This document provides an overview of meaningful learning and how technology can facilitate it. It discusses how meaningful learning involves active, constructive, intentional, authentic, and cooperative tasks. It argues that technologies should not be used simply to deliver instruction, but rather to support students' representation of their own understanding through activities that engage the characteristics of meaningful learning. When used as tools for students to learn with, rather than learn from, technologies can better support meaningful learning.
This document provides summaries of several theories related to the educational psychology module, including behaviorism, social learning theory, and information processing theory. It discusses key principles of each theory and their implications for classroom instruction. For example, it explains that behaviorism views learning as determined by the environment through stimulus-response-reinforcement mechanisms, while social learning theory emphasizes modeling and vicarious learning. Information processing theory sees cognition as computational, with the mind processing information through sensory, short-term and long-term memory stages.
The document discusses three learning theories that have shaped technology integration:
1) The behaviorist perspective views learning as acquiring behaviors through rewards/punishment in response to stimuli. Behaviorism focuses on observable behaviors and responses to external influences.
2) The cognitivist perspective sees learning as a mental process of receiving, manipulating, and storing information. It focuses on how people process and organize new information. Key concepts include schemata, assimilation, and accommodation.
3) The constructivist perspective is that individuals construct their own understanding through experiences and reflecting on those experiences. It emphasizes personal interpretations and meaning making.
This document provides a learning matrix that summarizes several learning theories: behaviorist, cognitive, constructivist, social learning, connectivism, and adult learning. For each theory, the matrix outlines the definitive questions, influencing factors, roles of memory, how transfer occurs, best explained types of learning, and uses of technology. The matrix links to additional information about each individual theory.
The benefits of integrating technology into a constructivist classroom are discussed, including increased student engagement, deeper understanding, and empowerment. However, threats like costs and teacher unwillingness are also identified. Overall, the presentation argues that applying constructivist pedag
The main focus of education should not be purely vocational but rather in nurturing interests, skills, and knowledge across an array of topics that are personally meaningful and individualized to each student. The ultimate goal education should be to prepare students for life in all its complexities - creative learning is a key element in achieving this goal.
Cognitive learning theory explains how the brain processes and interprets information during learning. Key cognitive learning models include:
- Gestalt model which views thinking as proceeding from the whole to parts.
- Ausubel model which focuses on verbal learning and meaning-making.
- Gagne model which identifies 5 types of learning and 9 levels of instruction.
- Bruner model which sees learning progressing from physical actions to images to symbolic thought.
Constructivism views learning as a self-regulated process where learners build on prior knowledge through active participation and social interaction. It encourages learner-centered activities and collaborative work.
Learning theories provide frameworks to understand how people learn. The main theories discussed are behaviorism, cognitivism, constructivism, social learning, and connectivism. Each theory emphasizes different factors that influence learning such as stimuli, mental processes, social interactions, and networking. Memory and transfer of learning also operate differently according to each theory. Technology can be used to support various aspects of each theory, such as simulations, games, social networking, and online collaboration. Understanding learning theories helps instructional designers develop effective learning experiences.
This document provides summaries of several theories related to the educational psychology module, including behaviorism, social learning theory, and information processing theory. It discusses key principles of each theory and their implications for classroom instruction. For example, it explains that behaviorism views learning as determined by the environment through stimulus-response-reinforcement mechanisms, while social learning theory emphasizes modeling and vicarious learning. Information processing theory sees cognition as computational, with the mind processing information through sensory, short-term and long-term memory stages.
The document discusses three learning theories that have shaped technology integration:
1) The behaviorist perspective views learning as acquiring behaviors through rewards/punishment in response to stimuli. Behaviorism focuses on observable behaviors and responses to external influences.
2) The cognitivist perspective sees learning as a mental process of receiving, manipulating, and storing information. It focuses on how people process and organize new information. Key concepts include schemata, assimilation, and accommodation.
3) The constructivist perspective is that individuals construct their own understanding through experiences and reflecting on those experiences. It emphasizes personal interpretations and meaning making.
This document provides a learning matrix that summarizes several learning theories: behaviorist, cognitive, constructivist, social learning, connectivism, and adult learning. For each theory, the matrix outlines the definitive questions, influencing factors, roles of memory, how transfer occurs, best explained types of learning, and uses of technology. The matrix links to additional information about each individual theory.
The benefits of integrating technology into a constructivist classroom are discussed, including increased student engagement, deeper understanding, and empowerment. However, threats like costs and teacher unwillingness are also identified. Overall, the presentation argues that applying constructivist pedag
The main focus of education should not be purely vocational but rather in nurturing interests, skills, and knowledge across an array of topics that are personally meaningful and individualized to each student. The ultimate goal education should be to prepare students for life in all its complexities - creative learning is a key element in achieving this goal.
Cognitive learning theory explains how the brain processes and interprets information during learning. Key cognitive learning models include:
- Gestalt model which views thinking as proceeding from the whole to parts.
- Ausubel model which focuses on verbal learning and meaning-making.
- Gagne model which identifies 5 types of learning and 9 levels of instruction.
- Bruner model which sees learning progressing from physical actions to images to symbolic thought.
Constructivism views learning as a self-regulated process where learners build on prior knowledge through active participation and social interaction. It encourages learner-centered activities and collaborative work.
Learning theories provide frameworks to understand how people learn. The main theories discussed are behaviorism, cognitivism, constructivism, social learning, and connectivism. Each theory emphasizes different factors that influence learning such as stimuli, mental processes, social interactions, and networking. Memory and transfer of learning also operate differently according to each theory. Technology can be used to support various aspects of each theory, such as simulations, games, social networking, and online collaboration. Understanding learning theories helps instructional designers develop effective learning experiences.
1. The document outlines four perspectives on learning and teaching: behaviorism, humanism, cognitivism, and social constructivism.
2. Behaviorism focuses on conditioning and reinforcement, humanism emphasizes self-actualization and student-centered learning, cognitivism looks at mental processes and schema, and social constructivism sees learning as an active social process.
