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Research draft

learning

vr.tr.learning · ACT.ACT

Let an agent handle learning by type, goal, method, evidence and assessment, and separate human learning from machine learning.

Thing Registry Activities and processes

Research draft, second pass

A second pass drafted this model: the structure a model of this thing needs, and what is known about it in the world. The line under this one says how the second half was obtained - researched against sources, or recalled without web access, in which case nothing here was read anywhere and every claim is a lead to verify. Unreviewed either way.

written by Claude from model knowledge without web access - no source was read, every claim is a lead to verify

Researched by: Claude

Purpose and description

Let an agent handle learning by type, goal, method, evidence and assessment, and separate human learning from machine learning.

The process of acquiring new knowledge, skills, behaviours or understanding through experience, study or teaching, in humans, animals and machines by analogy.

What it is for: Gaining knowledge and skills.

It can be set learning goals; choose evidence-based methods; assess progress; support learners with difficulties.

Distinguishing features

Change in knowledge or behaviour from experience

Formal, non-formal and informal

Methods differ in evidence

Individual differences matter

What it looks like

Study, practice, instruction and experience over time.

How it is recognised

Formal, non-formal and informal settings

Methods such as spaced practice or service learning

Machine learning is a separate entry

Related models

is a kind of - category

process and creation

is supported by - practice

teaching and education

is measured by - evaluation

assessment

is confused with - another sense

machine learning

In practice

Families and kinds

formal and informal learning

experiential and service learning

rote and meaningful learning

computer-assisted learning

lifelong learning

Standards and regulation

National qualification frameworks

European Qualifications Framework

Disability and inclusion law in education

Failure modes and hazards

Relying on myths such as learning styles

Unmet learning difficulties

Assessment that measures the wrong thing

Also called

computer-assisted learninglearning competenceservice-learning in engineering educationlearning processservice learningrote learningfear conditioningBerufsbegleitendes Studiummartial arts progressioneducational activitysensorimotor learninginstant agingspatial learningcoachinglifelong learningbusiness coachinge-learningtriple loop learningreception learninghands-on learningobservational learningscholarly abilitylanguage acquisitiondisillusionincidental learningspeed learningaction-oriented approachcomputer aided learningtargeted learninglearning culturePolymathieexperiential learningcultural acquisitionLearning of programmingaccelerated learningself-regulated learningorganizational learningassociative learningmicrolearningintergenerational learning

+87

Where this came from

wikidata · CC0 1.0

Source repository Registry entry point

Also registered as vr.tr.learning

Drafted structure

Bundle to layer to finding to question, as the second pass will find it: 4 bundles · 8 layers · 8 findings · 16 questions.

Goal What is learned.

Goals guide method.

Outcomes

Knowledge and skills.

Outcomes

Learning outcomes.

  1. What should the learner know or be able to do? definition
  2. At what level? measurement

Setting

Formal or informal.

Setting

Learning setting.

  1. Is the learning formal, non-formal or informal? definition
  2. Is it recognised or certified? provenance
Method How to learn.

Methods differ in evidence.

Techniques

Practice and retrieval.

Techniques

Learning techniques.

  1. Which techniques have good evidence for this goal? provenance
  2. How should practice be spaced? action

Support

Teaching and tools.

Support

Support.

  1. What teaching or tools support it? action
  2. Are they accessible? boundary
Assessment Progress.

Assessment shows progress.

Measure

Tests and portfolios.

Measure

Assessment.

  1. How is progress assessed? measurement
  2. Does the assessment match the goal? boundary

Feedback

Improvement.

Feedback

Feedback.

  1. What feedback does the learner get? action
  2. How quickly? measurement
Learners Individual needs.

Learners differ.

Needs

Difficulties.

Needs

Learning needs.

  1. Does the learner have needs that call for adjustments? boundary
  2. Who can assess them professionally? action

Motivation

Engagement.

Motivation

Motivation.

  1. What keeps the learner engaged? definition
  2. What gets in the way? boundary

What the second pass must settle

  • Should learning types be separate entries?
  • How should learning outcomes be recorded?
  • How should the machine learning sense be split off?
Draft as JSON