright -- Making Learning Meaningful
These are presentation notes for Power Point entitled "Making Learning Meaningful." This presentation will lead to teacher improvement on the Classroom Assessment Scoring System (CLASS). Teachers will improve in the domain of Instructional Support and the dimension of Concept Development. Particularly, this presentation will help teachers with the following behavior indicators -- integration and connections to the real world.
Cognitive process by sipnayan101
THE COGNITIVE PROCESS
Cognition is important in human learning. Many of the task as well as our activities and responsibilities in personal and professional life require our cognitive abilities.
Cognition involves various intellectual processes (such as perception, memory thinking and language) through which information is obtained, transformed, stored retrieved and used.
Cognition is a way of processing information, an active process, and a useful process.
THE COMPLEX PROCESS OF COGNITION
COGNITIVE PROCESS OF EXPERTS AND EXPERTS SYSTEM
Special Knowledge-
Domain Specificity-
Analogical Reasoning-
Expert System-
Creative-
5 BASIC UNITS OF COGNITION
1. Concepts –building blocks of cognition, it is general labels that we attach to categories of things and information that share common characteristics.
2. Propositions- composed of related concepts.
3. Schemata - general knowledge structures used for understanding.
4. Production – basic unit of procedural knowledge.
Classical Approach-
Prototypical Approach
Exemplar Approach
5. Scripts- specific knowledge structures that contain the sequence of events that usually occur in certain situations.
COGNITIVE STRATEGIES
-mental plans that we apply to manage our thinking and behavior during problem solving or learning.
Student-centered instruction .Students must be actively involved in the learning process.
Activating prior knowledge. Prior knowledge pays major role in constructing meaning.
Social interactions. Social interactions are necessary for students to develop authentic learning
Problem Solving. The creative process of solving a problem happen when students themselves in meaningful learning.
Elaboration . As much as possible we avoid the used of memorization of basic facts . instead we should require students to use those facts in meaningful context.
Concept learning. Concept learning equates with knowledge construction
Important to consider in concept learning
Using core knowledge-
Integration of concepts across curriculum
Provision of an open Ended curriculum
Provision of cognitive flexibility
Provision of cognitive apprenticeship
References/Sources: Facilitating Human
Learning( Aquino A.M.,2009)
Constructivism
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.
Cognitivism
This document discusses cognitivism as a learning theory that focuses on cognitive processes like comprehension and problem solving rather than observable behaviors. It outlines some of the major cognitive theorists like Lewin, Gagne, Bloom, and Anderson and their contributions. The implications for the classroom are that teachers should facilitate problem-based learning and inquiry to stimulate students' cognitive skills. Technology can be used as an "attention getter" and to present material interactively on whiteboards. Students are encouraged to work collaboratively in groups and use technology to express their own ideas. The goal is for students to learn how to teach themselves efficiently using their cognitive abilities.
Learning theories and their implications on educational technology
This is an exploration of some of the learning theories and their implications on educational technology
Jerome Bruner: Discovery Learning
Jerome Bruner was a learning theorist who reacted against behaviorist models of learning. He believed in discovery learning and constructivism, where students must be active in identifying principles themselves rather than just receiving explanations from teachers. Bruner's ideas included constructivism, where learners create their own understanding, and discovery learning, where students learn through inquiry. He emphasized scaffolding learning from concrete experiences to more abstract representations using imagery and language.
Theories of Learning
The document outlines several major theories of learning:
1. Behaviorism focuses on observable behaviors and uses reinforcement.
2. Cognitivism examines internal mental processes and meaningful learning.
3. Social learning theory emphasizes observational learning and modeling.
4. Social constructivism views knowledge as constructed through social experiences.
5. Multiple intelligences proposes eight distinct types of intelligence.
6. Brain-based learning incorporates principles from neuroscience on how the brain learns best.
Cognitivism
Cognitivism rejects behaviorism and instead focuses on internal mental processes like thinking, memory, and problem solving. It views learning as involving the formation of mental representations and associations rather than just stimulus-response behaviors. Cognitivism sees humans as actively generating knowledge through cognitive processes like recognizing, analyzing, and evaluating information, rather than just passively responding to environmental conditions. Cognitive theories emphasize understanding over rote memorization and see the teacher's role as facilitating meaningful learning by helping students relate new concepts to their prior knowledge.