3. Each perspective defines the learner and teacher roles differently. Behaviorism sees the learner as passive and the teacher as the provider of reinforcement. Humanism views the learner as self-motivated and the teacher as a facilitator. Cognitivism and social constructivism both involve active, engaged learners and teachers
The document summarizes several theories of learning, including:
- Classical conditioning, where a stimulus acquires the ability to elicit a response through association. Pioneered by Ivan Pavlov.
- Operant conditioning, where behavior is shaped by consequences. Introduced by B.F. Skinner.
- Social learning theory, which explains how people learn through observation and modeling others. Proposed by Albert Bandura.
- Cognitive learning theories including assimilation theory and schema theory.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
The document outlines a CLIL lesson plan designed for 4th grade students focusing on geometric shapes. The lesson uses various activities to scaffold students' learning of shapes, including showing flashcards of shapes, identifying shapes in the classroom, tracing and coloring shapes, and a memory game with shape flashcards. The lesson aims to foster higher-order thinking by having students count shapes in images and create new shapes out of basic geometric forms. The plan integrates the target language of English while reinforcing math concepts of shapes, as outlined in the primary curriculum.
The document discusses educational theory and the relationship between theory and practice. It defines educational theory as concepts, frameworks, ideas, and principles used to interpret and explain educational settings. Theory with a capital T refers to conceptual knowledge generalized over situations, while theory with a small t is personally relevant knowledge linked to concrete contexts. The concept of practice is best translated as a "professional situation," meaning a learning environment where a profession is practiced. The document then discusses domains of teacher knowledge and theories of how children learn, including behaviorism, cognitivism, and sociocultural theories.
This document provides a matrix comparing different learning theories across definitive questions. It summarizes:
1) How learning occurs according to different theories such as behaviorism (observable responses), cognitivism (knowledge structures), constructivism (personal interpretations), social learning theory (observation, modeling), connectivism (within networks), and adult learning theory (reflection on experience).
2) Factors that influence learning according to each theory, including things like rewards/punishment, previous experiences, engagement, social/cultural contexts, diversity of networks, and motivation.
3) The key question addressed by each theory, such as observable behaviors, knowledge structures, personal understandings, social contexts, connections within
This document discusses habits of mind (HoM) as a framework for understanding successful learning. It proposes that HoM comprise intelligent thinking behaviors used by top performers to solve problems and organize learning. The document reviews research on HoM and their link to theories of self-regulated learning and skills needed in a knowledge economy. It summarizes Costa and Kallick's model of 16 HoM including persisting, thinking flexibly, metacognition, questioning, and thinking interdependently. The document argues HoM focus attention on the cognitive processes important for effective learning.
This document discusses constructionism and instructionism as approaches to learning. Constructionism, based on constructivism, emphasizes active knowledge construction through building models and artifacts. Instructionism views learning as the passive acquisition of objective knowledge transmitted by instructors. The document explores these approaches in relation to activities along the empirical-to-formal continuum, and argues constructionism is better aligned with activities at the concrete, empirical end while instructionism aligns with the formal end. It also discusses related concepts like bricolage and situated learning that embrace hands-on experimentation outside of just computer-based modeling.
Behaviorist theory views learning as occurring through conditioning, where behaviors become conditioned responses to stimuli through reinforcement or punishment. Cognitive theory sees learning as involving how memory processes and organizes information, with prior knowledge playing an important role. Constructivist theory approaches learning as an active process where learners construct new ideas based on their experiences. Social learning theory posits that learning happens through observation and modeling other people's behaviors. Connectivism is a learning theory for the digital age based on networking and making connections between information sources. Adult learning theory recognizes that adults commit to learning when the goals are relevant and applicable to their lives and work. Factors that influence learning according to the theories include reinforcement/punishment, memory/prior knowledge, experiences,
Gagne's has given five categories of learning and eight conditions of learning which is also called hierarchy of learning. His instructional design has nine steps or events.
Michelle Wynn's instructional technology philosophy centers around constructivist learning strategies and active learning. She believes learning should involve discovery, collaboration, and problem-solving activities that are authentic and relevant to learners. As an instructor, she aims to facilitate learning by empowering students and helping them take ownership. Wynn's philosophy is also informed by theories of andragogy, which recognize adults as self-directed learners who draw from life experiences and are motivated by problem-centered learning. She seeks to incorporate technology integration strategies that foster skills like creative problem-solving, knowledge transfer through simulations, and group cooperation.
Constructivism is a learning theory that posits that individuals construct knowledge and meaning from their experiences. According to constructivism, learning is an active process where learners build knowledge by interpreting new information through their existing mental frameworks and experiences. Constructivist teaching focuses on involving learners actively in the learning process and encourages students to construct their own understandings rather than passively receiving information. Key principles of constructivism include that knowledge is socially constructed, learning is contextual and interpretive, and people learn by reflecting on their experiences.
The document discusses several cognitive theories of learning including those proposed by Piaget, Bruner, Gagne, Ausubel, and Gestalt psychologists. The key points covered include:
1) Cognitive theories view learning as a process that changes an individual's mental structures and behaviors as a result of thought and experience, rather than external stimuli.
2) Theorists such as Piaget, Bruner, and Gagne proposed stage-based models of learning and emphasized different modes such as action-based, visual, and verbal learning.
3) Ausubel's meaningful learning theory focuses on incorporating new knowledge into existing cognitive frameworks through techniques like advanced organizers.
4) Gestalt psychologists
The document discusses several prominent learning theories:
- Constructivism posits that learning involves constructing one's own understanding from experiences. It emphasizes hands-on problem solving and open-ended questions.
- Behaviorism views learning as acquiring new behaviors through conditioning and reinforcement. It focuses only on observable behaviors.
- Piaget's theory describes four stages of child cognitive development from infancy through adolescence, centered around interacting with the environment.
- Neuroscience studies the biological basis of learning in the brain and nervous system, such as how mental activity physically changes brain structure over time.
The document discusses Bloom's Taxonomy, which categorizes learning objectives into cognitive, affective, and psychomotor domains. It provides details on each domain, including the original and revised cognitive taxonomies by Bloom and Anderson/Krathwohl. The cognitive domain involves recall, comprehension, application, analysis, synthesis, and evaluation. The affective domain deals with attitudes and incorporates values. The psychomotor domain refers to physical skills and movements.
