{"id":5637,"date":"2023-11-01T17:01:08","date_gmt":"2023-11-01T17:01:08","guid":{"rendered":"https:\/\/devnorthwales.wpengine.com\/exploring-theoretical-models-of-learning\/"},"modified":"2023-11-01T17:05:58","modified_gmt":"2023-11-01T17:05:58","slug":"exploring-theoretical-models-of-learning","status":"publish","type":"post","link":"https:\/\/online.wrexham.ac.uk\/cy\/exploring-theoretical-models-of-learning\/","title":{"rendered":"Archwilio modelau dysgu damcaniaethol"},"content":{"rendered":"<p>Mae deall gwahanol fodelau damcaniaethol o ddysgu yn hanfodol i addysgwyr sy&#8217;n gweithio o fewn amgylcheddau addysg sy&#8217;n newid yn barhaus.<\/p>\n<p>Mae\u2019r modelau a\u2019r damcaniaethau addysgol hyn yn rhoi mewnwelediad gwerthfawr i\u2019r modd y mae pobl yn caffael gwybodaeth a sgiliau \u2013 a gallant lywio\u2019r gwaith o gynllunio amgylcheddau dysgu mwy effeithiol yn y byd go iawn.<\/p>\n<p>Archwiliwch rai o&#8217;r damcaniaethau dysgu mwyaf poblogaidd a darganfod mwy am sut y gall y modelau hyn helpu i gefnogi gwahanol fathau o ddysgu a phrosesau gwybyddol, yn ogystal \u00e2 dylunio cyfarwyddiadau ar gyfer addysgwyr.<\/p>\n<h2>Damcaniaethau dysgu poblogaidd<\/h2>\n<h3>Ymddygiad<\/h3>\n<p>Un ddamcaniaeth ddysgu amlwg yw ymddygiad, sy&#8217;n canolbwyntio ar ymddygiadau gweladwy ac effaith yr amgylchedd ar ddysgwyr.<\/p>\n<p>Mae damcaniaethau ymddygiad yn cynnwys:<\/p>\n<ul>\n<li><strong>Theori cyflyru weithredol, <\/strong>a gafodd ei wneud yn boblogaidd gan y seicolegydd a\u2019r ymddygiadwr Americanaidd, BF Skinner. Awgrymodd Skinner mai amgylchedd unigolyn sy&#8217;n pennu ei ymddygiad &#8211; ac y gellir atgyfnerthu ymddygiad da gyda gwobrau, tra gellir lleihau ymddygiad gwael trwy gosbau neu ganlyniadau negyddol eraill.<\/li>\n<li><strong>Theori cyflyru glasurol<\/strong>, a ddatblygwyd gan y seicolegydd Rwsiaidd Ivan Pavlov ac a elwir yn aml yn cyflyru Pavlovian. Credai Pavlov y gall pobl ddysgu trwy gysylltu ysgogiad penodol \u00e2 chysylltiad cadarnhaol.<\/li>\n<\/ul>\n<p>Er eu bod yn wahanol, mae&#8217;r ddwy ddamcaniaeth hyn yn dangos sut y gall symbyliadau ac atgyfnerthu llywio ymddygiad. Yn bwysig, trwy ddeall egwyddorion ymddygiad, gall addysgwyr ddylunio gweithgareddau dysgu sy&#8217;n hyrwyddo atgyfnerthu cadarnhaol ac yn annog ymddygiadau dymunol gan ddisgyblion neu fyfyrwyr.<\/p>\n<h3>Lluniadaeth<\/h3>\n<p>Yn groes i ymddygiad, mae lluniadaeth yn pwysleisio rhan weithredol dysgwyr wrth adeiladu gwybodaeth a dealltwriaeth. Er enghraifft:<\/p>\n<ul>\n<li>Mae d<strong>amcaniaeth wybyddol <\/strong>Jean Piaget, neu wybyddiaeth, yn pwysleisio sut mae dysgwyr yn mynd ati i ddatblygu gwybodaeth a sgiliau trwy gymathu: adeiladu ar gyfeiriadau presennol, addasu syniadau yn seiliedig ar eu profiadau eu hunain, a gwneud cysylltiadau rhwng gwahanol bwyntiau o wybodaeth flaenorol. Credai Piaget, seicolegydd datblygiadol o&#8217;r Swistir, fod pedwar cam datblygu gan gynnwys: sensorimotor, cynweithredol, gweithredol concrit, a chamau gweithredol ffurfiol.