Learning theories in management
The document discusses several learning theories including reinforcement theory, social learning theory, goal setting theory, goal orientation theory, expectancy theory, adult learning theory, and information processing theory. It provides details on key aspects of each theory such as types of reinforcement, social learning processes, types of goals, goal orientation approaches, expectancy theory assumptions, adult learning principles, and information processing components. The document is presented by a group of six members who each cover one or two theories in detail.
Psychology & philosophy of education
The document discusses the evolution of how psychology has been defined. It started as the study of the soul, but that was rejected because the soul cannot be studied. It was then defined as the study of the mind, but that definition was confusing. It was also defined as the study of consciousness, but that did not account for unconscious behaviors. Psychology is now defined as the scientific study of observable behavior, which includes all conscious, subconscious, and unconscious mental activities and processes of organisms.
It enters a new learning environment
The document discusses how technology can enhance learning environments by allowing students to take a more active role in discovering and constructing knowledge. It describes four key learning theories supported by technology: meaningful learning through relating new concepts to prior experience, discovery learning by exploring new ideas, generative learning by mentally connecting concepts, and constructivism by actively problem-solving real-world issues through hands-on activities and simulations. Overall, the document advocates for learning approaches empowered by technology that engage students in knowledge generation rather than passive memorization.
Mi gr2 wk2v3
Constructivism is a theory of learning that states that individuals create their own understanding and knowledge from their experiences. According to constructivism, learning occurs as learners are actively engaged in making meaning by connecting new information to prior knowledge through hands-on exploration and discovery. Key principles of constructivism include linking new concepts to existing knowledge, using real-world problems and experiments to promote understanding, and placing emphasis on meaningful learning activities rather than rote memorization. In the classroom, constructivist teaching strategies include collaborative and project-based learning to encourage critical thinking skills based on Bloom's Taxonomy. Differentiating instruction to accommodate different learning styles and providing a creative learning environment also support the constructivist approach.
What's hot (20)
Learning theories and their implications on educational technology
Learning theories and their implications on educational technology
Viewers also liked
What is meaningful learning?
Meaningful learning requires active engagement through manipulation of objects and parameters to observe results. It is characterized as being synergetic, interrelated, interactive, and interdependent. There are several types of meaningful learning, including active learning through manipulation and observation; constructive learning by integrating new experiences with prior knowledge; intentional learning by establishing goals; authentic learning through real-world contexts; and cooperative learning through group work and collaboration. Technology can facilitate learning by providing rich media for knowledge construction and conversation rather than knowledge reproduction, and by engaging learners in articulation, collaboration, and reflection rather than repetition or prescription.
Meaningful Learning
This document outlines the values, principles, and virtues that are important to the author, including respect, integrity, honesty, service, and friendship. It discusses developing meaningful learning in classrooms through communicative classrooms, learning corners, games, online resources, and interactive activities. The author believes their role as a teacher is to guide students and help them solve problems, and that the best moments are when they can also be a friend to students while learning takes place in a happy, knowledge-filled environment.
Ausubel’s meaningful verbal learning
David Paul Ausubel was an American psychologist who developed the theory of advance organizers. His theory proposed that meaningful learning occurs when new ideas are related to concepts a learner already knows. Ausubel believed cognitive structure should be strengthened before presenting new materials. An advance organizer provides an overview of a topic before details to help learners connect new information to existing knowledge through subsumption, the process of relating new ideas to relevant prior concepts.
Learning Theory by Ausubel
David Ausubel developed the theory of meaningful learning which emphasizes relating new information to existing knowledge through subsumption. He proposed two types of advance organizers - exposition and comparison types - to present overviews before detailed lessons. Meaningful learning occurs through four processes: derivative subsumption relating examples to concepts, correlative subsumption extending concepts, superordinate learning identifying concepts, and combinatorial learning relating ideas analogously. Teachers should present general ideas first then examples, integrate new and old information, and use advance organizers and multiple examples.
David ausubel
David Ausubel developed Meaningful Learning Theory which posits that meaningful learning occurs when new information is related to an individual's existing cognitive framework or schema. The theory outlines several processes by which this occurs, including derivative subsumption where new information is an example of an existing concept, and correlative subsumption which enriches a concept. According to Ausubel, meaningful learning is most effective when it progresses from general to specific concepts and integrates new and old ideas through comparisons.