Pedagogy of Constructivism and Computer Programmed Instruction in Teaching an...iosrjce
This paper focused at the pedagogy of constructivism and computer programmed instruction, and
explained their meaning and concept as learner-centered and individualised way of teaching and learning
processes respectively, aimed at putting learners in the fore of instruction delivery. Using content analysis the
constructivist and computer programmed instruction approach to instruction was viewed as a means to
minimize the teacher-centered manner to instruction in which the teacher controls the whole instructional
processes. Relevant conclusion was made as constructivism and computer programmed instruction pedagogy is
becoming increasingly popular in education, therefore it was recommended that this pedagogy be the main
focus in the course of instruction delivery
This document provides an overview of several theories of human learning and their implications for teaching methods. It discusses behaviorism, meaningful learning theory, and humanistic psychology. Behaviorism, according to Pavlov and Skinner, views learning as the acquisition of behaviors based on environmental conditioning. Meaningful learning theory, from Ausubel, emphasizes relating new concepts to existing knowledge structures. Humanistic psychology, from Rogers, focuses on empowering learners and facilitating self-directed discovery. The document also covers types of learning, reasoning processes, and factors like intelligence and aptitude that influence learning. Finally, it analyzes several teaching methods and their strengths and weaknesses in applying learning theories.
This document provides an overview of 8 trends from 2012 and previews trends to watch for in 2013. It discusses the rise of visually-focused digital design and content driven by smartphones and tablets. Other trends covered include the increasing role of social media, the promise and challenges of big data, disruption in various industries, and the growing importance of mobile and retail technology. The document aims to identify and explore significant developments from the past year and important trends to watch going forward.
1. The document outlines four perspectives on learning and teaching: behaviorism, humanism, cognitivism, and social constructivism.
2. Behaviorism focuses on conditioning and reinforcement, humanism emphasizes self-actualization and student-centered learning, cognitivism looks at mental processes and schema, and social constructivism sees learning as an active social process.
3. Each perspective defines the learner and teacher roles differently. Behaviorism sees the learner as passive and the teacher as the provider of reinforcement. Humanism views the learner as self-motivated and the teacher as a facilitator. Cognitivism and social constructivism both involve active, engaged learners and teachers
The document summarizes several theories of learning, including:
- Classical conditioning, where a stimulus acquires the ability to elicit a response through association. Pioneered by Ivan Pavlov.
- Operant conditioning, where behavior is shaped by consequences. Introduced by B.F. Skinner.
- Social learning theory, which explains how people learn through observation and modeling others. Proposed by Albert Bandura.
- Cognitive learning theories including assimilation theory and schema theory.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
The document outlines a CLIL lesson plan designed for 4th grade students focusing on geometric shapes. The lesson uses various activities to scaffold students' learning of shapes, including showing flashcards of shapes, identifying shapes in the classroom, tracing and coloring shapes, and a memory game with shape flashcards. The lesson aims to foster higher-order thinking by having students count shapes in images and create new shapes out of basic geometric forms. The plan integrates the target language of English while reinforcing math concepts of shapes, as outlined in the primary curriculum.
The document discusses educational theory and the relationship between theory and practice. It defines educational theory as concepts, frameworks, ideas, and principles used to interpret and explain educational settings. Theory with a capital T refers to conceptual knowledge generalized over situations, while theory with a small t is personally relevant knowledge linked to concrete contexts. The concept of practice is best translated as a "professional situation," meaning a learning environment where a profession is practiced. The document then discusses domains of teacher knowledge and theories of how children learn, including behaviorism, cognitivism, and sociocultural theories.
This document provides a matrix comparing different learning theories across definitive questions. It summarizes:
1) How learning occurs according to different theories such as behaviorism (observable responses), cognitivism (knowledge structures), constructivism (personal interpretations), social learning theory (observation, modeling), connectivism (within networks), and adult learning theory (reflection on experience).
2) Factors that influence learning according to each theory, including things like rewards/punishment, previous experiences, engagement, social/cultural contexts, diversity of networks, and motivation.
3) The key question addressed by each theory, such as observable behaviors, knowledge structures, personal understandings, social contexts, connections within
This document discusses habits of mind (HoM) as a framework for understanding successful learning. It proposes that HoM comprise intelligent thinking behaviors used by top performers to solve problems and organize learning. The document reviews research on HoM and their link to theories of self-regulated learning and skills needed in a knowledge economy. It summarizes Costa and Kallick's model of 16 HoM including persisting, thinking flexibly, metacognition, questioning, and thinking interdependently. The document argues HoM focus attention on the cognitive processes important for effective learning.
This document discusses constructionism and instructionism as approaches to learning. Constructionism, based on constructivism, emphasizes active knowledge construction through building models and artifacts. Instructionism views learning as the passive acquisition of objective knowledge transmitted by instructors. The document explores these approaches in relation to activities along the empirical-to-formal continuum, and argues constructionism is better aligned with activities at the concrete, empirical end while instructionism aligns with the formal end. It also discusses related concepts like bricolage and situated learning that embrace hands-on experimentation outside of just computer-based modeling.
Behaviorist theory views learning as occurring through conditioning, where behaviors become conditioned responses to stimuli through reinforcement or punishment. Cognitive theory sees learning as involving how memory processes and organizes information, with prior knowledge playing an important role. Constructivist theory approaches learning as an active process where learners construct new ideas based on their experiences. Social learning theory posits that learning happens through observation and modeling other people's behaviors. Connectivism is a learning theory for the digital age based on networking and making connections between information sources. Adult learning theory recognizes that adults commit to learning when the goals are relevant and applicable to their lives and work. Factors that influence learning according to the theories include reinforcement/punishment, memory/prior knowledge, experiences,
Gagne's has given five categories of learning and eight conditions of learning which is also called hierarchy of learning. His instructional design has nine steps or events.
