Active learningActive learning is "a method of learning in which students are actively or experientially involved in the learning process and where there are different levels of active learning, depending on student involvement." states that "students participate [in active learning] when they are doing something besides passively listening." According to Hanson and Moser (2003) using active teaching techniques in the classroom can create better academic outcomes for students.
Inquiry-based learningInquiry-based learning (also spelled as enquiry-based learning in British English) is a form of active learning that starts by posing questions, problems or scenarios. It contrasts with traditional education, which generally relies on the teacher presenting facts and their knowledge about the subject. Inquiry-based learning is often assisted by a facilitator rather than a lecturer. Inquirers will identify and research issues and questions to develop knowledge or solutions.
Project-based learningProject-based learning (PBL) is a student-centered pedagogy that involves a dynamic classroom approach in which it is believed that students acquire a deeper knowledge through active exploration of real-world challenges and problems. Students learn about a subject by working for an extended period of time to investigate and respond to a complex question, challenge, or problem. It is a style of active learning and inquiry-based learning.
Experiential learningExperiential learning (ExL) is the process of learning through experience, and is more narrowly defined as "learning through reflection on doing". Hands-on learning can be a form of experiential learning, but does not necessarily involve students reflecting on their product. Experiential learning is distinct from rote or didactic learning, in which the learner plays a comparatively passive role. It is related to, but not synonymous with, other forms of active learning such as action learning, adventure learning, free-choice learning, cooperative learning, service-learning, and situated learning.
Rote learningRote learning is a memorization technique based on repetition. The method rests on the premise that the recall of repeated material becomes faster the more one repeats it. Some of the alternatives to rote learning include meaningful learning, associative learning, spaced repetition and active learning. Rote learning is widely used in the mastery of foundational knowledge. Examples of school topics where rote learning is frequently used include phonics in reading, the periodic table in chemistry, multiplication tables in mathematics, anatomy in medicine, cases or statutes in law, basic formulae in any science, etc.
Learning spaceLearning space or learning setting refers to a physical setting for a learning environment, a place in which teaching and learning occur. The term is commonly used as a more definitive alternative to "classroom," but it may also refer to an indoor or outdoor location, either actual or virtual. Learning spaces are highly diverse in use, configuration, location, and educational institution. They support a variety of pedagogies, including quiet study, passive or active learning, kinesthetic or physical learning, vocational learning, experiential learning, and others.
LearningLearning is the process of acquiring new understanding, knowledge, behaviors, skills, values, attitudes, and preferences. The ability to learn is possessed by humans, animals, and some machines; there is also evidence for some kind of learning in certain plants. Some learning is immediate, induced by a single event (e.g. being burned by a hot stove), but much skill and knowledge accumulate from repeated experiences. The changes induced by learning often last a lifetime, and it is hard to distinguish learned material that seems to be "lost" from that which cannot be retrieved.
Lifelong learningLifelong learning is the "ongoing, voluntary, and self-motivated" pursuit of knowledge for either personal or professional reasons. It is important for an individual's competitiveness and employability, but also enhances social inclusion, active citizenship, and personal development. In some contexts, the term "lifelong learning" evolved from the term "life-long learners", created by Leslie Watkins and used by Clint Taylor, professor at CSULA and Superintendent for the Temple City Unified School District, in the district's mission statement in 1993, the term recognizes that learning is not confined to childhood or the classroom but takes place throughout life and in a range of situations.
Quasi-categoryIn mathematics, more specifically , a quasi-category (also called quasicategory, weak Kan complex, inner Kan complex, infinity category, ∞-category, Boardman complex, quategory) is a generalization of the notion of a . The study of such generalizations is known as . Quasi-categories were introduced by . André Joyal has much advanced the study of quasi-categories showing that most of the usual basic and some of the advanced notions and theorems have their analogues for quasi-categories.
Kan fibrationIn mathematics, Kan complexes and Kan fibrations are part of the theory of simplicial sets. Kan fibrations are the fibrations of the standard structure on simplicial sets and are therefore of fundamental importance. Kan complexes are the fibrant objects in this model category. The name is in honor of Daniel Kan. For each n ≥ 0, recall that the , , is the representable simplicial set Applying the geometric realization functor to this simplicial set gives a space homeomorphic to the topological standard -simplex: the convex subspace of Rn+1 consisting of all points such that the coordinates are non-negative and sum to 1.
