a set of related knowledge, specific skills, and attitudes that

enable a person to effectively perform a particular task

the study and ethical practice of facilitating learning

and improving performance by creating, using and managing appropriate

technological processes and resources

characterized by stable and persistent changes in what a person or group of people believe, know, and are able to do

structured sequences of instruction in support of intentional

learning typically set in an institutional context with explicit goals and objectives

learning that occurs outside the context of a formal setting;

examples include field trips, museums, and incidental learning in the context of

everyday activities;

which is intended to support, facilitate, or enhance learning and performance

the planning, creation, refinement, selection, sequencing,

managing and evaluating activities and resources in support of targeted goals

and objectives

goal-oriented, purposeful learning common in formal

learning, and workplace learning situations

learning that is ongoing through an individual’s life; it is

typically voluntary, self-selected, and self-regulated; such efforts may be

associated with personal interests or professional goals

a means of representing, presenting, disseminating, and storing

information in a variety of formats, some of which may be digital

a form of learning that exists between formal and informal

learning that is typically somewhat structured, may have goals, and is often

associated with organized activities; much adult learning falls into this fuzzy

category which includes such activities as cooking, dance, and reading clubs

responsible for helping teachers and instructors find,

modify, use, and/or integrate a variety of educational technology resources.

responsible for managing and supporting an education

system, content management system, learning management system, and/or a

network environment used to support learning and instruction.

responsible for coding instructionally related software

and/or developing objects and resources to be used in support of learning and

instruction.

responsible for the formative and summative evaluation of lessons,

courses, programs, and instructional systems, and/or learning environments.

responsible leading units of instruction, tutoring students, and/or

providing learning guidance and feedback in the context of formal learning

contexts.

responsible for planning, analyzing, designing,

developing, modifying, implementing, evaluating, and/or managing a variety of

courses, instructional systems, and learning environments.

an educational technologist has to have

well-developed knowledge in a number of areas, including learning psychology,

human-computer interaction, social psychology, instructional design, software

engineering, technology integration, and so on.

maintaining an up-to-date understanding of

what can and cannot be done and at what cost and with which expertise is

expected of an educational technology professional.

educational technologists are often

responsible for making things happen, such as taking the specification for a

learning environment or course and translating that specification into a reality.

the work of educational technologist

offers within the context of a team involving persons with different backgrounds

and expertise.

new technologies and

approaches to learning create a need for professional to be flexible and creative

in making use of appropriate resources and technologist to achieve desired

outcomes; this often involves significant changes in learning activities, teaching

methods, and instructional designs.

responsible for leading instructional

development projects, directing educational programs, and/or managing the

creation of learning environment efforts.

responsible for creating, finding, modifying, and/or using a

variety of media artifacts in various formats.

The learning process is a gradual attempt and error until the consistent success is attained.

The key to learning success depends on reinforcement.

Short-term memory (working memory) permits the learner to hold information briefly in mind to make further sense of it and to connect it with other information that is already in long-term

memory.

Long-term memory enables the learner to remember and apply information long after it was originally learned.

Learning is or should be learner-centered.

Learning is the process by which learners construct internal

psychological representation actively.

Learning is not only an individualized behavior, but also a

social and language-centered behavior; learning requires

communication and cooperation.

a hypothesis of learning which emphasizes the

role of social and cultural context.

It is the integration of principles from chaos, network, and

complexity and self-organization theories.

The nodes may be people, organizations, libraries, Web sites,

books, database, or any other source of information.

The learning that happens in our heads is an internal network

(neural).

Individuals can freely choose their own development direction

and value.

is a perspective that focuses on the value of the

individual and personal freedom.

Learners could achieve their goals through certain learning

procedures.

Instruction is self-paced, and learners are required to be

active by completing exercises and tests and proceeding based

on feedback from the instruction.

Examples are drawing a straight line, learning to

ride a bicycle, changing a flat tire.

Examples include knowing that

insects have six legs or that a byte consists of eight bits (zeros

or ones).

Examples include using a split-half

approach to solving a troubleshooting problem or applying a

bubble sorting algorithm for a selected data set.

Examples include solving equations, sorting

objects into categories, and identifying relevant principles to

apply in particular situations.

Example is being predisposed to react in certain ways and having a particular interest in something.

Examples tasks include distinguishing different

classes of objects, such as flowers, dogs, vegetables, and people

of different nationalities.

Examples of concrete objects include chairs and tables

and abstract objects include hate and social cohesion.

Example is to multiple the probabilities of individual events to determine the probability of both events

happening.

This is based on the assumption that all

students of a class can learn and attain the mastery level if sufficient time, adequate instruction, and timely help are

provided to them according to their needs, interests, and

abilities

the learning performed or instruction provided by a

teaching machine or textbook

This is used as a technique for providing training to the

students.

This is the pedagogy that makes mastering academic

knowledge and skills its central purpose.

Learning how to classify is fundamental; consequently, students learn information and concepts through the activity of classifying.

This model facilitates the type of learning

referred to as conceptual learning in contrast with the rote

learning of factual information or of vocabulary.

The primary means of enriching or strengthening the learner’s cognitive structure and enhancing the possibilities of learning or retention

of new knowledge or information.

Austrian biologist __________ (1901–1972) is known as one of the founders of general system theory that was

published in 1968.

___________ (born 1947) is an American system scientist and the founder of the Society for Organizational Learning.

A __________is a combination of more than two interacting and interconnected elements which function as an organic or integrated or coordinated whole.

A system consists of two or more elements. Systems are

pervasive. Many objects and processes involve systems.

A system is more than a collection of elements and includes how the elements are connected and how they interact over time. Systems change over time.

A system is a kind of bounded whole that is situated in a particular environment or context, with input coming from the environment and outputs going back to the environment. Systems exist in an environment.

According to the characteristics of the system, the education system can be categorized to different levels: state, social education system;

According to the characteristics of the system, the education system can be categorized to different levels: community and school education system;

According to the characteristics of the system, the education system can be categorized to different levels: teaching process, learning process, media

development, and other education system.

A system is composed of elements within an environment and

should interact in a way that fulfills the purpose of the system.

If all students simply attended and then left without any kind of assessment (neither formative nor summative), the system would become unstable and unable to attain its intended purpose of helping students develop knowledge and master skills.

Given the prior mention of thinking about an education system as a collection of subsystems, one can then categorize the subsystems as progressing along these two scales

(simple-to-complex, and disordered to-ordered).

The term _______ means a specific field or scope of knowledge, such as algebra, critical thinking, and psychology.

We simply need to record, represent, and track characteristics of the learner before, during, and after learning.

The __________ model accepts information from the domain models and student models and devices tutoring strategies with actions.