Michelle Wynn's instructional technology philosophy centers around constructivist learning strategies and active learning. She believes learning should involve discovery, collaboration, and problem-solving activities that are authentic and relevant to learners. As an instructor, she aims to facilitate learning by empowering students and helping them take ownership. Wynn's philosophy is also informed by theories of andragogy, which recognize adults as self-directed learners who draw from life experiences and are motivated by problem-centered learning. She seeks to incorporate technology integration strategies that foster skills like creative problem-solving, knowledge transfer through simulations, and group cooperation.
Constructivism is a learning theory that posits that individuals construct knowledge and meaning from their experiences. According to constructivism, learning is an active process where learners build knowledge by interpreting new information through their existing mental frameworks and experiences. Constructivist teaching focuses on involving learners actively in the learning process and encourages students to construct their own understandings rather than passively receiving information. Key principles of constructivism include that knowledge is socially constructed, learning is contextual and interpretive, and people learn by reflecting on their experiences.
The document discusses several cognitive theories of learning including those proposed by Piaget, Bruner, Gagne, Ausubel, and Gestalt psychologists. The key points covered include:
1) Cognitive theories view learning as a process that changes an individual's mental structures and behaviors as a result of thought and experience, rather than external stimuli.
2) Theorists such as Piaget, Bruner, and Gagne proposed stage-based models of learning and emphasized different modes such as action-based, visual, and verbal learning.
3) Ausubel's meaningful learning theory focuses on incorporating new knowledge into existing cognitive frameworks through techniques like advanced organizers.
4) Gestalt psychologists
The document discusses several prominent learning theories:
- Constructivism posits that learning involves constructing one's own understanding from experiences. It emphasizes hands-on problem solving and open-ended questions.
- Behaviorism views learning as acquiring new behaviors through conditioning and reinforcement. It focuses only on observable behaviors.
- Piaget's theory describes four stages of child cognitive development from infancy through adolescence, centered around interacting with the environment.
- Neuroscience studies the biological basis of learning in the brain and nervous system, such as how mental activity physically changes brain structure over time.
The document discusses Bloom's Taxonomy, which categorizes learning objectives into cognitive, affective, and psychomotor domains. It provides details on each domain, including the original and revised cognitive taxonomies by Bloom and Anderson/Krathwohl. The cognitive domain involves recall, comprehension, application, analysis, synthesis, and evaluation. The affective domain deals with attitudes and incorporates values. The psychomotor domain refers to physical skills and movements.
Pedagogy of Constructivism and Computer Programmed Instruction in Teaching an...iosrjce
This paper focused at the pedagogy of constructivism and computer programmed instruction, and
explained their meaning and concept as learner-centered and individualised way of teaching and learning
processes respectively, aimed at putting learners in the fore of instruction delivery. Using content analysis the
constructivist and computer programmed instruction approach to instruction was viewed as a means to
minimize the teacher-centered manner to instruction in which the teacher controls the whole instructional
processes. Relevant conclusion was made as constructivism and computer programmed instruction pedagogy is
becoming increasingly popular in education, therefore it was recommended that this pedagogy be the main
focus in the course of instruction delivery
This document provides an overview of several theories of human learning and their implications for teaching methods. It discusses behaviorism, meaningful learning theory, and humanistic psychology. Behaviorism, according to Pavlov and Skinner, views learning as the acquisition of behaviors based on environmental conditioning. Meaningful learning theory, from Ausubel, emphasizes relating new concepts to existing knowledge structures. Humanistic psychology, from Rogers, focuses on empowering learners and facilitating self-directed discovery. The document also covers types of learning, reasoning processes, and factors like intelligence and aptitude that influence learning. Finally, it analyzes several teaching methods and their strengths and weaknesses in applying learning theories.
This document provides an overview of 8 trends from 2012 and previews trends to watch for in 2013. It discusses the rise of visually-focused digital design and content driven by smartphones and tablets. Other trends covered include the increasing role of social media, the promise and challenges of big data, disruption in various industries, and the growing importance of mobile and retail technology. The document aims to identify and explore significant developments from the past year and important trends to watch going forward.
The document discusses the future of e-learning and issues related to its adoption. It outlines steps teachers need to take to facilitate e-learning, including using tools like PowerPoint and learning management systems. Barriers to e-learning adoption include teachers' resistance to change and lack of infrastructure. The document also discusses shifting approaches to focus more on interactions and assessments of learning journeys rather than just end products.
Fall 2011 Online Reviews: An Interactive ApproachCarla Bradley
This document outlines OTC Online's updated process for reviewing online courses for development and delivery. The new process separates development and delivery reviews, is based on research and best practices from organizations like Quality Matters and Blackboard, and takes a collaborative approach involving departments, disability support services, and an Online Review Task Force team. The goal is to provide constructive feedback to support continuous improvement of online courses and ensure accessibility and compliance standards are met. Reviewers will use a new document organized by navigation that includes pre-review comments and feedback sections. The process was piloted in fall 2011 and will continue to involve online instructors and solicit feedback to guide further improvements.
The document discusses meaningful learning and how technology can facilitate it. Meaningful learning involves active, constructive, intentional, authentic, and cooperative activities. Technologies can support meaningful learning by engaging learners in knowledge construction, providing information for exploration, creating authentic contexts, enabling social interaction and conversation, and acting as intellectual partners that help learners reflect. When used appropriately, technologies can foster different types of thinking like causal reasoning, analogical thinking, expressive thinking, experiential learning, and problem solving.
In this presentation, we do a brief refresher from Raising Capital Part 1, and discuss different types of funding (debt vs. equity), basic VC calculations, liquidation preferences, and prorata rights.
This document summarizes a class about raising capital for startups. It discusses various sources of funding for startups like personal savings, bank loans, friends and family, angel investors, and venture capital. Venture capital is broken down into early stage and late stage investors. Early stage VCs invest in seed and Series A rounds while late stage invests in later rounds after a product has gained traction. The document provides statistics on success rates for different funding sources and rounds. It also covers topics like power laws in venture returns and perspectives from a partner at 500 Startups.
