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What is meaningful learning? PREPARED BY: MARK PHILIP E. BARING BTTE-4
the nature of the learning <ul><li>drives learning </li></ul><ul><li>understanding of and effort </li></ul><ul><li>investe...
education meaningful task <ul><li>pursue should engage active, constructive, intentional, authentic, and cooperative </li>...
Characteristics of Meaningful Learning. <ul><li>Active </li></ul><ul><li>Constructive </li></ul><ul><li>Intentional </li><...
Characteristics of Meaningful Learning . <ul><li>Manipulative/Observant </li></ul><ul><li>Goal directed/Regulatory </li></...
Learning  From  Technology , <ul><li>illustrations & projectors </li></ul><ul><li>later radio, motion pictures </li></ul><...
Learning  From  Technology, <ul><li>films and television programs modem  </li></ul><ul><li>computer technologies </li></ul...
Learning  With  Technology <ul><li>cognitive learning strategies and critical thinking skills </li></ul><ul><li>engage lea...
How Technologies Foster Learning <ul><li>•  Technology as tools to support knowledge constructi(;m: </li></ul><ul><li>•  f...
How Technologies Foster Thinking <ul><li>Analogical </li></ul><ul><li>Expressive </li></ul><ul><li>Problem Solving </li></...
Conclusion <ul><li>Knowledge construction, not reproduction </li></ul><ul><li>Conversation, not reception </li></ul><ul><l...
Things to think about <ul><li>If you would like' to reflect on the ideas that ~e present din this chapter, consider </li><...
your theory of learning <ul><li>(construct personal meaning) </li></ul><ul><li>learners construct knowledge  </li></ul><ul...
your theory of learning <ul><li>Radical constructivists argue </li></ul><ul><li>educators argue  </li></ul><ul><li>thinkin...
References <ul><li>Becker, H. J.. (1985).  How schools use microcomputers: </li></ul><ul><li>Summaryofa  1983  national su...
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What is meaningful learning (mark baring)

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Transcript of "What is meaningful learning (mark baring)"

  1. 1. What is meaningful learning? PREPARED BY: MARK PHILIP E. BARING BTTE-4
  2. 2. the nature of the learning <ul><li>drives learning </li></ul><ul><li>understanding of and effort </li></ul><ul><li>invested in completing a task or activity </li></ul><ul><li>completing standardized tests testing factories </li></ul>
  3. 3. education meaningful task <ul><li>pursue should engage active, constructive, intentional, authentic, and cooperative </li></ul><ul><li>new situation set goals and regulate the goals </li></ul><ul><li>technologies Active (Manipulative/Observant human process adapt to their environment </li></ul>
  4. 4. Characteristics of Meaningful Learning. <ul><li>Active </li></ul><ul><li>Constructive </li></ul><ul><li>Intentional </li></ul><ul><li>Authentic </li></ul><ul><li>Cooperative </li></ul>
  5. 5. Characteristics of Meaningful Learning . <ul><li>Manipulative/Observant </li></ul><ul><li>Goal directed/Regulatory </li></ul><ul><li>Complex/Contextualized </li></ul><ul><li>Collaborative/Conversational </li></ul><ul><li>Articulate /Reflective </li></ul>
  6. 6. Learning From Technology , <ul><li>illustrations & projectors </li></ul><ul><li>later radio, motion pictures </li></ul><ul><li>programmed instruction </li></ul><ul><li>emerged educational technology </li></ul><ul><li>Computers </li></ul><ul><li>commercial technology information was recorded </li></ul>
  7. 7. Learning From Technology, <ul><li>films and television programs modem </li></ul><ul><li>computer technologies </li></ul><ul><li>microcomputers (Becker, 1985).graphics programs desktop publishing </li></ul><ul><li>flexible media technologies as learning tools </li></ul>
  8. 8. Learning With Technology <ul><li>cognitive learning strategies and critical thinking skills </li></ul><ul><li>engage learners in active, constructive, intentional, authentic, and cooperative learning </li></ul><ul><li>conveyors or communicators of meaning conceptually and intellectually engaging </li></ul><ul><li>meaningful personal interpretations and representations of the world </li></ul><ul><li>cognitive responsibility for performance </li></ul>