<\/li>\n<li>Mae <strong>damcaniaeth gymdeithasol-ddiwylliannol <\/strong>Lev Vygotsky, neu luniadaeth gymdeithasol, yn amlygu pwysigrwydd rhyngweithio cymdeithasol a&#8217;r hyn a alwodd Vygotsky yn <a href=\"https:\/\/www.simplypsychology.org\/zone-of-proximal-development.html\">barth datblygiad procsimol <\/a><u><\/u>wrth hwyluso dysgu. Roedd Vygotsky hefyd yn cefnogi dysgu trwy chwarae.<\/li>\n<\/ul>\n<p>Mae damcaniaethwyr adeiladol eraill yn cynnwys Jerome Bruner, a awgrymodd mai r\u00f4l addysg ddylai fod creu dysgwyr ymreolaethol, a John Dewey, a gredai mai dysgwyr ddylai fod \u00e2 rheolaeth ar eu dysgu eu hunain.<\/p>\n<p>Trwy integreiddio egwyddorion adeiladol, gall addysgwyr greu profiadau dysgu diddorol sy&#8217;n annog meddwl beirniadol, datrys problemau, a chymhwyso gwybodaeth mewn cyd-destunau byd go iawn.<\/p>\n<h3>Cysylltedd<\/h3>\n<p>Mae cysylltedd wedi dod yn fwyfwy pwysig mewn seicoleg addysg yn y byd rhyng-gysylltiedig heddiw. Wedi&#8217;i hyrwyddo gan y seicolegydd George Siemens, mae&#8217;r ddamcaniaeth hon yn canolbwyntio ar y syniad bod dysgu&#8217;n digwydd trwy&#8217;r cysylltiadau rhwydwaith rhwng pobl, technoleg a ffynonellau gwybodaeth.<\/p>\n<p>Mae cysylltedd yn cydnabod pwysigrwydd ehangu golwg y byd a defnyddio technoleg ac adnoddau digidol i hwyluso dysgu, cydweithio, a chaffael gwybodaeth newydd mewn tirwedd fyd-eang sy&#8217;n datblygu&#8217;n gyflym.<\/p>\n<h3>Damcaniaeth ddysgu gymdeithasol<\/h3>\n<p>Gan dynnu ar ymddygiadiaeth a lluniadaeth, mae theori dysgu cymdeithasol yn awgrymu bod pobl yn caffael gwybodaeth ac ymddygiadau trwy arsylwi a modelu. Mae&#8217;r ddamcaniaeth, a gynigiwyd gan y seicolegydd Canadaidd-Americanaidd Albert Bandura, yn pwysleisio r\u00f4l rhyngweithio cymdeithasol a dylanwad esiampl ar ddysgu.<\/p>\n<p>Trwy ymgorffori strategaethau dysgu cymdeithasol, gall addysgwyr greu amgylcheddau dysgu cydweithredol sy&#8217;n hyrwyddo ymgysylltiad gweithredol, yn annog modelu ymddygiad cadarnhaol, ac yn meithrin datblygiad sgiliau rhyngbersonol.<\/p>\n<h3>Damcaniaeth arddulliau dysgu<\/h3>\n<p>Mae damcaniaeth arddulliau dysgu yn darparu ar gyfer gwahaniaethau unigol. Mae&#8217;n awgrymu y bydd gan bobl ddewisiadau gwahanol ar gyfer caffael a phrosesu gwybodaeth, a gofynion dysgu gwahanol.<\/p>\n<p>Er enghraifft, er y gallai rhai dysgwyr ffynnu mewn amgylcheddau dysgu gweledol neu glywedol, efallai y bydd yn well gan eraill ddysgu mwy ymarferol trwy brofiad, fel y rhai a awgrymwyd gan y damcaniaethwr <a href=\"https:\/\/www.simplypsychology.org\/learning-kolb.html\">addysg David Kolb yn ei ddamcaniaeth dysgu trwy brofiad<\/a><u>.<\/u><\/p>\n<p>Gall addysgwyr hyrwyddo addysgeg sy\u2019n fwy cynhwysol trwy gydnabod gwahanol arddulliau dysgu ar gyfer disgyblion a myfyrwyr a sicrhau bod dysgwyr yn gallu ymgysylltu \u00e2 chynnwys addysg mewn ffyrdd sy&#8217;n addas i&#8217;w hanghenion a&#8217;u cryfderau unigol.<\/p>\n<h3>Tacsonomeg dysgu Bloom<\/h3>\n<p>Mae tacsonomeg Bloom, a ddatblygwyd gan y seicolegydd addysg Benjamin Bloom, yn darparu fframwaith hierarchaidd ar gyfer categoreiddio amcanion dysgu gan ddefnyddio chwe phrif gategori:<\/p>\n<ol>\n<li>Gwybodaeth<\/li>\n<li>Dealltwriaeth<\/li>\n<li>Cais<\/li>\n<li>Dadansoddi<\/li>\n<li>Synthesis<\/li>\n<li>Gwerthusiad<\/li>\n<\/ol>\n<p>Awgrymodd Bloom fod yna hierarchaeth o ddysgu, gyda dadansoddi, synthesis a gwerthuso yn cyfeirio at sgiliau meddwl ar lefel uwch.