It enters a new learning environment
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There are several conceptual models of learning that can be effectively supported through educational technology, including meaningful learning, constructivism, and generative learning. Meaningful learning connects new experiences to existing knowledge through hands-on activities and relating classroom lessons to real-world examples. Discovery learning allows students to uncover new ideas through engaging personally with open-ended tasks. Different models are suited to different instructional goals and subject matters.
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This document discusses four conceptual models for integrating technology into teaching and learning: meaningful learning, discovery learning, generative learning, and constructivism. It describes each model, with meaningful learning focusing on relating new experiences to prior knowledge, discovery learning differentiating from direct instruction, generative learning involving active meaning-making and drawing inferences, and constructivism involving students building understanding through learning activities and environment. The document contrasts traditional rote memorization approaches with modern technology-enabled approaches that encourage students to apply ideas to personal experiences and relate new information to what they already know.
Educational Technology 2 Lesson 6
This document discusses four conceptual models of learning - meaningful learning, discovery learning, generative learning, and constructivism. These models emphasize that learning should be active and meaningful to the learner by connecting new experiences to their prior knowledge and applying learning to real life situations. Key aspects of the models include students setting their own goals, taking responsibility for their own learning, and building their understanding of the world through learning activities and environments designed for knowledge construction rather than passive receipt.
Merrill 1
The document discusses first principles of instruction that are common across different instructional design theories and models. It identifies five key principles: 1) problem-based learning, 2) activation of previous knowledge, 3) demonstration of concepts, 4) application of concepts, and 5) integration of concepts. Various instructional theories are shown to incorporate some or all of these principles in their approaches.
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This document discusses using IT-based projects to develop higher-order thinking skills through constructivist learning approaches. It outlines 4 types of projects: 1) Resource-based projects where students find their own information; 2) Simple creations to develop creativity; 3) Guided hypermedia projects as instructive or communication tools; and 4) Web-based projects where students create web pages. Key elements of constructivism are the teacher establishing the learning environment and giving students tools/facilities while facilitating learning. The focus is on the learning process rather than products.
I t2
The document discusses two types of learning: meaningful learning and rote learning. Meaningful learning involves relating new information to prior knowledge through active, intentional, and cooperative processes. It results in a full understanding of concepts. Rote learning involves verbatim memorization without connections to existing knowledge. The document advocates for meaningful learning over rote learning in educational environments.
Interpretation construction (icon) design model
One major and popular instructional model based the constructivist approach is Interpretation Construction Model or ICON model which emphasizes on learners’ encounter with authentic issues in pair or groups, on constructing interpretation by the learners in groups, searching for information about the problems in groups and facing different interpretations about the problems in groups. In other words, it is group-based teaching-learning co-operative as well as collaborative approach which, as it is evident, lays emphasis and importance on the inclusive and all round socio-academic growth of the learners and also in way has drawn insights from the concept of Multiple Intelligences as propounded by the eminent cognitive scientist Gardner (1993). ICON Model, as Tsai, Chin-Chung. 2011 and other scholars in educational psychology argue, mainly rests on the principles such as observation in authentic activities (Understanding Zone), contextualizing prior knowledge and interpretation construction (Understanding Zone), cognitive conflict and apprenticeship (Understanding Zone), collaboration (Application Zone), multiple interpretations (Higher Order Thinking Skill zone), and multiple manifestations (Higher Order Thinking Skill zone).
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It..ppt
This document discusses four conceptual models for integrating technology into teaching and learning: meaningful learning, discovery learning, generative learning, and constructivism. It describes each model, with meaningful learning focusing on relating new experiences to prior knowledge, discovery learning differentiating from direct instruction, generative learning involving active meaning-making and drawing inferences, and constructivism involving students building understanding through learning activities and environment. The document contrasts traditional rote memorization approaches with modern technology-enabled approaches that encourage students to apply ideas to personal experiences and relate new information to what they already know.
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This document discusses four conceptual models of learning - meaningful learning, discovery learning, generative learning, and constructivism. These models emphasize that learning should be active and meaningful to the learner by connecting new experiences to their prior knowledge and applying learning to real life situations. Key aspects of the models include students setting their own goals, taking responsibility for their own learning, and building their understanding of the world through learning activities and environments designed for knowledge construction rather than passive receipt.
Merrill 1
The document discusses first principles of instruction that are common across different instructional design theories and models. It identifies five key principles: 1) problem-based learning, 2) activation of previous knowledge, 3) demonstration of concepts, 4) application of concepts, and 5) integration of concepts. Various instructional theories are shown to incorporate some or all of these principles in their approaches.
