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| public:t-713-mers:mers-23:knowledge [2023/11/19 13:56] – [The Pedagogical Pentagon] thorisson | public:t-713-mers:mers-23:knowledge [2024/04/29 13:33] (current) – external edit 127.0.0.1 |
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| | What is Needed | There exists no //universal theory of learning// -- nor of //teaching//, //training//, //task-environments//, and //evaluation//. \\ This means that experimentation, exploration, and blind search are the only ways to answer questions about a learner's performance, curriculum design, training requirements, etc., and that we can never get more than partial, limited answers to such questions. | | | What is Needed | There exists no //universal theory of learning// -- nor of //teaching//, //training//, //task-environments//, and //evaluation//. \\ This means that experimentation, exploration, and blind search are the only ways to answer questions about a learner's performance, curriculum design, training requirements, etc., and that we can never get more than partial, limited answers to such questions. | |
| | That Said... | The Pedagogical Pentagon captures the five pillars of education: Learning, Teaching, Training, Environments, and Testing. \\ It's not a theory, but rather, a conceptual framework for capturing all key aspects of education. | | | That Said... | The Pedagogical Pentagon captures the five pillars of education: Learning, Teaching, Training, Environments, and Testing. \\ It's not a theory, but rather, a conceptual framework for capturing all key aspects of education. | |
| | {{http://cadia.ru.is/wiki/_media/pedagogical_pentagon_full1.png?900}} || | | {{http://cadia.ru.is/wiki/_media/pedagogical_pentagon_full1.png?850}} || |
| | The Pedagogical Pentagon (left) captures the five main pillars of any learning/teaching situation. The relationships between its contents can be seen from various perspectives: (a) As information flow between processes. (b) As relations between systems. (c ) As dependencies between (largely missing!) theories. [[http://alumni.media.mit.edu/~kris/ftp/AGI17-pedagogical-pentagon.pdf|REF]] || | | The Pedagogical Pentagon (left) captures the five main pillars of any learning/teaching situation. The relationships between its contents can be seen from various perspectives: (a) As information flow between processes. (b) As relations between systems. (c ) As dependencies between (largely missing!) theories. [[http://alumni.media.mit.edu/~kris/ftp/AGI17-pedagogical-pentagon.pdf|REF]] || |
| | \\ Tasks | Learning systems adjust their knowledge as a result of interactions with a task- environment. Defined by (possibly a variety of) objective functions, as well as (possibly) instructions (i.e. knowledge provided at the start of the task, e.g. as a "seed", or continuously or intermittently throughout its duration). Since tasks can only be defined w.r.t. some environment, we often refer to the combination of a task and its environment as a single unit: the task-environment. | | | \\ Tasks | Learning systems adjust their knowledge as a result of interactions with a task- environment. Defined by (possibly a variety of) objective functions, as well as (possibly) instructions (i.e. knowledge provided at the start of the task, e.g. as a "seed", or continuously or intermittently throughout its duration). Since tasks can only be defined w.r.t. some environment, we often refer to the combination of a task and its environment as a single unit: the task-environment. | |
