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• Simulation-Based Training
  ...tems, and high-quality graphics. This is not the case, as simulation-based learning in broadest sense can include: ...aining give more results than [[Problem-Based Learning (PBL)|problem-based learning]]. The key components of simulation-based training are as follows:
  6 KB (759 words) - 16:31, 2 February 2012
• Six Thinking Hats
  ...indtools.com www.mindtools.com] (21 January 2009), Tools for Knowledge and Learning, Ben Ramalingam, 2006. </ref>}} ...indtools.com www.mindtools.com] (21 January 2009), Tools for Knowledge and Learning, Ben Ramalingam, 2006, The Six Thinking Hats, Ingenious People Knowledge. <
  6 KB (946 words) - 16:33, 2 February 2012
• Appreciative Inquiry (AI)
  AI is a process of learning and action intended for discovering, understanding, and fostering innovatio ...hese could be: successful leadership, relationships, technologies, values, learning processes, external relationships, planning methods, etc.
  14 KB (2,095 words) - 17:19, 2 November 2016
• 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
• Scenario-Based Learning
  ...d learners feel and the more they learn. From the tutor’s point of view, learning scenarios provide a context that can be used to easily explain difficult an ...ical Incident-Based Learning]], [[Design-Based Learning]], [[Problem-Based Learning (PBL)]], [[Scenario-based Assessment]].
  5 KB (718 words) - 15:46, 27 August 2012
• Performance Assessment
  ...asket). Performance assessment is based on directly observable evidence of learning which might take the form of a portfolio, paper, speech, reading or any oth *It mixes different learning styles together (visual, mental, auditory: [[VAK Model|VAK model]])
  3 KB (471 words) - 11:52, 5 November 2013
• 4C/ID
  ...h pattern for complex learning can be described by four components, namely learning tasks, supportive information, procedural information, and part-task practi ...ntegration of skills, [[Knowledge|knowledge]] and attitudes. The different learning tasks are ordered by difficulty.
  1 KB (164 words) - 11:52, 17 December 2009
• Problem Tree Analysis
  * The process is as important as the product and should be seen as a learning experience and an opportunity for different views and interests to be expre
  6 KB (972 words) - 11:09, 3 October 2013
• Ritual Dissent Method
  ...ecent addition to the method: if the spokesperson talks with the group the learning method would risk to be compromised. When each group finishes replaying, se
  4 KB (575 words) - 16:22, 2 February 2012
• Workshop
  Learning objectives are to be defined whenever the workshop has a training/learning component. <ref>UNESCO, Glossary of Educational Technology Terms, Second Ed
  1 KB (184 words) - 12:59, 9 December 2009
• Design-Based Learning
  ...ident-Based Learning]], [[Problem-Based Learning (PBL)]], [[Scenario-Based Learning]]
  1 KB (155 words) - 14:10, 10 December 2009
• Learning Styles
  {{Term|Learning Styles|People learn and develop in different ways and in different directio ...detect why or how learning occurs or to what it can be attributed<ref>VARK learning Styles http://www.vark-learn.com/english/page.asp?p=faq (29 June 2012) </re
  10 KB (1,381 words) - 09:28, 29 July 2013
• Overall Repository
  Click4it, UNITAR learning & training wiki, provides a knowledge base of terms, definitions, tools and ...f knowledge that aims to be a reference point in the field of training and learning.
  20 KB (1,910 words) - 16:44, 15 December 2022
• Social Constructivism
  ...]], [[Experiential Learning]], [[Inquiry-Based Learning]], [[Problem-Based Learning]]}}
  985 B (121 words) - 09:49, 12 July 2011
• Action Learning
  ... her own actions and experience. Action Learning is based on the idea that learning begins with not knowing, and it involves both knowledge and questioning ins Action Learning is done in small groups called Action Learning Sets. The group members meet together regularly over a reasonable time peri
  7 KB (1,151 words) - 17:30, 11 March 2014
• Inquiry-Based Learning
  ...oblem solving, critical thinking, analytic, researching, and self-directed learning skills) which are transferable to new problems and concepts. ...eriential-learning|Experiential-learning]], [[Discovery Learning|Discovery Learning]]
  7 KB (976 words) - 15:59, 17 January 2014
• A.D.D.I.E Model
  ...e and on-line instruction, with slight adjustments for technology-enhanced learning settings. ...Design]], [[Kirkpatrick Model|Kirkpatrick's Model]], [[Learning Objectives|Learning Objectives]].