<\/p>\n<p>Trwy gynllunio gweithgareddau dysgu sy&#8217;n annog disgyblion a myfyrwyr i ddadansoddi, creu a gwerthuso, gall addysgwyr feithrin meddwl yn feirniadol, datrys problemau, a dealltwriaeth ddyfnach o&#8217;r pwnc dan sylw.<\/p>\n<h2>Pwysigrwydd modelau dysgu damcaniaethol<\/h2>\n<p>Mae deall gwahanol fodelau dysgu damcaniaethol a&#8217;u cysyniadau a damcaniaethau cysylltiedig yn grymuso addysgwyr i greu amgylcheddau dysgu effeithiol sy&#8217;n darparu ar gyfer anghenion amrywiol dysgwyr.<\/p>\n<p>Trwy integreiddio\u2019r damcaniaethau hyn i arferion pedagogaidd fel rhan o\u2019u datblygiad proffesiynol eu hunain, gall addysgwyr:<\/p>\n<ul>\n<li>ddod yn well hwyluswyr ar gyfer caffael gwybodaeth newydd<\/li>\n<li>hyrwyddo meddwl yn feirniadol a datrys problemau fel rhan o&#8217;r broses ddysgu<\/li>\n<li>meithrin datblygiad gwybyddol cyffredinol myfyrwyr.<\/li>\n<\/ul>\n<h2>Gwella eich gyrfa \u2013 a thrawsnewid bywydau \u2013 ym myd addysg<\/h2>\n<p>Ystyriwch y seiliau damcaniaethol diweddaraf sy&#8217;n ymwneud \u00e2&#8217;ch gwaith ymarferol mewn addysg gyda gradd <a href=\"https:\/\/online.wrexham.ac.uk\/cy\/ma-addysg\/\">MA Addysg 100% <\/a>\u00a0ar-lein, Ysgol Reolaeth Gogledd Cymru. Mae&#8217;r radd feistr hon wedi&#8217;i chreu&#8217;n benodol ar gyfer athrawon, hyfforddwyr, tiwtoriaid a gweithwyr proffesiynol addysg o bob cefndir. Bydd yn eich galluogi i atgyfnerthu eich profiad gwaith ymarferol gyda&#8217;r ddamcaniaeth, yr offer, a&#8217;r technegau a fydd yn eich helpu i gyflawni gyrfa lwyddiannus fel ymarferwr addysg.<\/p>\n<p>Yn ogystal \u00e2 modiwlau craidd mewn meysydd sylfaenol megis technolegau dysgu, addysgeg feirniadol, a meddwl yn feirniadol, byddwch hefyd yn ymgymryd \u00e2 modiwl sy&#8217;n ymdrin \u00e2 damcaniaeth ac athroniaeth mewn addysg. Wrth astudio&#8217;r modiwl hwn, byddwch yn:<\/p>\n<ul>\n<li>Gwerthuso dulliau athronyddol a damcaniaethau perthnasol sy&#8217;n dylanwadu ar addysg yn eich cyd-destun ar hyn o bryd.<\/li>\n<li>Myfyrio ar eich gwerthoedd addysgol eich hun a sut mae&#8217;r rhain yn gweithredu fel pwynt cyfeirio ar gyfer eich ymarfer eich hun.<\/li>\n<li>Myfyrio ar r\u00f4l eich safbwyntiau athronyddol personol yn eich ymarfer addysgol, ymchwil a dysgu proffesiynol eich hun sy&#8217;n seiliedig ar dystiolaeth.<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>Mae deall gwahanol fodelau damcaniaethol o ddysgu yn hanfodol i addysgwyr sy&#8217;n gweithio o fewn amgylcheddau addysg sy&#8217;n newid yn barhaus. Mae\u2019r modelau a\u2019r damcaniaethau addysgol hyn yn rhoi mewnwelediad gwerthfawr i\u2019r modd y mae pobl yn caffael gwybodaeth a sgiliau \u2013 a gallant lywio\u2019r gwaith o gynllunio amgylcheddau dysgu mwy effeithiol yn y byd &hellip; <a