1. Cognitive Load
1.1. working memory
1.1.1. overloaded when no schema built
1.2. schemas
1.3. long term memory
1.3.1. 7 disconnected items
1.3.2. overload
1.3.3. unlimited
1.4. Schemas
1.4.1. scaffolding
1.4.2. chunking
1.4.3. unclogging jams
1.5. meaningful effect, motivation, seriality, retention, organization, mneumonic devoces
1.6. Extraneous
1.6.1. innapropriate instructional design
1.7. Intrinsic
1.7.1. immediable complexity of element
1.8. Germane
1.8.1. making schemas
2. Behaviourism
2.1. learning from stimuli
2.2. operant conditiong
2.3. punishment
2.4. consequences
2.5. teacher directed
2.6. reinforcing stimuli- strengthens response
3. Technology use In the Classroom
3.1. Alignment
3.1.1. technology needs to align with the curriculum
3.2. Accessibility
3.2.1. Students need to have access to technology
3.3. Assessment
3.3.1. Students can be given online submissions that help them in interactions with tech
3.4. Reinforcement
3.4.1. Tech needs to help with learning, not just a replication of content materials
4. Connectivism
4.1. integration of cognition and emotion
4.2. learning has "end goal"
4.3. learning happening in networks
4.4. finding information is important
4.5. maintaining connections
4.6. personal learning
4.6.1. decision making
4.7. diversity
4.8. learning happens differently for everyone
4.8.1. courses
4.8.2. email
4.8.3. networks
4.8.4. blogs
4.9. Up to date knowledge is key
4.10. Creation
5. Constructivism
5.1. Constructed learning from previous knowledge
5.2. passive transmission of knowledge, reception
5.3. no blank slate
5.4. learning happens when inconsistent patterns arise
5.5. community learning
6. TPACK
6.1. Technology
6.1.1. knowledge of computers and how they can be used to help learn
6.2. Pedagogy
6.2.1. knowledge of how to teach
6.3. Content
6.3.1. knowledge of curriculum or materials that are of interest to a person