Skip to main content

Title and Central Premise

Ok, this is subject to change but here is my current title and central premise:

Principles of Learning - A conceptual framework of learning on which domain-specific, individualized, theories of learning can be constructed.

The central premise of this work is that there does not now exist, nor will there ever exist, any single theory of learning sufficiently broad to apply to all learning situations and yet specific enough to be effective. However, there does exist a relatively small set of principles, fundamental and universally applicable in their nature, upon which all learning is predicated. Set in the broader context of a conceptual framework of learning these principles serve as a foundation upon which domain-specific, individualized theories of learning might be constructed.

Comments

Popular posts from this blog

James Paul Gee's 36 principls of learning from What Video Games Have to Teach Us about Learning and Literacy

In his book, What Video Games Have to Teach Us about Learning and Literacy , James Paul Gee identifies 36 principles of learning: Active, Critical Learning principle All aspects of the learning environment (including the ways in which the semiotic domain is designed and presented) are set up to encourage active and critical, not passive, learning. Design Principle Learning about and coming to appreciate design and design principles is core to the learning experience. Semiotic Principle Learning about and coming to appreciate interrelations within and across multiple sign systems (images, words, actions, symbols, artifacts, etc) as a complex system is core to the learning experience. Semiotic Domains Principle Learning involves mastering, at some level, semiotic domains, and being able to participate, at some level, in the affinity group or groups connected to them. Metalevel Thinking about Semiotic Domains Principle Learning involves active and cr...

Controversy over Instructional-design theory

"There has been some controversy over the useful breadth of instructional-design theory. Richard Snow is well known for his work on individual differences under the rubric of ATI, or aptitude-treatment interactions...ATI is a metatheory that in effect states that theories of instruction should prescribe methods (called treatments ) on the basis of student characteristics (called aptitudes ), because the effectiveness of those methods varies depending on student characteristics. Snow (1977) has stated that ATI (aptitude-treatment interaction) 'makes general theory impossible [p. 12]'---that instructional-design theories must be narrow and local to be of value. On the other hand, Scandura (1977) represented the view of many when he stated that instructional-design theories must be broad and comprehensive to be useful." (Reigeluth, 1983, p. 31-32) Reigeluth sias the different of opinion can be traced to a focus on management vs organizational strategies.