href=\"https:\/\/online.wrexham.ac.uk\/cy\/exploring-theoretical-models-of-learning\/\">Continued<\/a><\/p>\n","protected":false},"author":13,"featured_media":5629,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"_daim_seo_power":"","_daim_enable_ail":"","footnotes":""},"categories":[34],"tags":[],"class_list":["post-5637","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-education-cy"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.4 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Archwilio modelau dysgu damcaniaethol - Ysgol Reolaeth Gogledd Cymru<\/title>\n<meta name=\"description\" content=\"Mae deall gwahanol fodelau damcaniaethol o ddysgu yn hanfodol i addysgwyr sy&#039;n gweithio o fewn amgylcheddau addysg sy&#039;n newid yn barhaus.\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/online.wrexham.ac.uk\/cy\/exploring-theoretical-models-of-learning\/\" \/>\n<meta property=\"og:locale\" content=\"cy_GB\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Archwilio modelau dysgu damcaniaethol - Ysgol Reolaeth Gogledd Cymru\" \/>\n<meta property=\"og:description\" content=\"Mae deall gwahanol fodelau damcaniaethol o ddysgu yn hanfodol i addysgwyr sy&#039;n gweithio o fewn amgylcheddau addysg sy&#039;n newid yn barhaus.\" \/>\n<meta property=\"og:url\" content=\"https:\/\/online.wrexham.ac.uk\/cy\/exploring-theoretical-models-of-learning\/\" \/>\n<meta property=\"og:site_name\" content=\"Ysgol Reolaeth Gogledd Cymru\" \/>\n<meta property=\"article:published_time\" content=\"2023-11-01T17:01:08+00:00\" \/>\n<meta property=\"article:modified_time\" content=\"2023-11-01T17:05:58+00:00\" \/>\n<meta property=\"og:image\" content=\"https:\/\/online.wrexham.ac.uk\/wp-content\/uploads\/2023\/11\/02_NWMS_Learning-theory.jpg\" \/>\n\t<meta property=\"og:image:width\" content=\"800\" \/>\n\t<meta property=\"og:image:height\" content=\"300\" \/>\n\t<meta property=\"og:image:type\" content=\"image\/jpeg\" \/>\n<meta name=\"author\" content=\"Ruth Brooks\" \/>\n<meta name=\"twitter:card\" content=\"summary_large_image\" \/>\n<meta name=\"twitter:label1\" content=\"Written by\" \/>\n\t<meta name=\"twitter:data1\" content=\"Ruth Brooks\" \/>\n\t<meta name=\"twitter:label2\" content=\"Est. reading time\" \/>\n\t<meta name=\"twitter:data2\" content=\"5 munud\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\\\/\\\/schema.org\",\"@graph\":[{\"@type\":\"Article\",\"@id\":\"https:\\\/\\\/online.wrexham.ac.uk\\\/cy\\\/exploring-theoretical-models-of-learning\\\/#article\",\"isPartOf\":{\"@id\":\"https:\\\/\\\/online.wrexham.ac.uk\\\/cy\\\/exploring-theoretical-models-of-learning\\\/\"},\"author\":{\"name\":\"Ruth Brooks\",\"@id\":\"https:\\\/\\\/online.wrexham.ac.uk\\\/cy\\\/#\\\/schema\\\/person\\\/78a0572f5f1b0cd34114b7db2fce2ded\"},\"headline\":\"Archwilio modelau dysgu damcaniaethol\",\"datePublished\":\"2023-11-01T17:01:08+00:00\",\"dateModified\":\"2023-11-01T17:05:58+00:00\",\"mainEntityOfPage\":{\"@id\":\"https:\\\/\\\/online.wrexham.ac.uk\\\/cy\\\/exploring-theoretical-models-of-learning\\\/\"},\"wordCount\":1041,\"commentCount\":0,\"image\":{\"@id\":\"https:\\\/\\\/online.wrexham.ac.uk\\\/cy\\\/exploring-theoretical-models-of-learning\\\/#primaryimage\"},\"thumbnailUrl\":\"https:\\\/\\\/online.wrexham.ac.uk\\\/wp-content\\\/uploads\\\/2023\\\/11\\\/02_NWMS_Learning-theory