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• Problem-Based Learning (PBL)
  ...]],[[Experiential Learning]], [[Inquiry-Based Learning]], [[Scenario-Based Learning]], [[Social Constructivism]], }} *Learn with students- be open to learning;
  6 KB (794 words) - 17:15, 3 February 2012

Page text matches

• General Terminology
  *[[Accelerated Learning ]] *[[Accreditation of Prior Learning (APL) ]]
  17 KB (1,593 words) - 10:35, 7 October 2011
• Adult Learning Principles
  {{Term|ADULT LEARNING PRINCIPLES|Ideas and methods which can be built into training programs that ... a process of self-directed inquiry. He identified six principles of adult learning, which describe adult learners as:}}
  3 KB (516 words) - 13:39, 22 July 2013
• Andragogy
  ... and motivate themselves, utilizing past [[Knowledge|knowledge]] to assist learning and evaluate the contents of training for relevance and quality. ...ed on five assumptions about the characteristics of [[Adult Learning|adult learning]]:<ref> [http://www.midsolutions.org www.midsolutions.org] (7 March 2008),
  2 KB (319 words) - 14:32, 25 July 2013
• Bloom’s Taxonomy
  ...rs set for learners. It is a hierarchical classification, which means that learning at higher levels is dependent on having attained prerequisite [[knowledge]] ...html www.nwlink.com] (22 April 2010), [http://www.learningandteaching.info/learning/bloomtax.htm www.learningandteaching.info] (22 April 2010), [http://artslit
  7 KB (1,007 words) - 17:12, 26 July 2013
• Collaborative Working
  ...ple work together toward a common goal by sharing [[Knowledge|knowledge]], learning and building consensus. Teams that work collaboratively can obtain greater
  668 B (88 words) - 15:17, 18 July 2008
• Communities of Practice
  {{Term|COMMUNITIES OF PRACTICE (CoPs)|A process of [[Social Learning|social learning]] where a group of people who share an interest, a concern, a set of proble ...ities.hp.com] (29 September 2008), Ramalingam, B., Tools for Knowledge and Learning, odi, 2006 </ref>}}
  5 KB (664 words) - 15:52, 25 July 2013
• Audience Analysis
  ...nd their [[Learning Styles|learning style]] facilitating the design of the learning strategy that best suits its needs. <ref> [http://www.wikipedia.org Wikiped ...ristics related to demographics, interests, knowledge, learning needs, and learning expectations - the who, what, where and why one can find in the [[#Audience
  3 KB (375 words) - 11:09, 3 October 2013
• Constructivism
  {{Term|CONSTRUCTIVISM|Theory of learning that suggests that people construct their own understanding and [[Knowledge # Knowledge is anchored in and indexed by the context in which the learning activity occurs.
  1 KB (191 words) - 11:43, 7 June 2010
• Cooperative Learning
  ...learn, thus creating an atmosphere of achievement. In essence, cooperative learning aims to develop and share common goals; contribute to the understanding of This form of learning can take place at any time that learners work together, for example when th
  10 KB (1,509 words) - 18:21, 15 January 2014
• Generic Skills
  ...ly. It is generally supposed to contribute to [[Lifelong Learning|lifelong learning]]. It can change over time and will vary with different priorities but gene
  789 B (110 words) - 17:54, 6 January 2009
• Peer Assist
  ...tively, peer assists can promote learning and be used to strengthen mutual learning between people and groups within an organization. * Let participants present their feedback to the learning team. The learning team has to listen for understanding and for how it might improve its own a
  5 KB (784 words) - 16:00, 2 February 2012
• Soft Outcomes
  {{Term|SOFT OUTCOMES|Consequences of learning that are not easily measurable. They include the progress made in [[Soft Sk
  599 B (87 words) - 10:36, 16 July 2008
• Learner-Centered Approach
  ... approach is accompanied by a [[Problem-Based Learning (Pbl)|problem-based learning]] approach, where the problems are picked so as to fit the interests and ne
  930 B (133 words) - 11:35, 22 July 2008
• Needs Assessment
  ...form, and when will training take place. <ref> Rapid Instructional Design, Learning ID Fast and Right. George M. Piskurich, 2006. </ref> |This Needs Assessment section offers methodologies and tools for learning more about users needs and motivations.
  10 KB (1,384 words) - 13:36, 17 November 2014
• Training Needs Assessment
  ....about.com adulted.about.com] (25 March 2008), Rapid Instructional Design, Learning ID Fast and Right. George. M. Piskurich, 2006</ref> See also: [[Training Ne
  1 KB (153 words) - 15:42, 16 August 2011
• Double-Loop Learning
  ...shaping the underlying rules. In an organizational environment double-loop learning occurs when, in addition to detection and correction of errors, the organiz Double-loop learning involves creativity and critical attitude: participants learn what makes a
  1 KB (162 words) - 16:12, 23 September 2009
• Case Study
  .../www.nova.edu/ssss/QR/QR3-2/tellis1.html www.nova.edu] (27 August 2011); E-Learning Solutions on a Shoestring, Jane Bozarth, 2005; ASTD Infoline Drive Change w See also: [[Problem-Based Learning]], [[Scenario-Based Learning]].}}
  5 KB (772 words) - 21:48, 9 June 2014
• Skills
  ..., to achieve and work towards targets that will improve the quality of the learning and performance. ...y to solve problems, for the purpose of working towards their solution and learning from this process.
  3 KB (421 words) - 16:41, 18 October 2013
• Learning Theory
  ... the inherently complex process of learning. <ref> Designing Successful E-Learning, Allen’s M, 2007. ...a/distance_learning] (29 July 2008), [http://www.learning-theories.com www.learning-theories.com] (29 July 2008) </ref>
  5 KB (695 words) - 17:15, 26 July 2013
• Toolkits
  ...section presents a selection of training methods, facilitation techniques, learning methodologies, * [[Accelerated Learning]]
  3 KB (312 words) - 17:47, 13 March 2013