Individuals consciously strive for meaning to make sense of their environment in terms of past experience and their present state. It is an attempt to create order in their minds out of disorder, resolve incongruities, and reconcile external realities with prior experience.
Knowledge is mainly acquired through social processes or institutions that are socially constructed:
The different approaches to learning reflect contradictory or incompatible views of human behavior.
Different approaches to learning need to be used in different contexts, teachers have to be careful to identify relevant approaches for specifying learning tasks and groups of students, and then analyze how technology could be used to meet those needs .
An engaged student is more likely to be intrinsically motivated
Engagement with material increases the chances that a student’s learning of that material will continue after the course is technically over.
Engagement increases when students feel a sense of control over their own learning. Give students decision-making opportunities, starting in the early stages of a course, i.e. participating in how to be grade.
Engagement increases when individualized learning programs are tailored to students’ needs.
Engagement with materials making connections with past experience, seeing the relevance of the material to one’s life, finding personal meaning in what is to be learned.
Engagement with group Is of social in nature. An example being considered a respected member of a group
Engagement with place gives people opportunity to feel a sense of belonging to something much bigger than themselves or their immediate group.
How can technology be used to help accommodate a variety of different learning styles and needs within the same class?
Can we structure a Web site to suit those whose cognitive preferences favor sequential presentations while at the same meeting the requirements of those who prefer a more holistic approach to learning?
Fostering of learning is what teaching is all about.
Teaching is the creation of opportunities that facilitate learning or “(…) is simple: it is to make student learning possible”
Five substantively different views of teaching in higher education:
Transmission Effective teaching requires a substantial commitment to the content or subject matter
Apprenticeship Teachers are recognized for their expertise in their work, and in their responsibility is to reveal the inner working of skilled performance and engage learners in their “zone of development”
As Bates points out that whatever technology is used for teaching: “Good teaching matters. Clear objectives, good structuring of learning materials, relevance to learners’ needs, etc., apply to the use of any technology for teaching, and if these principles are ignored, then the teaching will fail, even if the unique characteristics of the medium are stylishly exploited”.