.jpg\",\"articleSection\":[\"Education\"],\"inLanguage\":\"cy\",\"potentialAction\":[{\"@type\":\"CommentAction\",\"name\":\"Comment\",\"target\":[\"https:\\\/\\\/online.wrexham.ac.uk\\\/cy\\\/exploring-theoretical-models-of-learning\\\/#respond\"]}]},{\"@type\":\"WebPage\",\"@id\":\"https:\\\/\\\/online.wrexham.ac.uk\\\/cy\\\/exploring-theoretical-models-of-learning\\\/\",\"url\":\"https:\\\/\\\/online.wrexham.ac.uk\\\/cy\\\/exploring-theoretical-models-of-learning\\\/\",\"name\":\"Archwilio modelau dysgu damcaniaethol - Ysgol Reolaeth Gogledd Cymru\",\"isPartOf\":{\"@id\":\"https:\\\/\\\/online.wrexham.ac.uk\\\/cy\\\/#website\"},\"primaryImageOfPage\":{\"@id\":\"https:\\\/\\\/online.wrexham.ac.uk\\\/cy\\\/exploring-theoretical-models-of-learning\\\/#primaryimage\"},\"image\":{\"@id\":\"https:\\\/\\\/online.wrexham.ac.uk\\\/cy\\\/exploring-theoretical-models-of-learning\\\/#primaryimage\"},\"thumbnailUrl\":\"https:\\\/\\\/online.wrexham.ac.uk\\\/wp-content\\\/uploads\\\/2023\\\/11\\\/02_NWMS_Learning-theory.jpg\",\"datePublished\":\"2023-11-01T17:01:08+00:00\",\"dateModified\":\"2023-11-01T17:05:58+00:00\",\"author\":{\"@id\":\"https:\\\/\\\/online.wrexham.ac.uk\\\/cy\\\/#\\\/schema\\\/person\\\/78a0572f5f1b0cd34114b7db2fce2ded\"},\"description\":\"Mae deall gwahanol fodelau damcaniaethol o ddysgu yn hanfodol i addysgwyr sy'n gweithio o fewn amgylcheddau addysg sy'n newid yn barhaus.\",\"breadcrumb\":{\"@id\":\"https:\\\/\\\/online.wrexham.ac.uk\\\/cy\\\/exploring-theoretical-models-of-learning\\\/#breadcrumb\"},\"inLanguage\":\"cy\",\"potentialAction\":[{\"@type\":\"ReadAction\",\"target\":[\"https:\\\/\\\/online.wrexham.ac.uk\\\/cy\\\/exploring-theoretical-models-of-learning\\\/\"]}]},{\"@type\":\"ImageObject\",\"inLanguage\":\"cy\",\"@id\":\"https:\\\/\\\/online.wrexham.ac.uk\\\/cy\\\/exploring-theoretical-models-of-learning\\\/#primaryimage\",\"url\":\"https:\\\/\\\/online.wrexham.ac.uk\\\/wp-content\\\/uploads\\\/2023\\\/11\\\/02_NWMS_Learning-theory.jpg\",\"contentUrl\":\"https:\\\/\\\/online.wrexham.ac.uk\\\/wp-content\\\/uploads\\\/2023\\\/11\\\/02_NWMS_Learning-theory.jpg\",\"width\":800,\"height\":300,\"caption\":\"Transition of theory into practice. Implementation of theories in practice. Hand places a wooden cube to the loading bar with the words theory and practice.\"},{\"@type\":\"BreadcrumbList\",\"@id\":\"https:\\\/\\\/online.wrexham.ac.uk\\\/cy\\\/exploring-theoretical-models-of-learning\\\/#breadcrumb\",\"itemListElement\":[{\"@type\":\"ListItem\",\"position\":1,\"name\":\"Cartref\",\"item\":\"https:\\\/\\\/online.wrexham.ac.uk\\\/cy\\\/\"},{\"@type\":\"ListItem\",\"position\":2,\"name\":\"Archwilio modelau dysgu damcaniaethol\"}]},{\"@type\":\"WebSite\",\"@id\":\"https:\\\/\\\/online.wrexham.ac.uk\\\/cy\\\/#website\",\"url\":\"https:\\\/\\\/online.wrexham.ac.uk\\\/cy\\\/\",\"name\":\"North Wales Management School - Wrexham University\",\"description\":\"Rhaglenni gradd 