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Lista de candidatos sometidos a examen:
1) theory of learning (*)
(*) Términos presentes en el nuestro glosario de lingüística
1) Candidate: theory of learning
Is in goldstandard
1
paper CO_ColombianAppliedLinguisticsJournaltxt46 - : in turn, is consistent with Mayer's (1997) evolving theory of learning consisting of three stages: response strengthening, information processing and knowledge construction . As for the outcomes of multimedia learning, measured in terms of retention and transfer, three are the possibilities: no learning (both poor retention and transfer), rote learning (good retention and poor transfer) and meaningful learning (good retention and good transfer). If meaningful learning is to be promoted, then active learning should be encouraged in its two kinds: behavioral activity and cognitive activity. Regarding meaningful learning, Mayer (2001) writes: "My point is that well-designed multimedia instructional messages can promote active cognitive processing in learners, even when learners seem to be behaviorally inactive" (p. 19). Then, in addressing the issue of multimedia design, seven principles are postulated:
2
paper CO_ColombianAppliedLinguisticsJournaltxt14 - : Miguel's way of making sense of these things happening in the text is to relate them to events he has witnessed. Although the events he shared have not happened directly to him, their impact has been made and they have become a part of him. Purcell-Gates (1995) describes the sociocultural theory of learning: "all learners are seen as members of a defined culture, and their identity with this culture determines what they will encode about the world and the ways in which they will interpret information ."(p.4). Miguel's way of interpreting information and making sense of it, in this literature discussion, is to relate it to events that he has seen take place.
3
paper CO_ColombianAppliedLinguisticsJournaltxt63 - : The following quotation summarizes one of Wenger's assumptions and is self-explanatory: "Meaning – our ability to experience the world and our engagement with it as meaningful – is ultimately what learning is to produce". (p.4). Wenger's social theory of learning stems from four dimensions:'meaning', defined as the ability "to experience our life and the world as meaningful" (p .5),'practice','community', and'identity'. We here make reference only to those components of his theory that relate to the experience that we are reporting. Wenger separates'learning' from a'conception' of learning, which in his model is social in nature. In his view, it is this conception the one that really requires all our attention. From his perspective, then, the traditional format that has been used to promote learning, regardless of the specific conception of it, is not as productive as the meaningful transformations that individuals and groups of individuals experience when they actually learn. He believes
Evaluando al candidato theory of learning:
1) meaningful: 6
2) retention: 4
3) transfer: 4 (*)
6) learners: 3 (*)
8) relate: 3
9) conception: 3
11) multimedia: 3
13) wenger: 3
theory of learning
Lengua: eng
Frec: 20
Docs: 16
Nombre propio: / 20 = 0%
Coocurrencias con glosario: 2
Puntaje: 3.095 = (2 + (1+4.90689059560852) / (1+4.39231742277876)));
Rechazado: mal tf-df: 125;
Referencias bibliográficas encontradas sobre cada término
(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)| theory of learning |
: Fosnot, C.(1996). Constructivism: A psychological theory of learning. In Constructivism: theory, perspectives and practice. Ed. C.T Fosnot-8-33. New York. : Halliday, M. A. (1993). Towards a language-based theory of learning. Linguistics and education, 5(2), 93-116. |