Lecture 4 conceptual models of learning

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  • It is not different with letting the kids watch you dance is different from teaching them how to.
  • Unorthodox Methods becomes available. If assessed, the results of such methods promotes higher thinking unachievable without using edtech
  • Such examples are: writing paragraphs, Summaries, Developing answers & questions, Drawing pictures
  • Lecture 4 conceptual models of learning

    1. 1. Educational Technology Lecture 4
    2. 2. Learning 101 There exists a number of models and theories about learning that is ideal in achieving instructional goals through preferred application of EdTech. These are :  Meaningful Learning  Discovery Learning  Generative Learning  Constructivism
    3. 3. Meaningful Learning If the traditional learning environment gives stress to rote learning and simple memorization, meaningful learning gives focus to new experience that departs from the learning of a sequence of words but gives attention to meaning.
    4. 4. Meaningful Learning It assumes that:  Students already have prior knowledge that is relevant to new learning.  Students are willing to perform class work to find connection between what they already know and what they can learn.
    5. 5. Meaningful Learning In the learning process, the learner is encouraged to recognize relevant experiences. A reward structure is set so that the learner will have both interest and confidence. In the classroom, hands-on activities are introduced so as to simulate learning in everyday living.
    6. 6. Discovery Learning This is differentiated from reception (meeting point of meaningful and discovery learning) in which ideas are presented to students in a well-organized way, such as through detailed set of instructions to complete an experiment. Ever recalled why you are so nervous, yet very excited in doing experiments? It is because of the idea that you are about to discover something first hand.
    7. 7. Discovery Learning In discovery learning, students perform tasks to uncover what is to be learned. New ideas and new decisions are generated in the learning process, regardless of the need to move on and depart from the structured lesson previously set. In here, it is important that the students become personally engaged and NOT subjected by the teacher.
    8. 8. Dimensions of Meaningful &Discovery Learning Notice the increase in Discovery from rote learning  Math Drills  Trial & Error puzzles  Applying science lab formulas  Lecture/textbook reading  Simulations  Adventure activities  Data probing / research  Art / music creation
    9. 9. Meaningful Learning Art / music Creation Scientific Research Data probing Adventure activities Simulation Lectures/textbook Reading Apply science lab formulas Math drills/practices Trial and Error puzzlesRote Learning RECEPTION Discovery Learning
    10. 10. Generative Learning Here, we have active listeners who attend to learning events and generate meaning from this experience and draw inferences thereby creating a personal model of explanation to the new experience in the context of existing knowledge. This is viewed as different from the simple process of storing information. Motivation and responsibility are crucial to this domain of learning.
    11. 11. Generative Learning Examples are result driven; creativity and resiliency. This gives emphasis to what can be done with the pieces of information not only on access to them.
    12. 12. Constructivism Here, the learner builds a personal understanding through appropriate learning activities and a good learning environment. The most accepted constructivism principles are:  Learning consists in what a person can actively assemble for himself and not what he can just ask from someone else.  Role of learning is to help the individual live to his personal world.
    13. 13. Implications of Constructivism The learner is directly responsible for learning. He creates personal understanding and transforms it into knowledge. The context of meaningful learning consists in the learner “connecting” his school activity with real life. The purpose of education is the acquiring of practical and personal knowledge and not the abstract or trivial truths.
    14. 14. Through this new conceptual models of learning, wenow know that : There are better ways to learn other than rote learning or memorization Learning is for use not only in school but in real life.Now we are prepared to see how these theories of learningcan be more specifically applied through the integration ofEdTech.

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