1. Theories
1.1. Behaviourism
1.1.1. Observational Learning
1.1.1.1. Attention and Motivation
1.1.1.2. Bandura
1.1.2. Operant Conditioning
1.1.2.1. learning as objective
1.1.2.2. Skinner
1.1.2.3. shaping behaviour
1.1.2.3.1. positive reinforcement
1.1.2.3.2. negative reinforcement
1.1.3. Games in Learning
1.1.3.1. Game Based Learning
1.1.3.1.1. playing games with learning objectives
1.1.3.2. Gamification
1.1.3.2.1. game-like elements for formative assessment
1.2. Cognitivism
1.2.1. Learner as active participant
1.2.1.1. Piaget
1.2.1.1.1. Internal processes
1.2.1.1.2. Universal Stages of Development
1.2.1.1.3. Person-centered learning
1.2.1.2. Self discovery
1.2.1.2.1. problem solving, reasoning, information-processing
1.2.1.3. Variety
1.2.1.3.1. Activities
1.2.2. Learning in stages
1.2.2.1. Knowledge acquisition
1.2.2.1.1. receiving> organizing> storing> retrieving
1.2.2.2. Instructional design models
1.2.2.2.1. Cognitive levels
1.2.2.2.2. Real-world application
1.3. Constructivism
1.3.1. Social Constructivism
1.3.1.1. Vygotsky
1.3.1.1.1. Zone of Proximal Development
1.3.1.1.2. Sociocultural Theory
1.3.2. Cognitive Constructivism
1.3.2.1. Individualized
1.3.2.1.1. Learning at own pace
1.3.2.1.2. Knowledge constructed by individual learner
1.3.2.1.3. Connections made between existing knowledge and new knowledge
2. Tools
2.1. Educational Technology
2.1.1. Artificial Intelligence
2.1.2. Social Media
2.1.2.1. engagement
2.1.2.2. social interactions
2.1.2.3. community involvement
2.1.3. Digital Literacy
2.1.3.1. Strategies
2.1.3.1.1. Beginner to Advanced
2.1.3.1.2. Web 2.0 tools
2.1.3.1.3. BYOD
2.1.3.2. Digital Fluencies
2.1.4. Accessibility
2.1.4.1. inclusiveness through tech
2.1.4.1.1. MOOCs
2.1.4.2. variety of tools
2.1.4.3. materials
2.1.4.3.1. eBooks and audio books
2.1.4.4. costs and support
3. Knowledge & Experience
3.1. Neuroscience
3.1.1. Memory
3.1.1.1. short term
3.1.1.1.1. working memory
3.1.1.2. long term
3.1.1.2.1. retrieval and storage
3.1.2. Attention
3.1.2.1. internal
3.1.2.1.1. self regulation
3.1.2.2. external
3.1.3. Motivation
3.1.3.1. approaches
3.1.3.1.1. goal-driven
3.1.3.1.2. reward-driven
3.1.3.1.3. value-based decision making
4. Strategies
4.1. Diversity
4.1.1. Unique learners
4.1.1.1. religions
4.1.1.2. ethnicities and cultures
4.1.1.3. backgrounds and experiences
4.1.1.4. identities
4.1.1.5. needs, interests, abilities
4.1.1.6. Gardner's Theory of Multiple Intelligences
4.1.2. Equitability
4.1.2.1. sharing strengths and successes
4.1.2.2. valuing diversity
4.1.2.3. getting to know students
4.1.2.4. creating, safe, caring and nurturing environment
4.1.2.5. Differentiated Instruction
4.1.2.5.1. variety in levels
4.1.2.5.2. variety in learning preferences
4.1.2.5.3. variety of interests related to content
4.1.2.5.4. student choice
4.1.2.5.5. Universal Design for Learning
4.1.2.6. First Peoples Principles of Learning
4.1.2.6.1. Indigenous perspectives and teachings
4.1.2.7. students as active participants and contributors