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what is meaningful learning

what is meaningful learning

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  • 1. WHAT IS MEANING LEARNING?
    BY:Jefford Vinson E. Valdehueza
  • 2. What drives learning, more than anything else?
    Understanding of and effort invested in completing a task or activity.
    Students intend to perform that will best determine the nature of the learning that results.
    Students most commonly experience in schools is completing standardized tests
  • 3. PURPOSE OF TEST
    to attain a passing score (relative to other schools), the students are seldom fully invested in the process,
    understand the knowledge being tested.
    Sort of evaluation of student.
    To monitor the knowledge that had been attain to the student.
  • 4. tests assess skills and knowledge that are detached from their everyday experience.
    The testing process is individual, so students are enjoined from cooperating with others.
    tests represent only a single form of knowledge representation,
    The testing
    process is individual, so students are enjoined from cooperating with others.
  • 5. In order to student learn meaningfully
    they must be willfully engaged in a meaningful task.
    the task that students pursue should engage:
    1)active2,) constructive,3) intentional,4)authentic, and 5)cooperative activities.
  • 6. schools should help studentsto learn how to:
    recognize and solve problems,
    comprehend new phenomena,
    construct mental models of those phenomena,
    give a new situation that suit to the objectives.
    Set goals and regulate their own learning (learn how to learn).
  • 7. Active (Manipulative/Observant)
    Learning is a natural, adaptive human process. Humans have survived and therefore evolved because they were able to learn about and adapt to their environment. Humans of all ages, without the intervention of formal instruction, have developed sophisticated skills and advanced knowledge about the world around them when they need to or want to.
  • 8. What Is Meaningful learning?
    Active-Manipulative/Observant
    Constructive-Articulative/Reflective
    Cooperative-Collaborative/Conversational
    Authentic-Complex/Contextualized
    Intentional-Gaol directed/Regulatory
  • 9. The learner:
    learners are actively manipulating the objects and tools of the trade and observing the effects of what they have done.
    Active, Passive types of learner.
    learners develop skills and knowledge that they then share with other members of those communities.
  • 10. Constructive (Articulative Reflective)
    It is essential that learners articulate what they have accomplished and reflect on their activity and observations-to learn the lessons that their activity has to teach.
    experiences often provide a discrepancy between what learners observe and what they understand.
  • 11. • Intentional (Goal-Directed/Regulatory)
    everything that we do is intended to fulfill some goal. That goal may be simple, like satiating hunger or getting more comfortable, or it may be more complex.
    Technologies have traditionally been used to support teachers' goals but not those of learners. Technologies need to engage learners in articulating and representing their understanding, not that of teachers.
  • 12. Authentic (Complex/Contextual)
    Most contemporary research on learning has shown that learning tasks that are situated in some meaningful real-world task or simulated in some case-based or problem-based learning environment are. not only better understood and remembered but also more consistently transferred to new situations.
  • 13. • Cooperative (Collaborative/Conversational)
    we must assess the performance of the groups as well as individuals. Learners are strategic enough to know "what counts", in classrooms, so if they are evaluated individually, collaborative learning activities will fail because students realize that their outcomes are not important.
    Collaboration most often requires conversation among participants.
  • 14. How Does Technology Facilitate Learning?
    The role of the technology was to deliver lessons to students, just as trucks deliver groceries to supermarkets (Clark, 1983).
    computers were used to deliver drill and practice and simple tutorials for teaching students lessons.
  • 15. teachers were extensively using text processing tools (word'processors), analytic and information tools (especially databases and some spreadsheet use), and graphics tools (paint programs and desktop publishing) along with instructional software (including problem-solving programs along with drill and practice and tutorials).
    Communications tool's (e.g.; e-mail and computer conferences)
  • 16. Learning With Technology
    Technology is more than hardware. Technology consists also of the designs and the environments that engage learners. Technology can also consist of any reliable technique or method for engaging learning, such as cognitive learning strategies and critical thinking skills.
    Learning technologies can be any environment or definable set of activities that engage learners in active, constructive, intentional, authentic, and cooperative learning.
    Technologies are not conveyors or communicators of meaning. Nor should they prescribe and control all of the learner interactions.
    Technologies support meaningful learning. when they fulfill a learning need----;-when interactions with technologies are learner initiated and learner controlled and when interactions with the technologies are conceptually and intellectually engaging. .
    Technologies should function as intellectual tool kit~ that enable learners to build more meaningful personal interpretations and representations of the world. These tool kits must support the intellectual functions that are required by a course of study.
    Learners and technologies should be intellectual partners, where the cognitive responsibility for performance is distributed by the part of the partnership that performs it better.
  • 17. How Technologies Foster Learning?
    Technology as tools to support knowledge constructing for representing learners' ideas, understandings, and beliefs for producing organized, multimedia knowledge bases by learners
    Technology as information vehicle for exploring • Technology as authentic context to support learning by doing: for representing and simulating meaningful real-world problems situations, and contexts for representing beliefs, perspectives, arguments, and stories of others for defining a safe, controllable problem space for student thinking
    Technology as social medium to support learning by conversing: for collaborating with others for discussing, arguing, and building consensus among members of a community for supporting discourse among knowledge-building communities
    Technology as intellectual partner (Jonassen, 2000) to support learning by reflecting for helping learners to articulate and represent what they know for reflecting on what they have learned and how they came to know it for supporting learners' internal negotiations and meaning making for constructing personal representations of meaning for supporting mindful thinking knowledge to support learning by constructing for accessing needed information for comparing perspectives, beliefs, and worldviews.
  • 18. How Technologies Foster Thinking?
    Causal
    Analogical
    Expressive
    Experiential
    Problem Solving
  • 19. Conclusion
    Knowledge construction, not reproduction
    Conversation, not reception
    Articulation, not repetition
    Collaboration, not competition
    Reflection, not prescription
  • 20. Thanks for viewing
    God bless…
    KUDOS!