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I t2
The document discusses two types of learning: meaningful learning and rote learning. Meaningful learning involves relating new information to prior knowledge through active, intentional, and cooperative processes. It results in a full understanding of concepts. Rote learning involves verbatim memorization without connections to existing knowledge. The document advocates for meaningful learning over rote learning in educational environments.
Interpretation construction (icon) design model
One major and popular instructional model based the constructivist approach is Interpretation Construction Model or ICON model which emphasizes on learners’ encounter with authentic issues in pair or groups, on constructing interpretation by the learners in groups, searching for information about the problems in groups and facing different interpretations about the problems in groups. In other words, it is group-based teaching-learning co-operative as well as collaborative approach which, as it is evident, lays emphasis and importance on the inclusive and all round socio-academic growth of the learners and also in way has drawn insights from the concept of Multiple Intelligences as propounded by the eminent cognitive scientist Gardner (1993). ICON Model, as Tsai, Chin-Chung. 2011 and other scholars in educational psychology argue, mainly rests on the principles such as observation in authentic activities (Understanding Zone), contextualizing prior knowledge and interpretation construction (Understanding Zone), cognitive conflict and apprenticeship (Understanding Zone), collaboration (Application Zone), multiple interpretations (Higher Order Thinking Skill zone), and multiple manifestations (Higher Order Thinking Skill zone).
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The document discusses four learning domains: meaningful learning, discovery learning, generative learning, and constructivism. For meaningful learning, students relate new knowledge to prior knowledge through hands-on activities and positive learning environments. Discovery learning involves students uncovering knowledge through inquiry and tasks. Generative learning focuses on students actively generating meaning from experiences by recalling, integrating, organizing, and elaborating on information. Constructivism posits that learning involves learners constructing understanding from new information and experiences based on existing knowledge.
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The document discusses how technology can enhance learning environments by allowing students to take a more active role in discovering and constructing knowledge. It describes four key learning theories supported by technology: meaningful learning through relating new concepts to prior experience, discovery learning by exploring new ideas, generative learning by mentally connecting concepts, and constructivism by actively problem-solving real-world issues through hands-on activities and simulations. Overall, the document advocates for learning approaches empowered by technology that engage students in knowledge generation rather than passive memorization.
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Direct Instruction Sample Lesson
This lesson plan introduces students to metaphors and how they can be used to develop deeper understanding. The lesson will have the teacher modeling metaphors using visual examples after showing a video explaining metaphors. Students will then practice creating their own metaphors by matching images to concepts they are learning about or have learned that day. The lesson aims to help students understand metaphors and be able to incorporate them into their own lessons to link new concepts to prior knowledge.
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The document provides an overview of different learning perspectives and instructional methods from the 1970s to 1990s. It summarizes key instructional methods such as cooperative learning, discovery, problem solving, games, drill and practice, tutorials, demonstrations, and presentations. Each method is defined in 1-2 sentences with examples given for some. The document uses diagrams and timelines to contextualize how perspectives on learning and common teaching approaches have changed over the decades.
Direct Instruction Power Point
Direct Instruction is a highly scripted teaching method that provides constant interaction between students and teachers at a fast pace. The goal of Direct Instruction is to close educational gaps for at-risk students. It aims to accomplish this through accelerating learning using a curriculum that is engineered for learning success and efficiency. An Direct Instruction lesson includes objectives, standards, an anticipatory set, teaching input, modeling, checking for understanding, guided practice, closure, and independent practice.
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Direct Instruction Power Point
Direct Instruction is a highly scripted teaching method that provides constant interaction between students and teachers at a fast pace. The goal of Direct Instruction is to close educational gaps for at-risk students. It aims to accomplish this through accelerating learning using a curriculum that is engineered for learning success and efficiency. An Direct Instruction lesson includes objectives, standards, an anticipatory set, teaching input, modeling, checking for understanding, guided practice, closure, and independent practice.
Icon model of teaching
Interpretation Construction Design Model or more popularly ICON Model is a constructivist model of teaching learning. this is an innovation in the field of Educational Technology during the last decade of the last century, which came to be popular in the first decade of 21st century
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The 5E model is an instructional model for constructivism developed by the Biological Science Curriculum Study. It consists of five stages for teaching and learning: Engage, Explore, Explain, Elaborate, and Evaluate. The Engage stage piques student interest and assesses prior knowledge. The Explore stage allows students to build understanding through involvement in the topic. The Explain stage communicates what students have learned and what it means. The Elaborate stage extends student knowledge through continued exploration. The Evaluate stage determines student and teacher understanding of learning that has taken place.