Meaningful Learning Framework
The document outlines Howland et al.'s Meaningful Learning Framework, which organizes learning by type and states that the nature of the learning task determines students' learning. For meaningful learning to occur, tasks must engage students through active, constructive, intentional, authentic, and cooperative activities. The document also discusses how technology can support meaningful learning by serving as a tool for knowledge construction, information vehicle for exploring knowledge, authentic context for learning by doing, social medium for learning through conversation, and intellectual partner for learning through reflection.
Session03 ICT for Meaningful Learning (SDL & CoL)
The document discusses dimensions of meaningful learning including collaborative learning, self-directed learning, and how teachers can support these approaches. It provides details on collaborative learning techniques like group roles and tasks. For self-directed learning, it defines SDL and discusses creating learning contracts and using blogs. It also shows how ICT tools can enable both collaborative and self-directed learning.
Generative learning research
Generative learning involves incorporating existing knowledge with new ideas through experimentation and open-mindedness. It encourages creativity by viewing problems in new ways. Organizations rely on generative learning to adapt to changes. The theory was introduced in 1974 and involves recalling facts, integrating new and old knowledge, organizing concepts, and elaborating on ideas. Applying these four elements can help organizations problem-solve by examining behaviors and developing new perspectives rather than defensive routines.
An Analysis of the Educational Impact of Howard Gardner’s Theory of Multiple ...
Howard Gardner is a Harvard psychologist who developed the theory of multiple intelligences, which proposes that intelligence is made up of at least eight independent categories rather than a single general ability. The categories are linguistic, logical-mathematical, musical, spatial, bodily-kinesthetic, interpersonal, intrapersonal, and naturalist intelligences. The theory challenges traditional views of intelligence and implications by suggesting students have different cognitive strengths and the education system should support developing all types of intelligences.
Cognitive constructivism
Cognitive constructivism holds that learning is an active process where learners construct knowledge through experiences. The teacher provides a rich learning environment for exploration and encourages students to build their own understanding. According to cognitive constructivism, learning should be meaningful and based on real-world experiences, as learners construct meaning through interacting with the world. Instruction focuses less on direct teaching and more on offering meaningful learning opportunities like technology.
Advance organizer lesson plan
This document outlines a 45-50 minute lesson plan for first semester university students on compound and simple sentences. The objectives are for students to identify parts of simple and compound sentences and demonstrate understanding of sentence types. Materials include jumble sentence cards stored at the teacher's easel. Procedures include reviewing simple sentences, explaining sentence patterns, modeling text types, and a closure involving student comments. Assessment involves a 5 question test scored out of 5.
Advanced Organiser Model - old
This document discusses David Ausubel's theory of meaningful verbal learning and advance organizers. It provides three key points:
1. David Ausubel developed the theory of meaningful verbal learning and advance organizers, which focuses on how knowledge is organized and how the mind processes new information.
2. An advance organizer presents abstract and general information before a learning task to facilitate the assimilation of new knowledge. It establishes a cognitive framework to anchor and clarify new concepts.
3. Using advance organizers can improve conceptual structures and meaningful assimilation of ideas. It also nurtures interests in inquiry and habits of precise thinking.
[Facilitating Learning] Constructivism: Knowledge Construction/Concept Learning
A report in Approaches to College English Teaching, basic teaching principles; Constructivism: Knowledge Construction/Concept Learning.
Subsumption theory by_david_paul_ausubel
- Ausubel proposed that meaningful learning occurs when new information is linked to existing knowledge structures in a hierarchical or categorical manner. This process is known as subsumption.
- There are four types of subsumption: derivative, correlative, superordinate, and combinatorial. Advance organizers are used to relate new concepts to prior knowledge and facilitate subsumption.
- Ausubel's theory focuses on how individuals learn large amounts of meaningful verbal information in educational settings through subsumption processes like those occurring when new material is presented.
Advance Organizer ppt.