100% ar-lein\",\"potentialAction\":[{\"@type\":\"SearchAction\",\"target\":{\"@type\":\"EntryPoint\",\"urlTemplate\":\"https:\\\/\\\/online.wrexham.ac.uk\\\/cy\\\/?s={search_term_string}\"},\"query-input\":{\"@type\":\"PropertyValueSpecification\",\"valueRequired\":true,\"valueName\":\"search_term_string\"}}],\"inLanguage\":\"cy\"},{\"@type\":\"Person\",\"@id\":\"https:\\\/\\\/online.wrexham.ac.uk\\\/cy\\\/#\\\/schema\\\/person\\\/78a0572f5f1b0cd34114b7db2fce2ded\",\"name\":\"Ruth Brooks\",\"image\":{\"@type\":\"ImageObject\",\"inLanguage\":\"cy\",\"@id\":\"https:\\\/\\\/secure.gravatar.com\\\/avatar\\\/5942e6358ffa4077a6e89b185b9848be79842dcd0c792e94b7e62f49f2ffdfa1?s=96&d=mm&r=g\",\"url\":\"https:\\\/\\\/secure.gravatar.com\\\/avatar\\\/5942e6358ffa4077a6e89b185b9848be79842dcd0c792e94b7e62f49f2ffdfa1?s=96&d=mm&r=g\",\"contentUrl\":\"https:\\\/\\\/secure.gravatar.com\\\/avatar\\\/5942e6358ffa4077a6e89b185b9848be79842dcd0c792e94b7e62f49f2ffdfa1?s=96&d=mm&r=g\",\"caption\":\"Ruth Brooks\"},\"description\":\"Ruth Brooks is a content production specialist of more than 15 years\u2019 experience working in Australian and UK higher education. Ruth graduated from the University of South Australia (UniSA) with a Bachelor of Arts (Professional and Creative Communications) in 2007 and a Graduate Certificate in Marketing in 2015. Her experience spans the research, writing and editing of print and digital communications and marketing collateral for UniSA, as well as the creative development and design of a wide variety of visual communications including print publications and digital marketing assets for University College London. Today, Ruth works to produce and publish digital content that both informs and engages across an array of postgraduate subject areas, as well as web content in the higher education space.\",\"url\":\"https:\\\/\\\/online.wrexham.ac.uk\\\/cy\\\/author\\\/ruth-brooks\\\/\"}]}<\/script>\n<!-- \/ Yoast SEO plugin. -->","yoast_head_json":{"title":"Archwilio modelau dysgu damcaniaethol - Ysgol Reolaeth Gogledd Cymru","description":"Mae deall gwahanol fodelau damcaniaethol o ddysgu yn hanfodol i addysgwyr sy'n gweithio o fewn amgylcheddau addysg sy'n newid yn barhaus.","robots":{"index":"index","follow":"follow","max-snippet":"max-snippet:-1","max-image-preview":"max-image-preview:large","max-video-preview":"max-video-preview:-1"},"canonical":"https:\/\/online.wrexham.ac.uk\/cy\/exploring-theoretical-models-of-learning\/","og_locale":"cy_GB","og_type":"article","og_title":"Archwilio modelau dysgu damcaniaethol - Ysgol Reolaeth Gogledd Cymru","og_description":"Mae deall gwahanol fodelau damcaniaethol o ddysgu yn hanfodol i addysgwyr sy'n gweithio o fewn amgylcheddau addysg sy'n newid yn barhaus.","og_url":"https:\/\/online.wrexham.ac.uk\/cy\/exploring-theoretical-models-of-learning\/","og_site_name":"Ysgol Reolaeth Gogledd Cymru","article_published_time":"2023-11-01T17:01:08+00:00","article_modified_time":"2023-11-01T17:05:58+00:00","og_image":[{"width":800,"height":300,"url":"https:\/\/online.wrexham.ac.uk\/wp-content\/uploads\/2023\/11\/02_NWMS_Learning-theory.jpg","type":"image\/jpeg"}],"author":"Ruth Brooks","twitter_card":"summary_large_image","twitter_misc":{"Written by":"Ruth Brooks","Est. reading time":"5 