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Project based learning
Project based learning is a teaching method that uses real-world problems or challenges as the starting point for inquiry. It is characterized by students making decisions about the project framework, designing processes to solve problems or address challenges, and collaboratively accessing and managing information. The teacher plans learning strategies and assesses students in a transparent manner using various assessments, while students conduct research, learn new concepts, manage their time, take ownership of their work, and apply their learning through action. Benefits of project based learning include students becoming more creative and active learners and forming positive relationships within a powerful learning community focused on achievement.
A Blended Approach to Discovery Theme Module Development
This document discusses the development of a new blended learning Discovery Theme module at the University of Leeds. It summarizes that Discovery Theme modules allow students to explore subjects outside their major, but designing a new module required considering how to provide a rich experience while fitting students' schedules. The module was developed using lessons from MOOCs and a blended approach utilizing the VLE and face-to-face seminars. The final module incorporated design elements like video case studies and interactive activities to promote engagement with the material.
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1. Meaningful learning focuses on relating new experiences to prior knowledge and understanding meaning rather than just memorizing facts.
2. Discovery learning involves students uncovering ideas through tasks rather than being directly taught, allowing them to engage personally and think independently.
3. Generative learning emphasizes generating meaning from experiences and drawing inferences to create personal explanations, rather than just storing information.
4. Constructivism holds that learning is actively constructed by learners based on their experiences and understanding of their personal world. The teacher facilitates meaningful learning connections.
It enters a new learning environment
This document discusses different conceptual models of learning: meaningful learning, discovery learning, and constructivism.
Meaningful learning focuses on relating new experiences to what the learner already knows. Discovery learning involves students performing tasks to uncover what is to be learned rather than having ideas presented directly. Constructivism posits that learners build understanding through learning activities and environment, with the learner directly responsible for learning by connecting school to real life. Common themes across the models are that learners are active, set personal goals to build understanding, and make learning meaningful by building on prior knowledge.
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MS EXCEL PPT PRESENTATION
A VIEW TO A MS EXCEL WITH PICS
FOR A VIDEO FORMAT CHECK OUT THIS LINK
https://youtu.be/Z-W14N3yV7c
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The document discusses several models and theories of learning that can be supported through educational technology (EdTech). It describes meaningful learning, discovery learning, generative learning, and constructivism. Meaningful learning focuses on making new experiences meaningful by connecting them to prior knowledge. Discovery learning involves students uncovering new ideas through personally engaging tasks rather than structured lessons. Generative learning emphasizes actively generating meaning and drawing inferences rather than just storing information. Constructivism involves students building their own understanding through learning activities and environments that help them connect lessons to real life. These learning theories show that learning is more than memorization and should prepare students for life outside of school.
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The document discusses four learning models: meaningful learning, discovery learning, generative learning, and constructivism. Meaningful learning focuses on relating new experiences to existing knowledge. Discovery learning involves students uncovering concepts through tasks rather than direct instruction. Generative learning has active learners draw inferences from experiences to create personal explanations. Constructivism posits that learners build understanding through learning activities and environment, and learning is what students assemble themselves rather than receive passively. The models emphasize student interaction with their environment to build knowledge.
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Educational technology is a complex field that aims to solve problems in human learning. It involves analyzing learning problems and developing solutions through the use of educational methods, resources, and technology. Technology can serve as both a teacher delivering instruction and a partner in the learning process when used in a constructivist way. When integrated effectively, educational technology can engage students, support different types of learning like collaboration and reflection, and make learning more meaningful.
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This document provides an overview and analysis of a lesson plan titled "The World Through a Different Pair of Eyes" designed to have middle school students establish email connections with students in other countries. The summary is:
1) The lesson plan has students communicate via email with international peers to discuss their home cultures and histories while keeping journals to self-assess their discussions.
2) The analysis finds that the lesson follows constructivist learning principles by having students build on their existing knowledge through collaborative group work and thoughtful questions.
3) Some recommendations are made to strengthen the assessment components by incorporating milestones to monitor progress and allowing more creative options for students to demonstrate their learning.
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This document provides an overview and analysis of a lesson plan titled "The World Through a Different Pair of Eyes" designed to have middle school students establish email connections with students in other countries. The summary is:
1) The lesson plan has students communicate via email with international peers to discuss their home cultures and histories while keeping journals of their discussions and perspectives.
