Difference between revisions of "Learning Behavior"
From Learning and training wiki
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• innate curiosity; | • innate curiosity; | ||
| − | Each of this operations, are performed by the brain within various learning styles sets, depending on the individual’s personal inclination. | + | Each of this operations, are performed by the brain within various [[Learning Styles|learning styles]] sets, depending on the individual’s personal inclination. |
Revision as of 14:33, 6 June 2013
 LEARNING BEHAVIOUR |
| The term learning behaviour may be addressed as an umbrella term, once it covers several sets of behaviour that focus on effective learning (both e-learning and traditional learning). The word ‘behaviour’ stands for ‘the way in which one acts or conducts oneself’, and within the given context, ‘towards’ (the process of) learning.
The term may be approached through different prisms, by focusing on the learner’s behaviour and alternatively on the mentor’s behaviour. Within the learner’s behaviour spectrum one may differ between two aspects: intrinsic learning behaviour and active learning behaviour.
It is characterized by the natural neural cognitive activities responsible for learning processes performed in the sub-conscious level; it is the ‘brain behaviour’. Examples from intrinsic learning behaviours are: • information processing and association with prior knowledge – memory; • learning from mistakes and failure; • innate curiosity; Each of this operations, are performed by the brain within various learning styles sets, depending on the individual’s personal inclination.
Employed in parallel with the above-mentioned activities, the active learning behaviour refers to the actions performed by the individuum in the conscious level aiming the mastery of the task to be learned. The latter is the most frequently addressed in the literature on learning behaviour and encompasses the following practices: • self-discipline (through self-conditioning); • self-organizing, establishing a strategy; • self-studying, self-reflection; • self-motivation; • engagement; • concentration, focus, mindfulness; • transformative learning/collaborative learning (widening one’s perspective): exchange of ideas, seeking feedback, sharing information, seeking for help, talking about errors, collaboration, argumentation, discussion; • learn by doing: to put the knowledge in practice, problem solving; • creating a proper environment for learning activities, learn in a proper environment; • provide oneself with proper sleep;
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 Web Resources |
| Below you have a list of resources that provide additional information on different aspects of Bloom’s Taxonomy. |
| Link | Content |
|---|---|
| earning-from-mistakes-is-harder-than-we-think | this this an article asdfasdf;lkasjdfl;kasd |
| Benjamin Bloom's Taxonomy of Learning Domains: Design and Evaluation Toolkit for Training and Learning | Activities to be trained for each domain, as well as demonstration and evidence to be measured. |
| Bloom’s digital taxonomy, Wheel and Knowledge Dimension | This is an interactive tool that gives concrete examples of activities for the Cognitive domain of Bloom’s Taxonomy including explanations of the associated types of knowledge. |
| Assessment & Instructional Alignment | A 45-minute tutorial that shows how Bloom’s Taxonomy can be used to align course objectives, activities and assessments for enhancing learner experience. |
| Bloom's Taxonomy, language for communicating about learning | An infographic by Kevin Wilcoxon, Instructional Designer at University of Nevada Las Vegas, to simply describe the Bloom's Taxonomy concept. |
| 4 different visual guides to Bloom’s Taxonomy | An article explaining the meaning of Bloom’s Taxonomy through some pictures. |