It enters a new learning environment


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It enters a new learning environment

  2. 2.  In the traditional learning, students learn to rote, memorization and set instruction from their teachers. They imbibe knowledge from what and how their teachers import information to them.
  3. 3.  In the use of modern technology students are encouraged to seek ideas and apply them to personal experiences. They are made aware of new information which they can relate and apply to their own lives to add to what they already know. They are given that the spark of self- discovery, the desire to know more; to improve ones knowledge and broaden their horizons. Technology has freed the minds from their rigid systems of instruction to that of freedom and discovery. It has empowered both teacher and student to seek and give knowledge thru independent creative ways.
  4. 4.  Integrated technologies do gave part in learning environment. It provides another way around for learning processes in every individual. By this means, it can open mind more fully to the other visualization that meant for us to indulge. Through the integrated technologies, it able to enter in another learning environment; It may able to make things meaningful, discover something, generate some knowledge and even construct some things.
  5. 5.  Meaningful Learning Discovery learning Generative learning Constructivism
  7. 7. “When children learn and apply their knowledge in the practical life, that learning becomes meaningful.”
  8. 8.  David Ausubel is a psychologist who advanced a theory which contrasted meaningful learning from rote learning. In Ausubels view, to learn meaningfully, students must relate new knowledge (concepts and propositions) to what they already know. In contrast, rote learning gives stress to simple memorization.
  9. 9.  Rote learning is where you memorize something without full understanding and you dont know how the new information relates to your other stored knowledge. For our example, lets say we learn 5 facts in a math course during a full semester by rote learning.
  10. 10.  The 5 facts (labeled 1-5) are stored in memory as separate items although in real life they are related to each other. When the student rote learned these facts, the brain stored them as distinct, unrelated knowledge that can only be recalled individually (one fact at a time). When this student recalls one fact the other 4 facts are not recalled (or activated) at that moment. In other words, thinking about fact #5 does not lead the student to think about facts #1-4.
  11. 11.  When meaningful learning occurs the facts are stored in a relational manner. That is, the brain stores them together because they are related to each other. Now, when one fact is recalled, the other facts are also recalled at that moment (or shortly thereafter). In other words, recalling fact #5 activates the memory for facts #2 and #4, and this in turn leads to recalling facts #1 and #3. This phenomenon is called the spread of activation. This is the gist of meaningful learning. Problem-solving for this student would be easier than for the student who rote learned the same 5 facts.
  12. 12. ◦ Non-arbitrary, non-verbatim, o Arbitrary, verbatim, non- substantive incorporation of substantive incorporation of new knowledge into cognitive new knowledge into cognitive structure. structure. ◦ No effort to integrate new◦ Deliberate effort to link new knowledge with existing knowledge with higher order concepts in cognitive structure. concepts in cognitive structure ◦ Learning not related to◦ Learning related to experiences experience with events or objects. with events or objects. ◦ No affective commitment to◦ Affective commitment to relate relate new knowledge to prior new knowledge to prior learning. learning. Meaningful Learning Rote Learning
  13. 13. 1. Make sure what you learn is in your proximal zone.2. If in doubt, ask the instructor how some new knowledge is related to other course material.3. Have a study partner ask you questions that require recall of related material.4. Make a figure that illustrates what you should know about a specific topic and its related material.
  14. 14. ◦ Learning students perform tasks to uncover what to be learned.◦ New ideas and new decisions are generated in the learning process, regardless of the need to move on or depart from organized setoff activities previously set.◦ students become personally engaged and not subjected by the teacher to procedures he/she is not allowed to depart from.
  15. 15.  case-based learning incidental learning – results incidentally from an interaction, such as a crossword puzzle. learning by exploring/conversing – asking questions to solve a mystery, discover an object learning by reflection – a teacher never gives a direct answer, but instead answers questions with questions, forcing the students to reflect. simulation-based learning (games)
  16. 16.  active rather than passive process-orientated rather than content- oriented failure is important opportunity for feedback in learning process
  17. 17.  Games are often goal-driven with a sense of purpose or direction. They embody what are called „game playing mechanics‟. Besides providing the learner with a more engaging learning experience, computer games allow learners to work at an individual pace. Typically, games that have a rich story behind them are getting the most attention from a learning stand point. The visualization as well as audio content and character development is part of what can further stimulate the imagination and create an engaging and immersive environment.
  18. 18.  Learners actively participate in the learning process and generate knowledge by forming mental connections between concepts. Why does Generative Learning enhance learning? - Students that "interact" with subject matter build deeper knowledge.
  19. 19.  Activities that generate organizational relationships (titles, headings, questions, objectives, summaries, graphs, tables, and main ideas) Activities that generate integrated relationships between what the learner sees, hears, or reads and memory (demonstrations, metaphors, analogies, examples, pictures, applications, interpretations, paraphrases, inferences)
  20. 20. Generative learning activities must provide the students with anopportunity to mentally "play with" information to create a personal understanding of the subject to be learned.
  21. 21.  Constructivism is described as a learning theory based on authentic and real-world situations. Students internalize and construct new knowledge based on past experiences. The constructivism theory is student-centered and encourages higher level processing skills to apply their working knowledge.
  22. 22.  the constructivism leaning allows students to actively be involved in decision-making and problem-solving scenarios. Prior knowledge and past experiences help shape student connections to new material. Students use higher level processing skills and apply that knowledge to the world in which they live.
  24. 24. Problem-based approach to teachingHands-on activities by manipulation, experimentation, and simulations
  25. 25.  An example of a problem-based approach to teaching is when the teacher poses a problem to the class that needs to be solved. The problem is usually authentic with real world applications. An example problem may be the amount of littering in and around school grounds. The teacher would ask his/her students, “How are we going to solve this problem?” The students may then be required to write a proposal on their plan of action to help solve this problem.
  26. 26.  Hands-on activities are also used in the constructivist model of teaching. In math classes, manipulative are essential tools to help build student understanding of mathematical concepts. For example, students learning about perimeter might be given a tape measure to find the perimeter of a garden or the classroom. They may use this information to help buy enough soil or plants for the garden or carpet for the classroom.
  27. 27.  Science classes offer wonderful opportunities for students to experiment while doing labs. This is also consistent with the hands-on approach. The students experiment to apply their working knowledge and to make sense of things in the world.
  28. 28.  Simulations provide real world experiences in a manipulated environment. An example simulation is a mock trial. For example, bullying has become a universal concern in schools across America. One group member‟s school uses a mock court system to try bullies. A verdict is reached by a jury of peers based on the evidence of bullies, victims and by-standards.
  29. 29. A SUMMARY…. These four conceptual theories of learning gives us the idea and the realization that education ought to enhance and develop a person‟s skills and abilities by making use of what has been presented in understanding present situation, or in solving a problem or explaining the relevance of what has been previously learned and what has been currently being learned. Actually this does not mean that we will stop memorizing or doing drill activities. But these things not ought to be the way/method to educate a student or introduce a concept to be learned because in the first place only the memory will be exercised with a drill, after which, most of the times we forget and cannot apply it.
  30. 30.  learning-environment.html enters-new-learning.html game/ heory.htm