Dokumen ini membahas tentang sensorik dan proses persepsi. Secara singkat, dokumen ini menjelaskan tentang sensasi dan persepsi, sifat umum modalitas sensoris dan lima indra manusia beserta fungsi dan strukturnya, serta penjelasan tentang apa itu persepsi dan faktor yang mempengaruhinya.
1. The document discusses Christmas traditions and celebrations in the Church, including Christmas carols, trees, cards and Santa Claus origins.
2. It provides details of upcoming Christmas events and services at the local Church, including music, prayers and monetary donations.
3. A list of names is included for those assigned various duties and roles in supporting Christmas celebrations and services at the Church.
This document provides an overview of the history and fundamentals of social media. It discusses some key early developments like the ARPANET network in the 1960s, the creation of email in the 1970s, and the first social networks and blogs in the 1980s and 1990s. It then covers modern social media topics like microblogging, geo-location, and using social media for business. The document concludes by outlining five approaches for using social media: listening to social conversations, sparking conversations, distributing content, creating value for users, and using a test-and-learn approach to try new platforms and tactics.
The E-Rate program provides discounts to schools and libraries in the US to obtain affordable internet access and telecommunications. Administered by the FCC, it is funded through fees charged to telecom companies. Schools can request funding for internet, internal networks, and maintenance. Discounts range from 20-90% based on poverty levels. The FCC capped annual funding at $2.25 billion but requests exceed this amount, showing high participation rates and increased internet access in schools over time.
This document discusses key aspects of constructivist learning and assessment. It defines constructivism, technology-supported learning, and authentic assessment. It discusses how assessment should be used in a constructivist classroom to measure higher-order skills like collaboration, problem-solving, and goal-setting. Traditional paper tests are inadequate for constructivist learning, which requires authentic forms of assessment like performance and product assessments scored with rubrics.
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.
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.
The document discusses meaningful learning and how technology can facilitate it. Meaningful learning involves active, constructive, intentional, authentic, and cooperative activities. Technologies can support meaningful learning by engaging learners in knowledge construction, providing information for exploration, creating authentic contexts, enabling social interaction and conversation, and acting as intellectual partners that help learners reflect. When used appropriately, technologies can foster different types of thinking like causal reasoning, analogical thinking, expressive thinking, experiential learning, and problem solving.
The document discusses several concepts related to meaningful learning environments:
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.
Issues Around Teaching Children A LanguageBishara Adam
This document discusses several key issues in teaching English to children:
1) A social constructivist focus emphasizes that language learning is a dynamic process where children construct meaning from their social experiences.
2) Values education addresses children holistically by focusing on universal values in lessons.
3) The development of metacognitive, cognitive, and social skills helps children become effective learners.
4) Lessons should integrate listening, speaking, reading, and writing through theme-based and varied activities.
5) Vocabulary and grammar are best taught through meaningful contexts with repetition over time.
6) Feedback and motivation are influenced by intrinsic/extrinsic factors, praise/criticism, and how feedback is interpreted.
The document discusses the meaning and nature of learning. It defines learning as a change in behavior resulting from experience. Learning can occur through direct experiences, such as writing by practicing writing, or vicariously by observing others. The document outlines several definitions of learning provided by different scholars and discusses 10 key aspects of the nature of learning, such as learning being universal, continuous, and resulting in a relatively permanent change in behavior.
This document discusses assessment in a constructivist technology-supported learning environment. It defines constructivist learning as connecting facts to form concepts and meaning, and seeing relevance to daily life, rather than just memorization. The document contrasts authentic assessment, which measures collective abilities through written, oral, and collaborative work, with performance or product assessment, which directly measures skills in real-world settings. It provides rubrics to assess student presentations based on organization, knowledge, graphics, mechanics, eye contact, and elocution.
The document discusses how technology can facilitate meaningful learning through active, constructive, intentional, authentic, and cooperative activities. It explains that technologies should serve as intellectual tools that support knowledge construction, information exploration, authentic problem solving, social collaboration, and reflective thinking. When used this way, technologies can foster causal reasoning, analogical thinking, expressive thinking, experiential learning, and problem solving skills.
Mini project 2-- teaching and learning theories spring 2015jistudents
Directions:
Imagine you are the principal in a school with a large influx of new teachers who have been prepared to use constructivist teaching strategies and to distrust direct instruction. Your older teachers, on the other hand, are the opposite – they distrust the new constructivist approaches and believe strongly in “traditional teaching.”
Prepare a 20 minute (or longer) discussion/presentation about different theories of teaching and learning, including direct instruction. Include a PowerPoint presentation with recorded audio on the strengths and weaknesses of each of the learning perspectives discussed in this chapter –behavioral, cognitive, and constructivist. Be sure to discuss the situations for which the behavioral approach is best. Give at least one example for each approach. Make sure that during your presentation, you:
Consider the pros and cons of direct instruction
Contrast direct instruction with a constructivist approach to teaching
Examine under what situations each approach is appropriate
Propose and defend a balanced approach to teaching.
This is a wonderful information and cite the author if you are using it in your presentation. Thank you for checking it out.
This document discusses learning in context and situated cognition. It defines learning in context as paying attention to the interactions between people, tools, and the learning environment. Key theorists like Dewey and Wilson view learning as a social process shaped by its context. Situated cognition emphasizes that learning occurs through interactions within a sociocultural environment. Cognitive apprenticeships and communities of practice are discussed as applications of situated cognition, with cognitive apprenticeships using modeling, coaching, and other strategies to make an expert's thinking visible to learners.
The document discusses different types and theories of learning. It begins by defining learning as a relatively permanent change in behavior due to past experiences. It then discusses classical conditioning by Ivan Pavlov and operant conditioning by B.F. Skinner as theories of learning. It explains the concepts of reinforcement, punishment, and shaping behavior. The document also provides an example of using time outs instead of punishment for children. Overall, the document provides an overview of behavioral learning theories and concepts such as classical conditioning, operant conditioning, reinforcement, and punishment.
