Principles of Learning

Another great resource for instructional designers: http://carbon.cudenver.edu/~mryder/itcon.html

This is a great resource for instructional designers or anyone else interested in instructional design, learning, education and technology. It's published by San Diego State University, with general editor Bob Hoffman. From the site: The Encyclopedia of Educational Technology (EET) is a collection of short multimedia articles on a variety of topics related to the fields of instructional design and education and training. The primary audiences for the EET are students and novice to intermediate practitioners in these fields, who need a brief overview as a starting point to further research on specific topics. Authors are graduate students, professors, and others who contribute voluntarily. Articles are short and use multimedia to enrich learning rather than merely decorate the pages. http://coe.sdsu.edu/eet/

- Repetition - Time - Sequence - Step-size - Similarity/Constrast -> Differentiability - Feedback - Intensity/Effort -> Significance Removing: - Focus: this is subsumbed by repetition - Target: the target is the "desired state"

Self-efficacy is really faith. There are two types of faith: faith as a principle of action and faith as a principle of power. Although both apply to learning, it is primarily the first type that relates to self-efficacy. When we believe we can do it we will try.

I may want to reference the ideas of Walter Gong in my discussion on practice. (The three personal model of learning and teaching in which learners become teachers.)

Paul Merrill took a piano class at BYU in which the students were required to give recitals periodically. One day the instructor said to him, "the difference between you and me is that you practice until you can get it right, I get it right and then I practice." Related idea: practice with feedback makes it perfect, then perfect practice makes it permanent.

"Learning isn't much good unles it persists. The problem with our educational system is that most of what we spend our time learning in classrooms doesn't stay with us." Paul Merrill