  11 KB (1,629 words) - 15:44, 17 January 2014
• Icebreaker
  ...a fun activity or one tied to specific topics or training goals. <ref> E-Learning Solutions on a Shoestring, Jane Bozarth, 2005, [http://www.thefreedictiona
  3 KB (412 words) - 15:26, 6 June 2012
• Socratic Questioning
  ...althinking.org/pages/the-role-of-socratic-questioning-in-thinking-teaching-learning/522] (29 October 2011); [http://en.wikipedia.org/wiki/Socratic_questioning #'''Promote a positive and stimulating learning environment'''. Acknowledge the value of each contribution and make learner
  4 KB (557 words) - 16:34, 2 February 2012
• 3Es Knowledge Interviews
  ...once they are subject experts can prove useful for analysing general staff learning and training needs across the organisation.
  5 KB (721 words) - 09:54, 2 February 2012
• Multiple Intelligences
  ...all a blend of the above mentioned intelligence types, their abilities and learning attitudes being based on different styles and preferences. ...xercises and activities, letting students find their own [[Learning Styles|learning style]].
  5 KB (698 words) - 17:22, 23 July 2012
• Social Learning
  {{Term|Social Learning| ...tes that people learn with and from others through modeling, observational learning and imitation.
  12 KB (1,656 words) - 10:28, 29 January 2014
• Design Thinking
  Therefore, as '''approach to learning''' it consists in a creative process based around the building up of ideas. ...ve that if you tell an answer to a child you’ve deprived them of a great learning opportunity.” <ref>[http://blogs.kqed.org/mindshift/2013/03/what-does-des
  6 KB (946 words) - 16:39, 15 January 2014
• Learning Behavior
  ..., and within the given context, ‘towards’ (the process of) [[Learning|learning]]. ...ween two aspects: intrinsic learning behavior and [[Active Learning|active learning]] behavior.
  6 KB (778 words) - 16:59, 15 January 2014
• Gamification of Learning Processes
  ...arning processes]] can be understood as the use of game design elements in learning environments in order to enhance the level of engagement of the learner. As The learning environment was the first one to be gamified (from school grades to boyscou
  14 KB (2,060 words) - 13:10, 29 January 2014
• Writing Multiple Choice Questions
  ...ss in order to provide the learners with constant feedback and track their learning ([[Formative Evaluation]]). • It cannot measure certain learning outcomes as delivering explanations, deliver original ideas, give examples
  5 KB (705 words) - 19:02, 31 October 2014
• Learning Disability
  {{Term|LEARNING DISABILITY| ...ng disability is not the same as a learning difficulty or mental illness. Learning difficulty is a neurological problem.
  4 KB (542 words) - 16:27, 8 April 2014
• Learning Styles: Honey and Mumford’s model
  {{Term|Learning Styles: Honey and Mumford’s model| This learning model was developed from the Kolb's experiential model. Two modifications w
  2 KB (250 words) - 11:19, 10 April 2014
• Storytelling in Instructional Design
  Storytelling can be a very powerful tool in learning design. Storytelling is one tool in the instructional design toolbox. It he ...ions” to facilitate storage in the long-term memory and later retrieval. Learning occurs only in the long-term memory. This is where information can be retri
  14 KB (2,156 words) - 13:48, 29 November 2016
• Multilevel Choice Questions
  Multiple choice questions are efficient and effective ways of assessing learning outcomes. • It cannot measure certain learning outcomes as delivering explanations, deliver original ideas, give examples
  3 KB (497 words) - 12:58, 8 September 2014