  9. 9. How Technologies Foster Learning <ul><li>• Technology as tools to support knowledge constructi(;m: </li></ul><ul><li>• for representing learners' ideas, understandings, and beliefs </li></ul><ul><li>• for producing organized, multimedia knowledge bases by learners </li></ul><ul><li>• Technology as information vehicle for exploring knowledge to support </li></ul><ul><li>learning by constructing: </li></ul><ul><li>D for accessing needed information </li></ul><ul><li>• for comparing perspectives, beliefs, and worldviews </li></ul><ul><li>8 Chapter 1 </li></ul><ul><li>• Technology as authentic context to support learning by doing: </li></ul><ul><li>• for representing and simulating meaningful real-world problems, </li></ul><ul><li>situations, and contexts </li></ul><ul><li>• for representing beliefs, perspectives, arguments, and stories of others </li></ul><ul><li>o for defining a safe, controllable problem space for student thinking </li></ul><ul><li>• Technology as social medium to support learning by conversing: </li></ul><ul><li>o for collaborating with others, , </li></ul><ul><li>o for discussing, arguing, and, lamella consensus among members of a </li></ul><ul><li>community </li></ul><ul><li>o for supporting discourse among knowledge-building communities </li></ul><ul><li>• Technology as intellectual partner (Jonassen, 2000) to support learning by </li></ul><ul><li>reflecting: </li></ul><ul><li>o for helping learners to articulate and represent what they know </li></ul><ul><li>,0 for reflecting on what they have learned and how they came to know it </li></ul><ul><li>o for supporting learners' internal negotiations and meaning making </li></ul><ul><li>o for constructing personal representations of meaning </li></ul><ul><li>o for supporting mindful thinking </li></ul>
  10. 10. How Technologies Foster Thinking <ul><li>Analogical </li></ul><ul><li>Expressive </li></ul><ul><li>Problem Solving </li></ul><ul><li>Experiential </li></ul><ul><li>Causal reasoning </li></ul>
  11. 11. Conclusion <ul><li>Knowledge construction, not reproduction </li></ul><ul><li>Conversation, not reception </li></ul><ul><li>Articulation, not repetition </li></ul><ul><li>Collaboration, not corn petition </li></ul><ul><li>Reflection, not prescription </li></ul>
  12. 12. Things to think about <ul><li>If you would like' to reflect on the ideas that ~e present din this chapter, consider </li></ul><ul><li>your responses to the following questions. </li></ul><ul><li>If learners cannot know what the teacher knows because they do not share </li></ul><ul><li>a common knowledge and experience base, how can we be certain that </li></ul><ul><li>students learn important things? For instance, if you want to teach </li></ul>
  13. 13. your theory of learning <ul><li>(construct personal meaning) </li></ul><ul><li>learners construct knowledge </li></ul><ul><li>back to your childhood </li></ul><ul><li>recent controversial topic </li></ul><ul><li>Radical constructivists argue </li></ul><ul><li>educators argue </li></ul><ul><li>thinking processes engaged </li></ul><ul><li>learn anything from that activity </li></ul><ul><li>video, movie, slide show, or computer program </li></ul>
  14. 14. your theory of learning <ul><li>Radical constructivists argue </li></ul><ul><li>educators argue </li></ul><ul><li>thinking processes engaged </li></ul><ul><li>learn anything from that activity </li></ul><ul><li>video, movie, slide show, or computer program </li></ul>
  15. 15. References <ul><li>Becker, H. J.. (1985). How schools use microcomputers: </li></ul><ul><li>Summaryofa 1983 national survey. (ERIC Document </li></ul><ul><li>Reproduction Service No. EO 257448) </li></ul><ul><li>Clark, R. (1983). Mere vehicles. Review of Educational </li></ul><ul><li>Research, 53(4), 445-459. </li></ul><ul><li>Hadley, M., & Sheingold, K. (1993).Comrnonalities </li></ul><ul><li>and distinctive patterns in teacher interaction of </li></ul><ul><li>computers. American Journal of Edilcation, 101(3), </li></ul><ul><li>261-315. </li></ul><ul><li>Hume, D. (1739/2000). A treatise of human nature. </li></ul><ul><li>Oxford, UK: Oxford University Press. </li></ul><ul><li>Jonassen, D. H. (2000). Computers as mindtools in </li></ul><ul><li>schools: Engaging critical thinking . .Columbus, </li></ul><ul><li>OH: Merrill/Prentice Hall. </li></ul><ul><li>Chapter 1 </li></ul><ul><li>Erlbaum. </li></ul><ul><li>Jonassen, D. H., & Ionas, 1. G. (2007). Designing effective </li></ul><ul><li>supports for causal reasoning. Educational </li></ul><ul><li>Technology: Research and Development, 55. </li></ul><ul><li>Polkinghorne, D. (1988). Narrative knowing and the </li></ul><ul><li>human sciences. Albany: State University of New </li></ul><ul><li>York Press. </li></ul><ul><li>Scardamalia, M. & Bereiter, C. (1994). Computer </li></ul><ul><li>support for knowledge building communities. </li></ul><ul><li>Journal of the Learning Sciences, 3(3), 265-283. </li></ul><ul><li>Schank, R. C. (1994). Goal-based scenarios. In R. C. </li></ul><ul><li>Schank & E. Langer (Eds.), Beliefs, reasoning, </li></ul><ul><li>and decision making: Psycho-logic in honor of Bob </li></ul><ul><li>Abelson (pp. 1-33). Hillsdale, NI: Lawrence </li></ul>
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