2) The analysis evaluates how the lesson aligns with constructivist educational theories through collaborative work and building on prior knowledge, but notes some areas that could be improved such as providing technology skills assessments.
3) Several criteria are examined for different aspects of instructional design, finding the lesson effectively utilizes roles for both teachers and students but could provide more structured assignment
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This document discusses educational technology and conceptual models of learning. It defines educational technology as utilizing methods and resources to facilitate the learning process. Key conceptual models discussed include meaningful learning, discovery learning, generative learning, and constructivism. Meaningful learning emphasizes connecting new experiences to prior knowledge, while discovery learning involves students uncovering learning through tasks. Generative learning focuses on what students can do with information. Constructivism posits that students build understanding through learning activities and environment. The document also discusses how these conceptual models are applied through educational technology to support learning.
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This document discusses experiential learning in mathematics education. It defines experiential learning as learning based on direct experience, and notes that it allows for thorough, immediate, and retained learning. The document outlines the role of teachers in facilitating experiential learning, and describes how manipulatives and problem solving can incorporate experience into mathematical understanding. Finally, it concludes that while experiential learning is subjective, it aims to enhance learning retention and transfer to new situations.
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The document discusses the inquiry approach in social studies. It defines inquiry as a process of asking and answering questions to explore a topic. The inquiry approach is student-centered and focuses on asking questions. It encourages students to ask their own meaningful questions and helps them discover knowledge themselves rather than simply providing them with facts. Benefits include developing problem-solving skills, critical thinking, and building self-directed learning abilities. The inquiry approach has positive effects on social relationships, cognitive development, achievement, and student motivation to learn.
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This document summarizes a study that examined the effectiveness of creative teaching techniques used in an English language classroom at a university in Macedonia. The study found that using creative lessons, such as role playing interviews and debates, had positive effects on student motivation, participation, and learning. Previous research also supports the benefits of creative teaching, noting it can encourage original thinking, risk-taking, and establish a positive learning environment. The author concludes that creativity and motivation are important for improving language instruction and should be regularly applied.
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The document discusses innovative teaching strategies to improve teaching competencies. It describes various teaching techniques like flipped classroom, project-based learning, team-based learning, computer-assisted teaching and personalized learning. It highlights benefits like motivating learners, providing feedback, and developing critical thinking. Effective teachers employ a range of strategies for classroom management, engaging instructional practices, assessment, and use of educational technology.
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The document discusses innovative teaching strategies to improve teaching competencies. It describes various teaching techniques like flipped classroom, project-based learning, team-based learning, computer-assisted teaching and personalized learning. It highlights benefits like motivating learners, providing feedback, and developing critical thinking. Effective teachers employ a range of strategies for classroom management, engaging instructional practices, assessment, and use of educational technology.
Portfolio in Educational Technology ll
The document summarizes the student's portfolio in educational technology. It begins with an introduction of the student and defines educational technology as a field that applies processes to solve problems in human learning. It discusses technology as both a boon and bane, and explains the systematic approach to teaching with a focus on the student. The roles of educational technology in learning are outlined, and concepts from the new Bloom's taxonomy and Dale's Cone of Experiences are explained. Learning models like meaningful learning, generative learning, and constructivism are also defined. The document concludes by stating that studying educational technology enhanced the student's knowledge and skills with technology and provided a deeper understanding of its role in teaching and learning.
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It enters a new learning environment
- 2. There exists a number of models about learning that is ideal in achieving instructional goals through preferred application of Educational Technology
- 3. Conceptual Models Of LearningMeaningful Learning Constructivism Generative Learning Discovery Learning
- 4. Meaningful Learning it gives focus to new experience that is related to what the learner already knows.
- 5. “ When children learn and apply their knowledge in a practical life, that learning becomes meaningful”
- 6. It assumes that: Students already have some knowledge that is relevant to new learning. Students are willing to perform class work to find connections between what they already know and what they can learn.
- 7. In the learning process, the learner is encouraged to recognize relevant personal experiences. In the classroom, hands-on activities are introduced so as to simulate learning in everyday living.
- 8. Discovery Learning Students perform tasks to uncover what is to be learned. New ideas and new decisions are generated in the learning process. It is important that the student become personally engaged and not subjected by the teacher to procedures he/she is not allowed to depart from.
- 9. Rote Learning Meaningful Learning Reception Learning Discovery Learning Math drill/practice Trial and error puzzles Apply Science Lab formulas Lecture/ textbook reading Simulation Adventure activity Data probe/research Scientific Research Art/Music creation