1. Metacognition - understand you own thought processes
1.1. Metacognitive Knowledge
1.1.1. declarative knowledge
1.1.2. procedural knowledge
1.1.3. conditional knowledge
1.2. Metacognitive Regulation
1.2.1. planning
1.2.2. monitoring
1.2.3. evaluation
1.3. Metacognitive Reflection
1.3.1. How leaners can:
1.3.1.1. motivate themselves
1.3.1.2. identity academic strengths + weaknesses
1.3.1.3. assess their own understanding
1.3.1.4. set specific gaols and review what has been accomplished
1.4. How teacher's can promote metacognition
1.4.1. Provide opportunities for self-assessment
1.4.2. Be explicit in what is necessary/excepted and what is not for the students
1.4.3. Check student's understanding of the task (early assessments)
2. Learning Design
2.1. In-Context learning
2.2. Consistency
2.3. Backwards design
2.3.1. 1) Identify desired results and consider learning goals
2.3.2. 2) Determine evidence - How can the learner display their understanding?
2.3.3. 3) Plan learning experience - How can the learning experience map outcomes
2.4. Effective Practice
2.5. Effective Feedback
2.5.1. goal-referenced
2.5.2. tangible and transparent
2.5.3. actionable
2.5.4. user friendly
2.5.5. timely
2.5.6. ongoing
2.5.7. consistent
3. Teaching Support
3.1. Dual Coding Theory
3.1.1. Multimedia principle
3.1.2. Redundancy principle
3.1.3. Split-attention principle
3.2. Goal setting
3.2.1. Sophistication: Bloom's Taxonomy Scale
3.2.1.1. remember
3.2.1.2. understand
3.2.1.3. apply
3.2.1.4. analyze
3.2.1.5. evaluate
3.2.1.6. create
3.2.2. Proficiency (Gloria Gery's Scale)
3.2.2.1. familiarization
3.2.2.2. comprehension
3.2.2.3. conscious effort
3.2.2.4. proficiency
3.2.2.5. unconscious competence
3.3. Learning Objective
3.3.1. Will Thalheimer's Taxonomy
3.3.1.1. performance
3.3.1.2. focus
3.3.1.3. instruction design
3.3.1.4. instruction evaluation
3.3.2. Purpose
3.3.2.1. focus the learner's attention by communicating instructions and performance level expectations
3.4. Attention
3.4.1. attract learners through:
3.4.1.1. stories
3.4.1.2. social interactions
3.4.1.3. emotional resonance: urgency and/or surprise
3.4.2. Assessments and Evaluations
3.4.2.1. Formative assessments
3.4.2.1.1. low-stakes feedback that improves learner (ex; clicker questions)
3.4.2.2. Summative assessments
3.4.2.2.1. high-stakes evaluations against a standard (ex; midterm exam)
3.4.2.3. Recognition and Recall questions
3.4.2.3.1. Recall
3.4.2.3.2. Recognition
3.4.2.4. Grades
3.4.2.4.1. Negatives
3.4.2.4.2. Positives
3.4.2.5. Real world methods
3.4.2.5.1. Observation
3.4.2.5.2. Success Cases
4. Learner Support
4.1. Know your learner
4.1.1. communicate what is working and what is not
4.1.2. understand their context - follow their leads
4.1.3. try new things together
4.1.3.1. trial and error of various methods prove more beneficial in the long-run
4.2. Establishing value
4.2.1. connect material to learner's interests
4.2.2. provide real-world applications and relevance in their current lives
4.2.3. demonstrate your own passion for the subject
4.3. Building positive expecatncies
4.3.1. align objectives, assessments and other materials
4.3.2. identify level of challenge to help learner stay engaged (ultimately leading to flow)
4.3.3. provide early success opportunities to build confidence
4.4. Scaffolding
4.5. Zone of Proximal Development
4.6. Self Determination Theory
4.7. Cognitive Load Theory
4.7.1. Intrinsic Cognitive Load - relating to learner's internal aspects
4.7.2. Extrinsic Cognitive Load - relating to facilitator and all content aspects
4.7.3. Overload signs:
4.7.3.1. task abandonment
4.7.3.2. place-keeping errors
4.7.3.3. failing to follow instructions
4.7.3.4. incomplete recall
4.8. Stewart Brand's Pace Layer
4.8.1. understanding speed of your learner
4.8.1.1. fast - knowledge
4.8.1.2. medium - skills and attitudes
4.8.1.3. slow - foundation
4.9. Stress
4.9.1. Impacts on learning
4.9.1.1. impair working memory
4.9.1.1.1. difficulties with memory formation
4.9.1.1.2. difficulties problem solving
4.9.1.1.3. poor attention
4.9.2. coping and managing
4.9.2.1. determine stressor
4.9.2.2. cognitive reframing
4.9.2.3. take mental breaks and use support resources
5. Presenting knowledge
5.1. Lecturing
5.1.1. directly from teacher to student
5.1.2. good for novices
5.2. Alternative forms of learning
5.2.1. Informal
