En este glosario se recogen frases y palabras significativas para ayudar a entender los conceptos y procesos del aprendizaje.
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Estilos de Aprendizaje (Kolb)
Based on Kolbs learning Cycle ... Peter Honey and Alan Mumford made an attempt to classify individuals into four groups based on their learning styles.
People who learn through doing and prefer activity baseddevelopment. They do not effectively, respond well to lectures or highlyreflective activity.. they prefer to learn through involving excercises,problems, tasks etc…
Reflectors are people who enjoy reviewing and consideringsituations and events.In groups they observe and reflect rather thanactively join or lead the discussion. They feel uncomfortable if they areput into limelight without prior warning.
Theorist like to know theories behind a piece of learning, theyprefer to learn from research, data, models and information. They likeLogic and are rational and analytical in a leaning situation. They will beuncomfortable with high emotion and feelings.
They prefer practicality to theory and learn effectively whenthey are able to apply the learning to the situation and the real world. They seek out new ideas and want to try them out drawing links betweenthe subject and their current jobs. Thus based on the learning styles of the individuals an appropriatelearning method must be designed for every individual.
Fuente: Individual Learning
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Gestión del conocimiento personal
En sus siglas en inglés: PKM
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Habilidades de Aprendizaje
Learning skills (sometimes called study skills) are the basic tools of learning:
Fuente.- Open Univ, Curso Online 'Laeraning How To Learn'
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Son las capacidades de los aprendices para tener un un rol activo y responsable en su vida personal, en su entorno de trabajo y la sociedad en general.
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Memoria de trabajo
From Wikipedia, the free encyclopedia
Working memory is the system that is responsible for the transient holding and processing of new and already stored information, an important process for reasoning, comprehension, learning and memory updating. Working memory is generally used synonymously with short term memory, but this depends on how the two forms of memory are defined. Working memory includes subsystems that store and manipulate visual images or verbal information, as well as a central executive that coordinates the subsystems. It includes visual representation of the possible moves, and awareness of the flow of information into and out of memory, all stored for a limited amount of time. Working memory tasks require monitoring (i.e., manipulation of information or behaviors) as part of completing goal-directed actions in the setting of interfering processes and distractions. The cognitive processes needed to achieve this include the executive and attention control of short-term memory, which permit interim integration, processing, disposal, and retrieval of information. These processes are sensitive to age: working memory is associated with cognitive development, and research shows that its capacity tends to decline with old age. Working memory is a theoretical concept central both to cognitive psychology and neuroscience. In addition, neurological studies demonstrate a link between working memory and learning and attention.
Theories exist both regarding the theoretical structure of working memory and the role of specific parts of the brain involved in working memory. Research identifies the frontal cortex, parietal cortex, anterior cingulate, and parts of the basal ganglia as crucial. The neural basis of working memory has been derived from lesion experiments in animals and functional imaging upon humans.
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Verbos que se suelen utilizar para describirlos:
Forman parte fundamental de un Plan Docente
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pensamiento computacional. Este pensamiento fue definido recientemente por ISTE y CSTA como un proceso de solución de problemas que incluye, entre otros: analizar problemas, organizar y representar datos de manera lógica, automatizar soluciones mediante pensamiento algorítmico, usar abstracciones y modelos, comunicar procesos y resultados, reconocer patrones, y, generalizar y transferir
Computational Thinking is a problem-solving process that includes the following characteristics:[
Problem-based learning is an important element of Science, Technology, Engineering, and Mathematics, also known as STEM, education in particular . The connection Computational Thinking makes in the context of problem solving processes is present in STEM focused classes. Characteristics of Computational Thinking reformulate problems by decomposing them into smaller and more manageable segments. These strategies enable students to transform complex problems into multiple step procedures that is not only easier to navigate through, but also provides an efficient way of thinking (Wing, 2006). In STEM education Computational Thinking is defined as a set of cognitive skills that let K-12 educators identify patterns, break apart complex problems into smaller steps , organize and create a series of steps to provide solutions, and build a representation of interacting data through simulations. Teachers in STEM focused classrooms that include Computational Thinking, allow students to practice problem-solving skills such as trial and error (Barr, et al, 2011).
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En la RAE tenemos que: "Capacidad humana de asumir con flexibilidad situaciones límite y sobreponerse a ellas".
Es una de las habilidades necesarias para el aprendizaje en el entorno de Internet
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Resultados del aprendizaje
Ejemplos de verbos que se usan habitualmente para describir los resultados de aprendizaje:
Es un elemento habitual de la definición de un plan docente.
Para definir los resultados del aprendizaje, se debe usar declaraciones que contienen un verbo de acción, un contenido sobre el cual el estudiante tiene que actuar y un contexto en el que se producirá la ejecución. Es mejor evitar el uso de verbos tales como saber, comprender, conocer o ser consciente de que no son evaluables ni medibles.