An advance organizer is an instructional tool used before direct instruction of a new topic to help students connect new information to prior knowledge. It provides an overview of key concepts and relationships between ideas. Advance organizers were proposed by educational psychologist David Ausubel to help students incorporate new knowledge into existing cognitive structures. There are different types of advance organizers like expository, comparative, and graphic organizers. The advance organizer model involves three phases: presenting the organizer, presenting new material and linking it to the organizer, and strengthening cognitive organization through application and discussion. Advance organizers can help improve comprehension and retention of new concepts.
Module 14 ~ Constructivism
Here are some examples of how constructivism can be applied for different topics:
- Biology majors learning about cell structure: Provide opportunities for hands-on activities like observing cells under microscopes. Encourage discussion and allow students to draw their own conclusions.
- Computer science majors learning programming: Give students open-ended programming assignments and allow them to experiment. Facilitate peer learning and troubleshooting.
- Education majors learning about learning theories: Present key ideas like constructivism in depth. Provide real examples from classrooms. Organize students into groups to discuss applications and relate theories to their own experiences.
- Business majors learning accounting: Use varied case studies and scenarios. Engage students in active
Advance Organizer Model
The Advance Organizer Model proposed by David Ausubel focuses on meaningful learning through strengthening students' cognitive structures. It involves presenting introductory material called advance organizers before new content to explain and relate it to prior knowledge. There are two types of advance organizers - expository which provide overviews at a high level of abstraction, and comparative which differentiate new from old concepts. The model has implications for curriculum design through its principles of progressive differentiation and integrative reconciliation.
Multiple intelligences
Howard Gardner's theory of Multiple Intelligences utilizes aspects of cognitive and developmental psychology, anthropology, and sociology to explain the human intellect.
The theory was introduced in 1983, with Gardner's book, Frames of Mind.
Gardner's research consisted of brain research and interviews. Based on his findings, Gardner identified the seven (he has subsequently added an eighth and is considering a ninth) separate intelligences.
Ausubel's Meaningful Verbal Learning
David Ausubel proposed using advance organizers to improve expository teaching. Advance organizers strengthen students' cognitive structures by providing a broad overview of a topic before details are presented. This allows new information to be incorporated through meaningful learning processes like subsumption, where new concepts are related to existing knowledge. Ausubel emphasized that advance organizers differ from summaries by acting as a bridge between new and prior knowledge at different levels of abstraction.
Discovery learning presentation
Discovery learning engages students and allows them to feel in control of their own learning. It works best when students can build on prior knowledge and skills as they progress through a lesson. Teachers must create thoughtful questions to guide students to the proper conclusion and anticipate any issues students may have. Discovery learning is not suitable when direct instruction is needed, such as for basic math skills. It can take different forms depending on the age and level of students, including experiments, step-by-step activities with concluding questions, and research projects using technology.
Viewers also liked (20)
An Analysis of the Educational Impact of Howard Gardner’s Theory of Multiple ...
An Analysis of the Educational Impact of Howard Gardner’s Theory of Multiple ...
[Facilitating Learning] Constructivism: Knowledge Construction/Concept Learning
[Facilitating Learning] Constructivism: Knowledge Construction/Concept Learning
Similar to What is meaningful learning (mark baring)
Meaningful learning with technology archie
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.
Pedagogy of FutureLearn
The document discusses the pedagogy of FutureLearn and how learners learn online. It explores evidence-based strategies like spaced learning and questioning what is learned. Storytelling, conversation, and visible progress are highlighted as key aspects of FutureLearn's pedagogy. The role of social interaction in catalyzing learning is also discussed. The document considers how certain educational methods can improve with massive scale online learning environments through techniques like peer review and collaborative documents.
DESIGNING INFORMAL LEARNING ENVIRONMENTS_BANATE.pptx
The document discusses principles for designing informal learning environments. It outlines four key principles: 1) provide learner choice, 2) design for collaboration and idea sharing, 3) leverage constructionism and project-based learning, and 4) leverage gamification and playful competition. It then discusses how Adobe applied these principles by introducing a hands-on, in-person training program for software engineers to supplement their online courses in machine learning.
Integrating Technology, Higher-Order Thinking, and Student-Centered Learning
This workshop aims to help participants learn how to integrate technology into student-centered learning activities that promote higher-order thinking skills. Participants will explore free web-based tools and learn how to design project-based learning activities that support differentiated instruction. The workshop will cover topics like 21st century skills, essential questions, complex thinking strategies, and authentic assessment and will provide examples of how to enrich lesson plans to engage digital native students.