5.2.1.1. tactical information - avoids formal situations
5.2.2. Formal
5.2.2.1. structured + organized learning
5.2.3. Social
5.2.3.1. through interactions with others
5.2.4. Experiential
5.2.4.1. application of skill
5.3. Facilitation
5.3.1. interaction between teacher and student
5.3.2. partnership in the learning process
6. Theories to learning
6.1. Behaviourism
6.1.1. Classical Conditioning
6.1.1.1. stimulus and response [ex; Pavolv]
6.1.2. Operant Conditioning
6.1.2.1. positive/negative reinforcement and punishment
6.2. Constructivism
6.2.1. Social Constructivism: Vygotsy
6.2.2. Cognitive Constructivism: Piaget
6.2.2.1. Schema
6.2.2.1.1. adaptation
6.2.2.1.2. assimilation
6.2.2.1.3. disequilibrium + equillibrium
6.2.2.2. novice vs expert
7. Motivation
7.1. Intrinsic - interest in topic motivates learner
7.2. Extrinsic - motivated through external factors
7.3. Self Determination Theory
7.3.1. Autonomy
7.3.2. Belonging
7.3.3. Competence
7.4. Expectancy Value Theory
7.4.1. Value
7.4.1.1. Intrinsic value
7.4.1.2. Instrumental/Utility value:
7.4.1.3. Cost value
7.4.2. Expectancies
7.4.2.1. Outcome expectancies: specific action(s) leading to desired outcome
7.4.2.2. Efficacy expectation: individual's abilities will produce outcomes
7.5. Diffusion of innovation - Everett Rogers
7.5.1. perceived attributes (after adoption of new method)
7.5.2. relative advantage
7.5.3. compatibility
7.5.4. complexity
7.5.5. observability
7.5.6. tradability
7.6. Technology Acceptance Model
7.6.1. perceived usefulness
7.6.2. perceived ease of use
7.7. Carol Dweck
7.7.1. Growth mindset
7.7.1.1. knowing the outcome can be altered with increasing efforts or changing strategies
7.7.2. Fixed mindset
7.7.2.1. limiting abilities by thinking these strength (and weaknesses) are innate and cannot be improved
7.7.3. Praise
7.7.3.1. efforts
7.7.3.1.1. promotes growth mindset by suggesting performance is the result of hard work
7.7.3.2. intelligence
7.7.3.2.1. suggests that working hard is not required to find success
8. Memory
8.1. Sensory memory
8.2. Working memory (short-term)
8.3. Long-term memory
8.3.1. Explicit memory
8.3.1.1. semantic memory
8.3.1.2. episodic memory
8.3.2. Implicit memory
8.3.2.1. procedural memory
8.3.2.2. classically conditioned memory
8.3.2.3. priming
9. Learners
9.1. Gaps in...
9.1.1. Knowledge
9.1.1.1. missing information
9.1.2. Skills
9.1.2.1. close gap through practice to develop missing skills
9.1.3. Motivation
9.1.3.1. learner is unsure of what needs to be done
9.1.3.2. causes
9.1.3.2.1. uninterested
9.1.3.2.2. lacking perspective/missing the bigger picture
9.1.3.2.3. distracted or unfocused
9.1.3.3. supported with specific learning designs
9.1.4. Environment
9.1.4.1. Donald Norman
9.1.4.1.1. removing the burden of the mind and placing it in the world
9.1.4.2. Proximity matters
9.1.4.2.1. resources
9.1.4.2.2. triggers/prompts
9.1.4.2.3. embedded behaviour
9.1.4.3. Job aids
9.1.4.3.1. good job aids are
9.1.4.3.2. do not use job aid when
9.1.5. Habit
9.1.5.1. habits do not align with learning
9.1.5.1.1. anatomy of a habit
9.1.5.2. overlap - based on what once was a learned skill
9.1.6. Communication
9.1.6.1. poor instructions or miscommunication needs to be resolved through goal clarification
9.2. Types
9.2.1. Straight-forward
9.2.1.1. on a schedule
9.2.1.2. satisfied by a brief run through and a list of instructions
9.2.2. Excitable
9.2.2.1. has a lot of motivation and rampant curiosity
9.2.3. Try and try again
9.2.3.1. Highly motivated
9.2.3.2. trial and error learner
9.2.4. Reluctantly shows up
9.2.4.1. extrinsic motivation - likely by grades
9.2.4.2. may need convincing that the material is useful
9.2.5. 'Mutli-tasker'
9.2.5.1. short, distributed attention - wried for distractions
9.2.5.2. just switches focus frequently
9.2.6. Strictly Scheduled
9.2.6.1. needs to be convinced that any change is useful and doable
9.2.6.2. needs time and safe space to acclimate and practice the new tactic
9.2.7. Self-sufficient
9.2.7.1. understands material quickly
9.3. Flow
9.3.1. "being in the zone"
9.3.2. having autonomy in the learning experience
9.4. Social Proof
9.4.1. tendency to base actions off others
9.5. Locus of Controls
9.5.1. External locus of controls
9.5.1.1. success and failure is out of a person's control - likely leading to negative learning outcomes
9.5.2. Internal locus of control