The phrase "a sequence of learning" is correct and usable in written English.
It can be used to describe a series of educational experiences or steps in the learning process.
Example: "The curriculum is designed to provide a sequence of learning that builds on each previous lesson."
Alternatives: "a progression of learning" or "a series of educational experiences".
This conference aims to show how the results of research in science teaching can be used by teachers in the design and development of a sequence of learning from a socio-constructivist view.
It outlines a sequence of learning actions that we, as a group of collaborating partners in a Transformative Knowledge Network (TKN) undertook to co-design a research programme, firstly in situ in various case study contexts, and secondly together across case study contexts.
In particular, knowledge in the upper ontology space is structured in such a way to allow building a conceptual learner model out of a sequence of learning activities by linking a user's conceptualization to particular subject domain ontology.
3rd design challenge: Finally, the design of a course as a sequence of learning activities and the authoring of appropriate content was the 3rd triggering event they had to address.
That means schools need to adopt curricula that define the knowledge children should acquire and specify a sequence of learning, as some are beginning to do.
Talk of "prior" and "posterior" probabilities only makes sense relative to a specific prospective sequence of learning experiences.
Engeström [ 14] emphasizes situations of crisis as a positive factor for the sequence of learning.
Retroactive interference designs typically employ a sequence of original learning, interpolated learning, and relearning.
In summary, these experiments conclusively show that the usage of a certain type of cue is not dependent on the sequence of learning.
If learning objects serve as the building blocks of a next-generation adaptive learning system, the challenge is to determine which individual learning objects are effective and which combination or sequence of learning objects is optimal for each learner.
Although these applications are easy to use and have a well-designed PBL process pattern inside, they are rigid, which means teachers cannot configure the sequence of learning activities or customize certain activity units for their particular practices or purposes.