munud"},"schema":{"@context":"https:\/\/schema.org","@graph":[{"@type":"Article","@id":"https:\/\/online.wrexham.ac.uk\/cy\/exploring-theoretical-models-of-learning\/#article","isPartOf":{"@id":"https:\/\/online.wrexham.ac.uk\/cy\/exploring-theoretical-models-of-learning\/"},"author":{"name":"Ruth Brooks","@id":"https:\/\/online.wrexham.ac.uk\/cy\/#\/schema\/person\/78a0572f5f1b0cd34114b7db2fce2ded"},"headline":"Archwilio modelau dysgu damcaniaethol","datePublished":"2023-11-01T17:01:08+00:00","dateModified":"2023-11-01T17:05:58+00:00","mainEntityOfPage":{"@id":"https:\/\/online.wrexham.ac.uk\/cy\/exploring-theoretical-models-of-learning\/"},"wordCount":1041,"commentCount":0,"image":{"@id":"https:\/\/online.wrexham.ac.uk\/cy\/exploring-theoretical-models-of-learning\/#primaryimage"},"thumbnailUrl":"https:\/\/online.wrexham.ac.uk\/wp-content\/uploads\/2023\/11\/02_NWMS_Learning-theory.jpg","articleSection":["Education"],"inLanguage":"cy","potentialAction":[{"@type":"CommentAction","name":"Comment","target":["https:\/\/online.wrexham.ac.uk\/cy\/exploring-theoretical-models-of-learning\/#respond"]}]},{"@type":"WebPage","@id":"https:\/\/online.wrexham.ac.uk\/cy\/exploring-theoretical-models-of-learning\/","url":"https:\/\/online.wrexham.ac.uk\/cy\/exploring-theoretical-models-of-learning\/","name":"Archwilio modelau dysgu damcaniaethol - Ysgol Reolaeth Gogledd Cymru","isPartOf":{"@id":"https:\/\/online.wrexham.ac.uk\/cy\/#website"},"primaryImageOfPage":{"@id":"https:\/\/online.wrexham.ac.uk\/cy\/exploring-theoretical-models-of-learning\/#primaryimage"},"image":{"@id":"https:\/\/online.wrexham.ac.uk\/cy\/exploring-theoretical-models-of-learning\/#primaryimage"},"thumbnailUrl":"https:\/\/online.wrexham.ac.uk\/wp-content\/uploads\/2023\/11\/02_NWMS_Learning-theory.jpg","datePublished":"2023-11-01T17:01:08+00:00","dateModified":"2023-11-01T17:05:58+00:00","author":{"@id":"https:\/\/online.wrexham.ac.uk\/cy\/#\/schema\/person\/78a0572f5f1b0cd34114b7db2fce2ded"},"description":"Mae deall gwahanol fodelau damcaniaethol o ddysgu yn hanfodol i addysgwyr sy'n gweithio o fewn amgylcheddau addysg sy'n newid yn barhaus.","breadcrumb":{"@id":"https:\/\/online.wrexham.ac.uk\/cy\/exploring-theoretical-models-of-learning\/#breadcrumb"},"inLanguage":"cy","potentialAction":[{"@type":"ReadAction","target":["https:\/\/online.wrexham.ac.uk\/cy\/exploring-theoretical-models-of-learning\/"]}]},{"@type":"ImageObject","inLanguage":"cy","@id":"https:\/\/online.wrexham.ac.uk\/cy\/exploring-theoretical-models-of-learning\/#primaryimage","url":"https:\/\/online.wrexham.ac.uk\/wp-content\/uploads\/2023\/11\/02_NWMS_Learning-theory.jpg","contentUrl":"https:\/\/online.wrexham.ac.uk\/wp-content\/uploads\/2023\/11\/02_NWMS_Learning-theory.jpg","width":800,"height":300,"caption":"Transition of theory into practice. Implementation of theories in practice. Hand places a wooden cube to the loading bar with the words theory and practice."