Derived categoryIn mathematics, the derived category D(A) of an A is a construction of homological algebra introduced to refine and in a certain sense to simplify the theory of derived functors defined on A. The construction proceeds on the basis that the of D(A) should be chain complexes in A, with two such chain complexes considered isomorphic when there is a chain map that induces an isomorphism on the level of homology of the chain complexes. Derived functors can then be defined for chain complexes, refining the concept of hypercohomology.
Homotopy groupIn mathematics, homotopy groups are used in algebraic topology to classify topological spaces. The first and simplest homotopy group is the fundamental group, denoted which records information about loops in a space. Intuitively, homotopy groups record information about the basic shape, or holes, of a topological space. To define the n-th homotopy group, the base-point-preserving maps from an n-dimensional sphere (with base point) into a given space (with base point) are collected into equivalence classes, called homotopy classes.
Quillen adjunctionIn homotopy theory, a branch of mathematics, a Quillen adjunction between two C and D is a special kind of adjunction between that induces an adjunction between the Ho(C) and Ho(D) via the total derived functor construction. Quillen adjunctions are named in honor of the mathematician Daniel Quillen. Given two closed model categories C and D, a Quillen adjunction is a pair (F, G): C D of adjoint functors with F left adjoint to G such that F preserves cofibrations and trivial cofibrations or, equivalently by the closed model axioms, such that G preserves fibrations and trivial fibrations.
Higher category theoryIn mathematics, higher category theory is the part of at a higher order, which means that some equalities are replaced by explicit arrows in order to be able to explicitly study the structure behind those equalities. Higher category theory is often applied in algebraic topology (especially in homotopy theory), where one studies algebraic invariants of spaces, such as their fundamental . An ordinary has and morphisms, which are called 1-morphisms in the context of higher category theory.
Homotopy theoryIn mathematics, homotopy theory is a systematic study of situations in which maps can come with homotopies between them. It originated as a topic in algebraic topology but nowadays is studied as an independent discipline. Besides algebraic topology, the theory has also been used in other areas of mathematics such as algebraic geometry (e.g., A1 homotopy theory) and (specifically the study of ). In homotopy theory and algebraic topology, the word "space" denotes a topological space.
MapA map is a symbolic depiction emphasizing relationships between elements of some space, such as objects, regions, or themes. Many maps are static, fixed to paper or some other durable medium, while others are dynamic or interactive. Although most commonly used to depict geography, maps may represent any space, real or fictional, without regard to context or scale, such as in brain mapping, DNA mapping, or computer network topology mapping.
MonoidIn abstract algebra, a branch of mathematics, a monoid is a set equipped with an associative binary operation and an identity element. For example, the nonnegative integers with addition form a monoid, the identity element being 0. Monoids are semigroups with identity. Such algebraic structures occur in several branches of mathematics. The functions from a set into itself form a monoid with respect to function composition. More generally, in , the morphisms of an to itself form a monoid, and, conversely, a monoid may be viewed as a category with a single object.
Homotopy categoryIn mathematics, the homotopy category is a built from the category of topological spaces which in a sense identifies two spaces that have the same shape. The phrase is in fact used for two different (but related) categories, as discussed below. More generally, instead of starting with the category of topological spaces, one may start with any and define its associated homotopy category, with a construction introduced by Quillen in 1967. In this way, homotopy theory can be applied to many other categories in geometry and algebra.
HomotopyIn topology, a branch of mathematics, two continuous functions from one topological space to another are called homotopic (from ὁμός "same, similar" and τόπος "place") if one can be "continuously deformed" into the other, such a deformation being called a homotopy (həˈmɒtəpiː, ; ˈhoʊmoʊˌtoʊpiː, ) between the two functions. A notable use of homotopy is the definition of homotopy groups and cohomotopy groups, important invariants in algebraic topology. In practice, there are technical difficulties in using homotopies with certain spaces.
A¹ homotopy theoryIn algebraic geometry and algebraic topology, branches of mathematics, A1 homotopy theory or motivic homotopy theory is a way to apply the techniques of algebraic topology, specifically homotopy, to algebraic varieties and, more generally, to schemes. The theory is due to Fabien Morel and Vladimir Voevodsky. The underlying idea is that it should be possible to develop a purely algebraic approach to homotopy theory by replacing the unit interval [0, 1], which is not an algebraic variety, with the affine line A1, which is.
