The Knowledge-Learning-Instruction (KLI)

 

The Knowledge-Learning-Instruction (KLI)

Source: Kenneth R. Koedinger Albert T. Corbett Charles Perfetti, The Knowledge-Learning-Instruction (KLI) Framework: Toward Bridging the Science-Practice Chasm to Enhance Robust Student Learning, 2010 (Human-Computer Interaction Institute  School of Computer Science,  Carnegie Mellon University Pittsburgh)

- http://www.learnlab.org/documents/KLI-Framework-Tech-Report.pdf  (.pdf): This work is supported by the National Science Foundation under grant SBE0836012 and the Pittsburgh Science of Learning Center.

Learning Events, Instructional Events, Assessment Events
"Central to analysis with the KLI framework is a set of observable and unobservable events: learning events, instructional events, and assessment events, which decompose the temporal progression of learning. Figure 1 represents the relationships among the three events. Instructional and assessment events are observable changes to the instructional environment controlled by instructional designer or instructor. Instructional events are intended to produce learning (they evoke learning events)."

Figure 1. Understanding learning at the event level: Knowledge is acquired or modified during unobservable learning events inside students’ minds. These learning events are influenced by instructional events, in which the student’s learning environment is modified, and assessment events, in which student knowledge is inferred from performance either at the time of the event or later.

Learning Events, Instructional Events, Assessment Events

 

Learning theories in practice/Project-Based Language Learning

Project-Based Language Learning (PjBL)

PjBL is an instructional method that engages learners in learning through inquiry activities in which they work autonomously and collaboratively over a period of time around complex tasks, resulting in realistic products.

- http://en.wikiversity.org/wiki/Learning_theories_in_practice/Project-Based_Language_Learning
- John W. Thomas, Ph.D March, A REVIEW OF RESEARCH ON PROJECT-BASED LEARNING, 2000, http://www.bobpearlman.org/ (.pdf)

Projects in Practice:  http://illinoispip.org/http://www.virtualprojectconsulting.com/

- http://www2.warwick.ac.uk/ (.pdf), Organizational Learning and Knowledge, 5th International Conference, 2003

Learning 2.0 - The Impact of Social Media on Learning

"Learning approaches using social media furthermore promote pedagogical innovation by encouraging teaching and learning processes that are based on personalisation and collaboration. As a consequence, interaction patterns between and among students and teachers are changed, re-defining the roles of teachers and learners. Teachers become designers, coordinators, moderators, mediators and mentors, rather than instructors or lecturers, whereas students not only have to take responsibility for their own learning progress, but also have to support each other in their learning endeavours, and jointly create the learning content and context. Learners need to assume a pro-active role in the learning process, and develop their own – individual and collective – rules and strategies for learning".

Learning 2.0 - The Impact of Social Media on Learning in Europe, Authors: Christine Redecker, Kirsti Ala-Mutka and Yves Punie, European Commission, Joint Research Centre Institute for Prospective Technological Studies (Spain), JRC Technical Notes 56958, 2010

 

 

Ştiinţele sunt modele şi reprezentări virtuale ale cunoaşterii.

Ştiinţele au apărut ca urmare a necesităţii omului de a-şi organiza CUNOAŞTEREA în scopul măsurării, comparaţiei, analizei şi operaţiilor ce trebuie realizate în diverse activităţi de existenţă şi adaptare în natură. În acest proces complex al evoluţiei omului şi evoluţiei cunoaşterii, s-a conturat şi definit necesitatea omului de a rezolva problemele folosind diverse teorii, metode şi tehnici: raţionament, experiment, etc.

Exemple: geometrie-măsurarea pământului, algebră-numărare şi calcule, geologie-studiul pământului, biologie-studiul organismelor vii, chimie-studiul substanţelor, fizică-studiul materiei, cibernetică-studiul sistemelor, astronomie-studiul cosmosului, etc.

Rezolvarea problemelor se poate realiza la nivel: de amator, de specialist, de expert.

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Initiativa "practica-ta.ro"

Program strategic cofinanțat din Fondul Social European, prin Programul Operațional Sectorial Dezvoltarea Resurselor Umane 2007 – 2013: "Programului multi-regional integrat de stagii de practica pentru studenti in vederea cresterii gradului acestora de angajabilitate". Ref.: www.practica-ta.ro/

 

Project management

"The project management theories have starting to evolve since the late 1990s to incorporate a dimension of complexity. Still, these are not fully integrated[i]. And especially in education, the development of a framework methodology for the setup and management of complex projects is required in order to tackle with the complexities of combining the intrinsic complexity of IT projects, the education aspects and the risks introduced by the wide range of stakeholders involved in major education transformations." Stefan Morcov, ICVL 2011.


[i] Saynisch, Manfred (2010) Beyond Frontiers of Traditional Project Management: An Approach to Evolutionary, Self-Organizational Principles and the Complexity Theory—Results of the Research Program, Project Management Journal, April 2010

Cultură şi dezvoltare

"În universităţi se predau idei care, însuşite de tineri şi aplicate în viaţa lor practică şi în profesiune, au efecte la nivelul întregii societăţi. Dacă vom considera că scopul dezirabil al dezvoltării umane este recîştigarea armoniei cu natura, întoarcerea peştilor în rîuri, a păsărilor în păduri, o atmosferă lipsită de emisii industriale, un ocean fără reziduuri şi detritusuri, atunci universitatea se află într-o dilemă. ..." Prof. dr. Ioan Pânzaru, Rector,  Cuvînt adresat şefilor de promoţie şi cercetătorilor Universităţii din Bucureşti.

 

Education and Learning

"Research in education demonstrates that, by working hard, virtually all students are capable of high achievement. People can become smart by working hard at the right kinds of learning tasks." Source: Institute for Learning, University of Pittsburgh  - http://www.instituteforlearning.org/

We know that every year high achieving students:

  1. Engage with cognitively demanding discipline-specific content that provides them opportunities to develop core knowledge and conceptual understanding in each field of learning.
  2. Work on high quality, cognitively demanding tasks and projects. They produce original work and revise to standards.
  3. Learn to think, work, talk, and write like a practitioner of each of the core content disciplines.
  4. Work towards meeting clear, high standards.
  5. Synthesize several sources of knowledge.
  6. Are challenged to interpret texts, construct explanations and test understanding of concepts by applying and discussing them.

 

"If a doctor, lawyer, or dentist had 40 people in his office at one time, all of whom had different needs, and some of whom didn't want to be there and were causing trouble, and the doctor, lawyer, or dentist, without assistance, had to treat them all with professional excellence for nine months, then he might have some conception of the classroom teacher's job." Donald D. Quinn

"Cognitive skills either exist in such profusion (through schooling) or are so easily developed on the job that they are not a criterion for hiring. Thus the education-related workers attributes that employers willingly pay for must be predominantly affective characteristics-personality traits, attitudes, modes of self-presentation and motivation." H. Gintis

 

 

 

 

 

 

Pagină actualizată la 22 Mai 2014.