Rp seminar 2.ppt
“The aim of this session is to enhance your reflection in preparation for the assignment by sharing your evaluations and responding to others. You will present your three extended, reflective lesson evaluations, focusing on your pedagogical issue or question and making explicit links to theory and research. You should draw on a wide range of reading that will reflect your knowledge and understanding of the curriculum area, of teaching and learning issues and of reflective practice.”
portfolio in educational technology 1 & 2
Educational technology is the use of technological tools and resources to facilitate learning. It engages learners through active, constructive, and collaborative learning experiences. Educational technology can serve as a source of knowledge, a learning tool, and an intellectual partner that supports knowledge construction, learning by doing, exploring information, conversing with others, and reflecting on the learning process. When used effectively, educational technology helps students learn in ways that are more engaging and relevant to 21st century learners.
Educational Technology
The document discusses two ways that educational technology can be used in learning: the traditional way and the constructivist way. In the traditional way, technology serves as a teacher and delivers instructional lessons to the learner. In the constructivist way, technology serves as a partner in the learning process and supports knowledge construction through tools, information, context, social interaction, and intellectual partnership. When used effectively as a partner, research shows technology can increase motivation, encourage collaboration, and develop critical and problem-solving skills.
Project-Based Learning - USD 340
The document discusses project-based learning, higher-order thinking skills, and student-centered instruction. It provides an overview of Bloom's taxonomy, describes how to support higher-order thinking, and gives examples of complex thinking strategies and curriculum-framing questions. The document also outlines the steps to creating a project, including developing an idea, deciding goals, making a plan, creating an assessment plan, and monitoring/evaluating the project. It discusses using primary sources, resources for project-based learning, and differentiated instruction.
Integrating technology in the Classroom
The document discusses integrating technology into classroom instruction to promote 21st century skills like higher-order thinking, collaboration, and communication. It covers topics like the characteristics of digital native students, using tools like visual ranking to develop critical thinking, differentiating instruction with technology, and incorporating authentic learning through primary sources and project-based learning.
Learning theories
1) Behaviorism focuses on the relationship between stimulus and response and how technology can promote desired academic behaviors in students.
2) Cognitivism examines how students process information and key theorists like Piaget and Bloom looked at stages of cognitive development and taxonomy of learning. Examples of cognitivism in technology are online games and activities.
3) Constructivism views learning as an active process where students construct new ideas based on past knowledge. Educational technology like micro worlds and hypermedia can create complex learning environments to facilitate student exploration and reflection.
Brianjdixon Dissertation Defense
The document discusses a dissertation study that investigated how reflective video journals can be used to enhance students' metacognitive reflection. The study used a formative experiment methodology with six phases to test an intervention of having twelve high school students create reflective video journals over six sessions after school. Analysis of the journals found that highly structured prompts, privacy during recording, and focus on content over production enhanced reflection. Factors like student autonomy and voluntary participation inhibited reflection. The study provided recommendations for classroom practice, school policy, teacher education, and future research on using social media tools to support student reflection.
EUROCALL Teacher Education SIG Workshop 2010 Presentation Melinda Dooly & Vic...
This document discusses research on teachers-in-training and their participation in Communities of Practice. It outlines paradigms like Communities of Practice and Imagined Communities that shape learners' identities and sense of belonging. The researchers analyze video recordings of teacher trainees' discussions to understand how they move from peripheral to full participation in the community of teaching practitioners, engaging with knowledge and aligning with the community's practices over time.
F mel vick_v2_dooly_antoniadou_teacher_ed_wkshp[1]
The document discusses communities of practice and imagined communities, and how pre-service teachers participate in these through their coursework. It presents examples of analysis of interactions between students during tutorials and online discussions to examine how they move from peripheral to full participation in the community of teaching practitioners. The approach uses conversation analysis and content analysis to study how categorizations are produced and confluences in discourse provide insight into prevalent views of teaching.
Communication design and theories of learning
This document summarizes key points from a presentation about communication design and theories of learning. It discusses how communication designers produce information to explain technologies and work in ill-structured problem domains. It also outlines general problem-solving tasks and what is known about learning, including comprehension, representation, retrieval, and construction of new understandings.
