Wollongong Uni: Information Processing Theory Project

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This project, completed by a group of students at Wollongong Campus, examines the Information Processing Theory. The assignment includes an introduction to the theory and its key characteristics, a detailed exploration of its theoretical background, and a review of its historical development. It also covers variations of the theory, its applications in various settings including health, and a discussion of its benefits and critiques. The project concludes with a summary and a comprehensive list of references. The team members collaborated on different aspects of the project, ensuring a thorough analysis of the information processing model and its implications.
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References
1. Wulf, G., & Lewthwaite, R. (2016). Optimizing performance through intrinsic motivation
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2. Johnson, D. M., & Wanless, L. S. (2016). Facilitative learning model for student
engagement in a project management course: a case study. International Journal of
Information and Operations Management Education, 6(2), 173-199.
3. Johnson, D. M., & Wanless, L. S. (2016). Facilitative learning model for student
engagement in a project management course: a case study. International Journal of
Information and Operations Management Education, 6(2), 173-199.
4. Holtskog, H., Carayannis, E. G., Kaloudis, A., & Ringen, G. (2018). Facilitative
Management. In Learning Factories (pp. 103-134). Palgrave Macmillan, Cham.
5. Lee, C. D. (2017). Expanding visions of how people learn: The centrality of identity
repertoires. Journal of the Learning Sciences, 26(3), 517-524.
6. Donnelly, R. (2018). Professional Experience Informing Facilitative, Cognitive and
Social Guidance on ePortfolios.
7. Abbott, C., & Boydell, T. (2016). Learning to be an action learning facilitator: three
approaches. Action Learning in Practice, 301-312.
8. Wheaton, L. A., Lawson, R. R., & Gayle, J. O. (2017). Neurobehavioral data for novel
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9. Moorman, M., & Hensel, D. (2016). Using visual thinking strategies in nursing
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10. Campbell, P., & Evans, P. (2016). Reciprocal benefits, legacy and risk: Applying Ellinger
and Bostrom’s model of line manager role identity as facilitators of learning. European
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11. Ladson-Billings, G., & Tate, W. F. (2016). Toward a critical race theory of education. In
Critical race theory in education (pp. 10-31). Routledge.
12. Eom, S. B., & Ashill, N. (2016). The determinants of students’ perceived learning
outcomes and satisfaction in university online education: An update. Decision Sciences
Journal of Innovative Education, 14(2), 185-215.
13. Loyens, S. M., Jones, S. H., Mikkers, J., & van Gog, T. (2015). Problem-based learning
as a facilitator of conceptual change. Learning and Instruction, 38, 34-42.
14. Durodolu, O. O. (2016). Technology acceptance model as a predictor of using
information system'to acquire information literacy skills. Library Philosophy and
Practice.
15. González, G., Deal, J. T., & Skultety, L. (2016). Facilitating teacher learning when using
different representations of practice. Journal of Teacher Education, 67(5), 447-466.
16. Bens, I. (2017). Facilitating with Ease!: core skills for facilitators, team leaders and
members, managers, consultants, and trainers. John Wiley & Sons.
17. Lungeanu, R., & Zajac, E. J. (2019). Thinking Broad and Deep: Why Some Directors
Exert an Outsized Influence on Strategic Change. Organization Science.
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18. Grove, L. R., Olesiuk, W. J., Ellis, A. R., Lichstein, J. C., DuBard, C. A., Farley, J. F., ...
& Domino, M. E. (2017). Evaluating the potential for primary care to serve as a mental
health home for people with schizophrenia. General hospital psychiatry, 47, 14-19.
19. Maes, J. (2016). From Grove to Market: Oxfam’s multi-stakeholder network approach in
the West Bank.
20. Doel, M., & Shardlow, S. M. (2017). Modern social work practice: Teaching and
learning in practice settings. Routledge.
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