Validation Methods and Learning Domains
Validation Method Learning Domain
Case studies Cognitive (K) Affective (A) Demonstration Cognitive (K) Psychomotor (S) Exemplars Cognitive (K) Affective (A) Gaming Cognitive (K) Group discussion Cognitive (K) Affective (A) Instructor-led Cognitive (K) class Knowledge Cognitive (K) assessment test On-line modules Cognitive (K) Portfolio Cognitive (K) Affective (A) Reflection Cognitive (K) Affective (A) Self-assessment Affective (A) Simulation Cognitive (K) Psychomotor (S) Affective (A) Table 3.
Ten features related to the quality of study research methodology were coded, including (a) category of research purpose, (b) learning domain
, (c) sample group, (d) device used, (e) research design, (f) educational contexts (i.
Figure 1 illustrates the commonalities between the three learning domains
A Practical and Pragmatic Approach Across the Three Learning Domains
We must seize the opportunity in documenting student performance in all three learning domains
as evidence of their learning.
The underlying rationale is that any project-based composition program that incorporates creative collaborative composition and compositional teaching practices with technology and comprehensive musicianship has the capacity to engage multiple learning domains
Each unique learning domain
serves a different purpose, and carries a different combination of benefits and drawbacks.
Through this article, we have tried to provide an introduction to transfer learning in reinforcement learning domains
Method SURVEY TOOL AND PROCESS The 29-item web-based survey focused on respondent demographics (12 items); assessment/evaluation strategies used across the cognitive, affective, and psychomotor learning domains
(9 items); and related grading practices (8 items).
According to Gagne, (1972) there are multiple learning domains
such as verbal, intellectual, psychomotor.
The SCoE-LLP, which operates with the virtual muscle of the SCoE Sustainment Knowledge Network (SKN) (now available on line), is the hub supporting lifelong learning and collaboration for the CASCOM, Ordnance, Quartermaster, Transportation, Soldier Support Institute, and ALMC learning domains
We could see ourselves following their analytical format in discussing or describing problems occurring in learning domains
outside of reading.