Creating and Using Problem-Based Learning in a TVET Classroom
Dr. Z goes through the process of creating a problem-based learning environment in his TVET workshop in Amman, Jordan.
Reinventing PBL - MCIU
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.
Promising practices blastoff_-8-21-12_final
This document discusses promising practices for engaging PK-20 learners, who are primarily digital natives and second generation digital natives. It recommends interactive learning environments that incorporate collaboration, project-based learning, partnering, authentic assessment, audience, and digital mediums. Specific strategies are proposed, such as flipped classrooms, personal learning networks, and the use of Web 2.0 tools. The document concludes by outlining seven strategies from Tapscott for how educators can better engage digital learners, including focusing on lifelong learning over teaching to tests.
#APM16 Incorporating Digital & Social Technologies into Social Work Education
The document discusses incorporating digital and social technologies into social work education. It aims to demonstrate how these technologies can be used in course assignments, promote digital literacy, and apply theory. Benefits include increased diversity, accessibility, collaboration, and preparing students for technology-mediated fields. Challenges include potential disconnection, distractions, and access disparities. The document provides examples of how social learning theory, motivational principles, and multimedia learning can guide technology integration. It also discusses models like SAMR and lists sample competency-based learning activities incorporating different technologies.
Pedagogy at scale
This document discusses pedagogy at scale, both past and present. It notes that in the past, England shunned the concept of pedagogy and approached education in an amateurish and pragmatic way. However, this does not work for distance learning at massive scale. The document discusses how new educational technologies need innovative and effective pedagogy informed by learning processes and outcomes. It provides examples of how different pedagogies like conversation, simulation, and inquiry have been implemented at massive scales online. It also discusses using pedagogies like social learning, coached team learning, case-based learning, experiential learning and competency-based learning for professional development at scale.
Similar to What is meaningful learning (mark baring) (20)
DESIGNING INFORMAL LEARNING ENVIRONMENTS_BANATE.pptx
DESIGNING INFORMAL LEARNING ENVIRONMENTS_BANATE.pptx
Integrating Technology, Higher-Order Thinking, and Student-Centered Learning
Integrating Technology, Higher-Order Thinking, and Student-Centered Learning
EUROCALL Teacher Education SIG Workshop 2010 Presentation Melinda Dooly & Vic...
EUROCALL Teacher Education SIG Workshop 2010 Presentation Melinda Dooly & Vic...
F mel vick_v2_dooly_antoniadou_teacher_ed_wkshp[1]
F mel vick_v2_dooly_antoniadou_teacher_ed_wkshp[1]
Creating and Using Problem-Based Learning in a TVET Classroom
Creating and Using Problem-Based Learning in a TVET Classroom
#APM16 Incorporating Digital & Social Technologies into Social Work Education
#APM16 Incorporating Digital & Social Technologies into Social Work Education
Recently uploaded
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
clinical examination of hip joint (1).pdf
described clinical examination all orthopeadic conditions .
The History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
DRUGS AND ITS classification slide share
Any substance (other than food) that is used to prevent, diagnose, treat, or relieve symptoms of a
disease or abnormal condition
Top five deadliest dog breeds in America
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
The Diamonds of 2023-2024 in the IGRA collection
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
A Survey of Techniques for Maximizing LLM Performance.pptx
A Survey of Techniques for Maximizing LLM Performance
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama UniversityAkanksha trivedi rama nursing college kanpur.
Natural birth techniques are various type such as/ water birth , alexender method, hypnosis, bradley method, lamaze method etcHow to Add Chatter in the odoo 17 ERP Module
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective UpskillingExcellence Foundation for South Sudan
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptxMohd Adib Abd Muin, Senior Lecturer at Universiti Utara Malaysia
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Main Java[All of the Base Concepts}.docx
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS Template 2023-2024 by: Irene S. Rueco
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)Academy of Science of South Africa
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.Recently uploaded (20)
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
A Survey of Techniques for Maximizing LLM Performance.pptx
A Survey of Techniques for Maximizing LLM Performance.pptx
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)
What is meaningful learning (mark baring)
- 1. What is meaningful learning? PREPARED BY: MARK PHILIP E. BARING BTTE-4