1. Contructivism
1.1. Key Components
1.1.1. Active construction of understanding and knowledge of the world
1.1.1.1. Real-life contexts
1.1.2. Importance of social interaction in cognitive development
1.1.2.1. Negotiating meaning and build shared understandings with others.
1.1.3. Importance of language in cognitive development
1.1.3.1. Communication
1.1.3.2. Reasoning
1.1.3.3. Social and emotional development
1.1.4. Cognitive development is a continuous process throughout the lifespan
1.2. Cognitive Constructivism
1.2.1. Jean Piaget
1.2.1.1. Emphasis on the role of individual development
1.2.1.1.1. Development occurs through a series of fixed stages
1.2.1.1.2. Focused on how children develop cognitive structures and concepts
1.2.1.1.3. Children learn by constructing their own knowledge through individual exploration and experimentation
1.2.1.1.4. Accomodation
1.2.1.1.5. Assimilation
1.3. Social Constructivism
1.3.1. Lev Vygotsky
1.3.1.1. Emphasis on the role of culture and social context in cognitive development
1.3.1.1.1. Development as a continuous process
1.3.1.1.2. Children develop through social interaction and social tools
1.3.1.1.3. Children learn by collaborating with others and by being taught by more knowledgeable individuals
1.4. Gamification
1.4.1. The process of adding game-like elements to non-game contexts to motivate and engage people.
1.4.1.1. Purpose: to increase participation, motivation, and retention in the learning process.
1.4.1.2. Examples: using rewards, points, badges, leaderboards, and other game mechanics to make learning more interactive and fun.
1.5. Game-Based Learning
2. The use of actual games as a learning tool.
2.1. Purpose: to provide an immersive and interactive experience; to engage learners as active participants
2.2. Example: using games to teach a wide range of subjects and skills, from language and math to problem-solving and teamwork.
3. Behaviourism
3.1. Emphasizes the importance of observable behaviour.
3.1.1. Conditioning
3.1.1.1. External environmental factors
3.1.1.1.1. All human behavior can be explained by external environmental factors
3.1.1.2. The process of learning through the association between a stimulus and a response.
3.1.1.2.1. Stimulus
3.1.1.2.2. Response
3.1.2. Reinforcement learning
3.1.2.1. Any consequence that follows a behavior and increases the likelihood that the behaviour will be repeated in the future.
3.1.2.1.1. Behaviour is shaped by the consequences that follow it.
3.1.2.1.2. The frequency and strength of a behavior is influenced by the consequences that follow it.
4. Neuroscience
4.1. Emphasizes the importance of how the brain processes, stores, and retrieves information.
4.1.1. How we learn and remember
4.1.1.1. Motivation
4.1.1.1.1. When we are motivated we are more likely to remember.
4.1.1.2. Attention
4.1.1.2.1. When we are engaged we are more likely to remember.
4.1.1.3. Emotions
4.1.1.3.1. Can influence memory retention.
4.2. Concerned with the neural processes involved in learning.
4.2.1. Importance of active learning
4.2.2. Neuroplasticity
4.2.2.1. The brain's ability to adapt and change in response to new experiences, learning, and environmental factors.
5. Key Components of Learning
5.1. Individualized and specific
5.2. Active construction
5.3. Student agency
5.4. Collaborative
5.5. Inclusive environments
6. Cognitivism
6.1. Emphasizes the importance of mental processes in learning and suggests that learners need to actively engage in the learning process in order to acquire new knowledge and skills
6.1.1. Attention
6.1.1.1. Attention is necessary for perception, memory, and problem-solving
6.1.2. Information processing
6.1.2.1. Learning involves the acquisition, organization, and storage of information
6.1.3. Schema
6.1.3.1. A mental framework that organizes information and helps learners to make sense of new information
6.1.3.2. Learners use existing schemas to understand new information and that they construct new schemas as they acquire new knowledge.
6.1.4. Memory
6.1.4.1. Sensory
6.1.4.1.1. Early stages of memory
6.1.4.2. Short-term memory
6.1.4.2.1. Working memory
6.1.4.3. Long-term memory
6.1.4.3.1. Storage of information
6.1.5. Metacognition
6.1.5.1. The ability to think about one's own thinking processes.
6.1.5.2. Learners need to be aware of their own thought processes in order to regulate their learning effectively.
6.1.5.2.1. Learners need to set goals, monitor their progress, and evaluate their learning strategies
6.1.6. Transfer of knowledge
6.1.6.1. Application of knowledge and skills learned in one context to another context.
6.1.6.1.1. Learners need to be able to generalize their knowledge to new situations.
6.1.7. Problem solving
6.1.7.1. Creative thinking
6.1.8. Social Cognitive Theory
6.1.8.1. Albert Bandura
6.1.8.1.1. Individuals learn through observing and imitating the behavior of others, as well as through the consequences of their own action.
6.1.8.1.2. Learning is influenced by beliefs, self-efficacy, and motivation, as well as the social context in which it occurs.