Assessment in a Constructivist, Technology-Supported Learningherli ann virador
This document discusses assessment in constructivist and technology-supported learning environments. It defines constructivism as a theory where knowledge is generated through interactions between experiences and ideas. Constructivist classrooms focus on putting facts together to form concepts and make meaning, rather than on memorization. Assessment in these environments examines both learning processes and products, and uses higher-order thinking skills like application, analysis, and creation. It advocates for authentic assessment that measures skills like written expression, collaboration, and goal-setting, rather than just right answers. The document provides examples of rubrics to assess how well learning environments promote manipulation of real-world objects, cause learners to address cognitive dissonance, encourage social interaction and responsibility, and help learn
The document discusses several learning theories: constructivism, generative learning, discovery learning, and meaningful learning. According to these theories, learners are active participants who build understanding through hands-on activities and making connections to prior knowledge and real-life experiences. The theories emphasize that learning involves uncovering ideas through exploration and generating personal explanations rather than receiving facts passively. Learners are responsible for setting goals and strategies to achieve meaningful and relevant learning.
The document compares and contrasts cognitivism and social constructivism approaches to learning. Cognitivism views learning as an internal cognitive process, focusing on how people think and process information. It is teacher-centered. Social constructivism sees learning as a social process where people actively construct knowledge based on experiences and interactions. It is student-centered and emphasizes collaboration. Both have advantages such as making learning meaningful, but also disadvantages such as difficulty testing constructed knowledge.
1) The document discusses different types of meaningful learning including active, constructive, intentional, authentic, and cooperative learning.
2) It explains how technology can facilitate meaningful learning when it allows students to be actively engaged in building their own understanding through tools and interactions that support goal-setting, collaboration, and reflection.
3) Technologies are most effective for learning when they give students the ability to use them as intellectual partners to articulate, represent and reflect on their own knowledge and perspectives.
1) The document discusses different types of meaningful learning including active, constructive, intentional, authentic, and cooperative learning.
2) It explains how technology can facilitate meaningful learning when it allows students to be actively engaged in building their own understanding through tools and collaborative activities.
3) Technologies should support students' goals and help them articulate, reflect on, and apply their knowledge in authentic problem-solving contexts.
1) The document discusses the concept of meaningful learning and how it involves active, constructive, intentional, authentic, and cooperative activities.
2) It explains that meaningful learning tasks should be situated in real-world contexts and involve articulating understanding, goal-setting, and collaboration.
3) Technology can facilitate meaningful learning when it allows learners to build their own interpretations, supports intellectual functions required by their studies, and acts as a tool to represent their ideas and understandings.
Assessment in a constructivist, technology supported learningJohn Miguel Morales
This document discusses assessment in a constructivist learning environment supported by technology. It provides rubrics to assess the extent to which a learning environment promotes: manipulation of real-world objects; perception of puzzling dissonance and formation of mental models; meaningful interaction and social negotiation; complex, authentic tasks requiring high-order thinking; pursuit of important self-directed goals. The ideal environment, according to the rubrics, immerses learners in collaborative activities involving tools, observations and cognitive skills to construct their own understandings, while technology strongly supports learning goals.
The document discusses various property law concepts relating to accession with respect to land and movable property under the Civil Code of the Philippines. It provides definitions and rules for different types of accession including alluvium, avulsion, adjunction, mixture, and specification. For alluvium, it notes it is a gradual deposit of soil that belongs to the owner of the attached property, while avulsion is an abrupt process where the soil belongs to the owner it was detached from. It also defines adjunction, mixture and specification as they relate to movable property.
The document discusses the key aspects of usufruct, including:
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2. Acts the usufructuary can and cannot do with the property. The usufructuary cannot sell or mortgage the property but can alienate consumables.
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4. Special types of usufruct like those over woodlands or an entire estate.
Effects of good faith and bad faith in possessionG-one Paisones
There are two classes of possession - possession in good faith and possession in bad faith. A possessor is in good faith if they are unaware of any defects in their title, and in bad faith if they are aware of defects. For a possessor whose possession becomes bad faith upon learning of defects, they may be required to pay rent or vacate and pay damages. Rights regarding expenses, fruits, and liability differ based on whether the possession is in good or bad faith. Just title is presumed in possession but must be proved in prescription.
This document discusses different types of easements under Philippine law. It defines an easement as an encumbrance on an immovable property for the benefit of another property or person. The document distinguishes between easements and servitudes, leases, usufructs, and other related concepts. It describes the parties involved in an easement as the dominant and servient estates. It also outlines the rights and obligations of the owners of these estates, and discusses how easements can be acquired, extinguished, and their various types like easements of right of way, party walls, light and view, and drainage.
Soldering and desoldering electronic componentsG-one Paisones
This document provides instructions for soldering and desoldering electronic components. It discusses the necessary equipment including soldering irons, solder wire types, fluxes, and printed circuit boards. It describes the soldering process of preparing components, tinning the soldering iron tip, feeding solder to make connections, and ensuring proper solder joints. Safety precautions are emphasized such as using adequate ventilation and eye protection when soldering.
This document discusses factors affecting the emergence of e-learning. It identifies technological, economic, socio-cultural, and political factors. Technological factors include advances like the shift from Web 1.0 to Web 2.0. Economic factors involve companies investing in e-learning products and the need for workforce training. Socio-cultural factors consist of societal concerns driving e-learning adoption. Political factors comprise government initiatives supporting e-learning development in their countries. The author argues that e-learning benefits outweigh disadvantages and will become a global lifestyle for learning.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
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A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
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This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Whatismeaningfullearning
1. Jonassen, D., et al. 2008, Meaningful Learning with Technology, 3rd edn,
Pearson Education, Upper Saddle River, New Jersey, pp.1-12.
What Is Meaningful
learning?
2. 2 Chapter 1
What drives learning, more than anything else, is the understanding of and effort
. - invested in completing a task or activity. It is the nature of the task that students
. intend to perform that will best determine the nature of the learning that results.
