Aligning the Quantum Perspective of Learning to Instructional Design: Exploring the Seven Definitive Questions
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| Title: | Aligning the Quantum Perspective of Learning to Instructional Design: Exploring the Seven Definitive Questions |
|---|---|
| Language: | English |
| Authors: | Janzen, Katherine J., Perry, Beth, Edwards, Margaret |
| Source: | International Review of Research in Open and Distance Learning. Nov 2011 12(7):56-73. |
| Availability: | Athabasca University. 1200, 10011 - 109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-421-2536; Fax: 780-497-3416; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org |
| Peer Reviewed: | Y |
| Physical Description: | |
| Page Count: | 18 |
| Publication Date: | 2011 |
| Document Type: | Journal Articles Reports - Evaluative |
| Descriptors: | Instructional Design, Learning Theories, Learning Processes, Memory, Role, Educational Environment, Context Effect, Cognitive Development, Holistic Approach, Alignment (Education) |
| ISSN: | 1492-3831 |
| Abstract: | This paper builds upon a foundational paper (under review) which explores the rudiments of the quantum perspective of learning. The quantum perspective of learning uses the principles of exchange theory or borrowed theory from the field of quantum holism pioneered by quantum physicist David Bohm (1971, 1973) to understand learning in a new way. Bohm proposes that everything exists as wholes, rather than as parts, and that everything is connected. Similarly, the quantum perspective of learning proposes that individuals learn in holistic ways as they interact with temporal and in infinitely extending virtual worlds. Further, according to the quantum perspective of learning, learners have infinite potential. In this paper, the quantum perspective of learning is examined utilizing a combination of Schunk's (1991) and Ertmer and Newby's (1993) definitive questions for aligning learning theory with instructional design. These seven definitive questions focus on how learning happens, influential factors in learning, the role of memory, transfer of knowledge, modalities of learning that can best explain the quantum perspective of learning, applicable assumptions, and a discussion of how instruction can be organized to optimize learning. Examples of strategies that facilitate the quantum perspective of learning are provided. (Contains 1 figure.) |
| Abstractor: | As Provided |
| Number of References: | 52 |
| Entry Date: | 2012 |
| Accession Number: | EJ963980 |
| Database: | ERIC |
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| Items | – Name: Title Label: Title Group: Ti Data: Aligning the Quantum Perspective of Learning to Instructional Design: Exploring the Seven Definitive Questions – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Janzen%2C+Katherine+J%2E%22">Janzen, Katherine J.</searchLink><br /><searchLink fieldCode="AR" term="%22Perry%2C+Beth%22">Perry, Beth</searchLink><br /><searchLink fieldCode="AR" term="%22Edwards%2C+Margaret%22">Edwards, Margaret</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22International+Review+of+Research+in+Open+and+Distance+Learning%22"><i>International Review of Research in Open and Distance Learning</i></searchLink>. Nov 2011 12(7):56-73. – Name: Avail Label: Availability Group: Avail Data: Athabasca University. 1200, 10011 - 109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-421-2536; Fax: 780-497-3416; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: PhysDesc Label: Physical Description Group: PhysDesc Data: PDF – Name: Pages Label: Page Count Group: Src Data: 18 – Name: DatePubCY Label: Publication Date Group: Date Data: 2011 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Evaluative – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Instructional+Design%22">Instructional Design</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Theories%22">Learning Theories</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Processes%22">Learning Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Memory%22">Memory</searchLink><br /><searchLink fieldCode="DE" term="%22Role%22">Role</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Environment%22">Educational Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Context+Effect%22">Context Effect</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Development%22">Cognitive Development</searchLink><br /><searchLink fieldCode="DE" term="%22Holistic+Approach%22">Holistic Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Alignment+%28Education%29%22">Alignment (Education)</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 1492-3831 – Name: Abstract Label: Abstract Group: Ab Data: This paper builds upon a foundational paper (under review) which explores the rudiments of the quantum perspective of learning. The quantum perspective of learning uses the principles of exchange theory or borrowed theory from the field of quantum holism pioneered by quantum physicist David Bohm (1971, 1973) to understand learning in a new way. Bohm proposes that everything exists as wholes, rather than as parts, and that everything is connected. Similarly, the quantum perspective of learning proposes that individuals learn in holistic ways as they interact with temporal and in infinitely extending virtual worlds. Further, according to the quantum perspective of learning, learners have infinite potential. In this paper, the quantum perspective of learning is examined utilizing a combination of Schunk's (1991) and Ertmer and Newby's (1993) definitive questions for aligning learning theory with instructional design. These seven definitive questions focus on how learning happens, influential factors in learning, the role of memory, transfer of knowledge, modalities of learning that can best explain the quantum perspective of learning, applicable assumptions, and a discussion of how instruction can be organized to optimize learning. Examples of strategies that facilitate the quantum perspective of learning are provided. (Contains 1 figure.) – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: Ref Label: Number of References Group: RefInfo Data: 52 – Name: DateEntry Label: Entry Date Group: Date Data: 2012 – Name: AN Label: Accession Number Group: ID Data: EJ963980 |
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| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 18 StartPage: 56 Subjects: – SubjectFull: Instructional Design Type: general – SubjectFull: Learning Theories Type: general – SubjectFull: Learning Processes Type: general – SubjectFull: Memory Type: general – SubjectFull: Role Type: general – SubjectFull: Educational Environment Type: general – SubjectFull: Context Effect Type: general – SubjectFull: Cognitive Development Type: general – SubjectFull: Holistic Approach Type: general – SubjectFull: Alignment (Education) Type: general Titles: – TitleFull: Aligning the Quantum Perspective of Learning to Instructional Design: Exploring the Seven Definitive Questions Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Janzen, Katherine J. – PersonEntity: Name: NameFull: Perry, Beth – PersonEntity: Name: NameFull: Edwards, Margaret IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 11 Type: published Y: 2011 Identifiers: – Type: issn-print Value: 1492-3831 Numbering: – Type: volume Value: 12 – Type: issue Value: 7 Titles: – TitleFull: International Review of Research in Open and Distance Learning Type: main |
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