},{"@type":"BreadcrumbList","@id":"https:\/\/online.wrexham.ac.uk\/cy\/exploring-theoretical-models-of-learning\/#breadcrumb","itemListElement":[{"@type":"ListItem","position":1,"name":"Cartref","item":"https:\/\/online.wrexham.ac.uk\/cy\/"},{"@type":"ListItem","position":2,"name":"Archwilio modelau dysgu damcaniaethol"}]},{"@type":"WebSite","@id":"https:\/\/online.wrexham.ac.uk\/cy\/#website","url":"https:\/\/online.wrexham.ac.uk\/cy\/","name":"North Wales Management School - Wrexham University","description":"Rhaglenni gradd 100% ar-lein","potentialAction":[{"@type":"SearchAction","target":{"@type":"EntryPoint","urlTemplate":"https:\/\/online.wrexham.ac.uk\/cy\/?s={search_term_string}"},"query-input":{"@type":"PropertyValueSpecification","valueRequired":true,"valueName":"search_term_string"}}],"inLanguage":"cy"},{"@type":"Person","@id":"https:\/\/online.wrexham.ac.uk\/cy\/#\/schema\/person\/78a0572f5f1b0cd34114b7db2fce2ded","name":"Ruth Brooks","image":{"@type":"ImageObject","inLanguage":"cy","@id":"https:\/\/secure.gravatar.com\/avatar\/5942e6358ffa4077a6e89b185b9848be79842dcd0c792e94b7e62f49f2ffdfa1?s=96&d=mm&r=g","url":"https:\/\/secure.gravatar.com\/avatar\/5942e6358ffa4077a6e89b185b9848be79842dcd0c792e94b7e62f49f2ffdfa1?s=96&d=mm&r=g","contentUrl":"https:\/\/secure.gravatar.com\/avatar\/5942e6358ffa4077a6e89b185b9848be79842dcd0c792e94b7e62f49f2ffdfa1?s=96&d=mm&r=g","caption":"Ruth Brooks"},"description":"Ruth Brooks is a content production specialist of more than 15 years\u2019 experience working in Australian and UK higher education. Ruth graduated from the University of South Australia (UniSA) with a Bachelor of Arts (Professional and Creative Communications) in 2007 and a Graduate Certificate in Marketing in 2015. Her experience spans the research, writing and editing of print and digital communications and marketing collateral for UniSA, as well as the creative development and design of a wide variety of visual communications including print publications and digital marketing assets for University College London. Today, Ruth works to produce and publish digital content that both informs and engages across an array of postgraduate subject areas, as well as web content in the higher education space.","url":"https:\/\/online.wrexham.ac.uk\/cy\/author\/ruth-brooks\/"}]}},"_links":{"self":[{"href":"https:\/\/online.wrexham.ac.uk\/cy\/wp-json\/wp\/v2\/posts\/5637","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/online.wrexham.ac.uk\/cy\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/online.wrexham.ac.uk\/cy\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/online.wrexham.ac.uk\/cy\/wp-json\/wp\/v2\/users\/13"}],"replies":[{"embeddable":true,"href":"https:\/\/online.wrexham.ac.uk\/cy\/wp-json\/wp\/v2\/comments?post=5637"}],"version-history":[{"count":0,"href":"https:\/\/online.wrexham.ac.uk\/cy\/wp-json\/wp\/v2\/posts\/5637\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/online.wrexham.ac.uk\/cy\/wp-json\/wp\/v2\/media\/5629"}],"wp:attachment":[{"href":"https:\/\/online.wrexham.ac.uk\/cy\/wp-json\/wp\/v2\/media?parent=5637"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/online.wrexham.ac.uk\/cy\/wp-json\/wp\/v2\/categories?post=5637"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/online.wrexham.ac.uk\/cy\/wp-json\/wp\/v2\/tags?post=5637"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}