Unfortunately, the natUre of the task that so many students most commonly expe-
rience in schools is completing standardized tests. Schools in America have
become testing factories. Federal legislation has mandated continuous testing of
K-12 students in order to make schools and students more accountable for their
learning. In order to avoid censure and loss of funding, many K-12 schools have
adopted test preparation as their primary curriculum. Perhaps the most unfortu-
nate epiphenomenon of this process is the current generation of students who will
complete their K-12 education knowing only how to take tests. Because the
purpose of those tests and the preparation supporting them is to attain a passing
score (relative to other schools), the students are seldom fully invested in the
process, so they make no attempt to understand the knowledge being tested. The
students do not ask to take the tests. The tests assess skills and knowledge that are
detached from their everyday experience, so they have little meaning. The testing
process is individual, so students are enjoined from cooperating with others. The
tests represent only a single form of knowledge representation, so students are not
able to develop conceptual understanding, which requires representing what you
know in multiple ways. Simply stated, learning to take tests does not result in
meaningfulleammg.
In order for students to learn meaningfully, they must be willfully engaged
in a meaningful task. In order for meaningful learning to occur, the task that stu-
dents pursue should engage active, constructive, intentional, authentic, and coop-
erative activities. Rather than testing inert knowledge, schools should help stu-
dents to learn how to recognize and solve problems, comprehend new
phenomena, construct mental models of those phenomena, and, given a new situ-
ation, set goals and regulate their own learning (learn how to learn). Tasks that
require. intentional,. active, constructive, cooperative, and authentic learning
processes (see Figure 1.1) will result in more meaningful learning. Although tech-
nologies can be used to provide additional testing practice, when they are used to
engage students ill active, constructive, intentional, authentic, and cooperative
learning, the students will make more meaning. These attributes of meaningful
learning will be used throughout the remainder of this book as the goals for using
technologies as well as the criteria for evaluating the uses of technology. Let's
examine these attributes a little more closely.
• 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. When learning about things in natural contexts, humans interact with their
environment and manipulate the objects in that environment, observing the
effects of their interventions and constructing their own interpretations of the
3. What Is Meaningful learning? 3
Active
Manipulative/Observant
Intentional Constructive
Gaol directed/Regulatory Articulative/Reflective
Authentic Cooperative
Complex/Contextualized Collaborative/Conversational
Figure 1.1 Characteristics of Meaningful Learning.
phenomena and the results of their manipulations. For instance, before playing
sandlot baseball, do kids subject themselves to lectures and multiple-choice exam-
inations about the theory of games, the aerodynamics of orbs, and vector forces
applied'to them? No! They start swinging the bat and 'chasing fly balls, and they
negotiate the rules as they play the game. Through formal and informal appren-
ticeships in communities of play and work, learners develop skills and knowledge
that they then share with other members of those coIIlIriunities with whom they
learned and practiced those skills. In all of these situations, learners are actively
manipulating the objects and tools of the trade and observing the effects of what
they have done. The youngster who consistently hits foul balls will adjust his or
her stance and handgrip on the bat in order to manipulate the 'path of flight and
observe the effects of each manipulation. Meaningful learning requires learners
who are active-actively engaged by a meaningful task in which they manipulate
objects and parameters of the environment they are working in and observing the
results of their manipulations.
• Constructive (ArticulativelReflective) Activity is necessary but not suffi-
cient for meaningfulleaming. 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. New experiences often provide a discrepancy
between what learners observe and what they understand. That is when meaning-
fulleaming begins. They are curious about or puzzled by what they see. That puz-
zlement is the catalyst for meaning making. By reflecting on the puzzling experi-
ence, learners integrate their new experiences with their prior knowledge about the
world, or they establish goals for what they need to learn in order to make sense out
of what they observe. Learners begin constructing their own simple mental models
that explain what they observe, and with experience, support, and more reflection,
their mental models become increasingly complex. Ever more complex models
require that learners mentally represent their understanding in different ways using
different thought processes. The active and constructive parts of the meaning mak-
ing process are symbiotic. They both rely on the other for meaning making to occur.
4. 4 Chapter 1
• Intentional (Goal-Directed/Regulatory) All human behavior is goal
directed (Schank, 1994). That is, 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 cqmplex, like developing new career skills or studying for a
master's degree. When learners are actively and wiUfullytrying to achieve a cog-
nitive goal (Scardamalia & Bereiter, 1994), they think and learn more because they
are fulfilling an intention. Technologies have traditionally been used to support
teachers' goals but not those of learners. Technologies need to engage learners in
articulating and represel)ting their understanding, not that of teachers. When
learners use technologies 'to represent their actions and construction, they under-
stand more and are better able to use the knowledge that they have constructed in
new situations. When learners use computers to do skillful planning for doing
everyday tasks or constructing and executing a way to research a problem they
want to solve, they are intentional and are learning meaningfully.
• Authentic (Complex/Contextual) Most lessons learned in schools focus
on general principles or theorie~ that may be used to explain phenomena that we
experience. However, teachers and professors remove those ideas from their natural
contexts in order to be able to cover the curriculum more efficiently. When they do,
they strip those principles of the contextual cues that make them meaningful.
Physics courses are a prime example. Teachl;rs read a simplified problem and imme-
diately represent the problem in a formula. Students may It:;arn to get the correct
answer, but what are they learning? Learning isn't IT).eaningful because students
learned to understand the ideas only as algorithmic procedures outside of any con-
tex.t, so they have no idea how to relate the ideas to real-world contexts. Everything
physical that occurs in the world involves physics. Why not learn physics through
baseball, driving, walking, or virtually any other physical process on earth?
Most con!emporary resear<;h on learning has shown that learning tasks that
are situated in some meaningful real-world task or si,mulated in some case-based
or problem-based learning environment are. not only better understood and
remembered but also more consistently transferred to new situations. Rather than
abstracting ideas in rules that are memorized and then applied to other canned
problems, iearning should be embedded ill. real-life, useful contexts for learners to
practice using those ideas. . .
• Cooperative (Collaborative/Conversational) Humans naturally work
together in learning and knowledge-building communi~ies,exploiting each others'
skills and appropriating each others' knowledge. In the everyday world, humans
naturally seek out others to help them to solve problems and perform tasks. Then
why do educators insist that learners work independently so much of the time?
