The learning outcome relevant to each level is give below: level 1 – knowledge: basic general knowledge skills: basic skills required to carry out simple tasks competence: work or study under direct supervision in a structured context the mapping of the IELTS scale to the common european framework above is derived from the interrelationship between IELTS and the cambridge english language assessment main suite qualifications and the mapping of these latter qualifications to the CEFR.Disadvantages of cognitive learning theory for further information on this click on the image. Level 2 – knowledge: basic factual knowledge of a field of work or study skills: basic cognitive and practical skills required to use relevant information in order to carry out tasks and to solve routine problems using simple rules and tools competence: work or study under supervision with some autonomy level 3 – knowledge: knowledge of facts, principles, processes and general concepts, in a field of work or study skills: A range of cognitive and practical skills required to accomplish tasks and solve problems by selecting and applying basic methods, tools, materials and information competence-1: take responsibility for completion of tasks in work or study competence-2: adapt own behaviour to circumstances in solving problems level 4 – knowledge: factual and theoretical knowledge in broad contexts within a field of work or study skills: A range of cognitive and practical skills required to generate solutions to specific problems in a field of work or study competence-1: exercise self-management within the guidelines of work or study contexts that are usually predictable, but are subject to change competence-2: supervise the routine work of others, taking some responsibility for the evaluation and improvement of work or study activities level 5 – knowledge: comprehensive, specialised, factual and theoretical knowledge within a field of work or study and an awareness of the boundaries of that knowledge skills: A comprehensive range of cognitive and practical skills required to develop creative solutions to abstract problems competence-1: exercise management and supervision in contexts of work or study activities where there is unpredictable change competence-2: review and develop performance of self and others level 6 – knowledge: advanced knowledge of a field of work or study, involving a critical understanding of theories and principles skills: advanced skills, demonstrating mastery and innovation, required to solve complex and unpredictable problems in a specialised field of work or study competence-1: manage complex technical or professional activities or projects, taking responsibility for decision making in unpredictable work or study contexts competence-2: take responsibility for managing professional development of individuals and groups level 7 – knowledge: highly specialised knowledge, some of which is at the forefront of knowledge in a field of work or study, as the basis for original thinking and/or research skills-1: critical awareness of knowledge issues in a field and at the interface between different fields skills-2: specialised problem-solving skills required in research and/or innovation in order to develop new knowledge and procedures and to integrate knowledge from different fields competence-1: manage and transform work or study contexts that are complex, unpredictable and require new strategic approaches competence-2: take responsibility for contributing to professional knowledge and practice and/or for reviewing the strategic performance of teams level 8 – knowledge: knowledge at the most advanced frontier of a field of work or study and at the interface between fields skills: the most advanced and specialized skills and techniques, including synthesis and evaluation, required to solve critical problems in research and/or innovation and to extend and redefine existing knowledge or professional practice competence: demonstrate substantial authority, innovation, autonomy, scholarly and professional integrity and sustained commitment to the development of new ideas or processes at the forefront of work or study contexts including research read it now A free guide on how to take your course online from the educators

disadvantages of cognitive learning theory

It is incredibly focused, with a refreshingly simple approach. And it covers: course design, elearning technology, marketing your course online and so much more!Disadvantages of cognitive learning theory read it now notice: the list below is for basic guideline only. Level 1 – equivalent to basic skills/introductory level 2 – equivalent to technician/apprentice level 3 – equivalent to high school diploma level 4 – equivalent to year one of degree level 5 – equivalent to associate degree level 6 – equivalent to graduate degree level 7 – equivalent to post graduate degree level 8 – equivalent to doctorate degree