Schools generally function based on the belief that learning is an independent
process, so learners seldom have the opportunity to "do anything that counts" in
collaborative teams despite their natural inclinations. When students collaborate
. without permission, educators may even accuse them of cheating despite the fact
that such cross-fertilization is encouraged in any self-respecting design studio.
However, we believe that relying solely on independent methods of instruction
5. What Is Meaningful Learning? 5
cheats learners out of more natural and productive modes of thinking. Often, edu-
cators will promote collaborative methods of learning, only to resort to indepen-
dent assessment of learning. Learners, they believe, must be accountable for their
own knowledge, so even if you agree, at least in principle, with collaborative learn-
ing principles, the hardest part of applying your beliefs will be assessing learners in
teams. Most of the technology-based activities described throughout this book are
more effectively performed collaboratively in groups, so we must assess the per-
formance of the groups as well as individuals. Learners are strategic enough to
know "what counts", in classrooms, so if they are evaluated individually, collabora-
tive learning activities will fail because students realize that their outcomes are
not important.
Collaboration most often requires conversation among participants.
Learners working in groups must socially negotiate a common understanding of
the task and the methods they will use to accomplish it. That is, given a problem
or task, people naturally seek out opinions and ideas from others. Technologies
can support this conversational process by connecting learners in the same class-
room, across town, or around the world (see chapters 6 and 7). When learners
become part of knowledge-building communities both in class and outside of
school, they learn that there are multiple ways of viewing the world and multiple
solutions to most of life's problems. Conversation should be encouraged because
it is the most natural way of meaning making.
As is depicted in Figure 1.1, these characteristics of meaningful learning are inter-
related, interactive; and interdependent. That is"learning and instructional activi-
ties should engage and support combinations of active, constructive, intentional,
authentic, and cooperative learning.'Why? Be=ause we believe that these charac-
teristics are synergetic. That is, learning activities that represent a combination of
these characteristics'result in even more meaningful learning than the individual
characteristics would in isolation.
There are many kinds, of leaming activities that engage meaningfulleaming, just
as there are teachers who for years have engaged students in meaningfulleaming. We
argue throughout this book that technplogies can iilld,should become the tools of
meaningful learning. Technologies afford students the opportunities to engage in
meaningfulleaming when they leam with the technology, not from it.
How Does Technology Facilitate Learning?
Learning From Technology,
Some of the first educational technologies were illustrations in 17th-century books
and slate chalkboards in 18th-century classrooms. Educational technologies in the
20th century include lantern-slide and opaque projectors, later radio, and then
motion pictures, During the 1950s, progranimed instruction emerged as the first true
educational technology, that is, the first technology developed specifically to meet
6. 6 Chapter 1
educational needs. With every other technology, including computers, educators rec-
ognized its importance and debated how to apply each nascent commercial technol-
ogy for educational purposes. Unfortunately, educators have almost always tried
to use technologies to teach students in the same ways that teachers had always
taught. 50 information was recorded in the technology (e.g., the content presented by
films and television programs), and the technology presented that information to the
students. The students' -role was to learn the ,information presented by the technol-
ogy, just as they learned information presented by the teacher. The role of the tech-
nology was to deliver lessons to students, just as trucks deliver groceries to super-
markets (Clark, 1983). If you deliver groceries, people will eat. If you deliver
instruction, students will learn. Not necessarily! We will tell you why later.
The introduction of modem computer technologies in classrooms has fol-
lowed the same pattern of use. Before the advent of microcomputers in the 1980s,
mainframe computers were used to deliver drill and practice and simple tutorials
for teaching students lessons. When microcomputers began populating class-
rooms, the natural inclination.was to use them in the same way. A 1983 national
survey of computer uses showed that drill and practice was the most common use
of microcomputers (Becker, 1985).
Later in the 1980s, educators began to perceive the importance of computers
as productivity tools. The growing popularity of word processing, databases,
spreadsheets, graphics programs, and desktop publishing was enabling busi-
nesses to become more productive. 50 students in classroom began word process-
ing and using graphics packages and desktop publishing programs to write with
(see chapter 4). This tool conception pervaded computer use according to a 1993
study by Hadley and 5heingold that showed that well-informed teachers were
extensively using text processing tools (word'processors), analytic and informa-
tion tools (especially databases and somespreadsheet use), and graphics tools
(paint programs and desktop publishing) along with instructional software
(including problem-solving programs along with drill and practice and tutorials).
The development of inexpensive multimedia computers and the eruption of
the Internet in the mid-199ps'quickly changed the nature of educational comput-
ing. Communications tool's (e.g.; e-mail and computer conferences) and multime-
dia, little used according to Hadley' and 5heingold, have dominated the role of
technologies in the classroom ever since. But what are the students producing?
Too often, they are using the technology to reproduce what the teacher or textbook
told them or what they copy from the Internet.
Our conception of educational computing and technology use, described next,
does not conceive of technologies'as teachers or repositories of information. Rather,
we believe that, in order to learn, student~ shopld teach the computer or use the
technology to represent what they know rather than memorizing what teachers and
textbooks tell them. Technologies provide rich and flexible media for representing
what students know and ,what they are learning. A great deal of research on com-
puters and other technologies has shown that they are no more effective at teaching
students than teachers/but if we begin to think about technologies as learning tools
that students learn with, not from, then the nature of student learning will change.
7. What Is Meaningful Learning? 7
Learning With Technology
If schools are to foster meaitingfullearning, then the ways that we use technolo-
gies in schools must change from technology-as-teacher to technology-as-partner
in the learning process. Before, we argued that students do not learn from technol-
ogy but that technologies can support productive thinking and meaning making
by students. That will happen when students learn with the technology. But how
do students learn with technologies? How can technologies become intellectual
partners with students? Throughout this book, we assume the following:
• 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 activi-
ties 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 witD the technologies are con-
ceptually 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 cog-
nitive responsibility for performance is distributed by the part of the part-
nership that performs it better.
How Technologies Foster Learning
If technologies are used to foster meaningful learning, then they will not be used
as delivery vehicles. Rather, technologies should be used as engagers and facil-
itators of thinking. Based on our conception of meaningful learning (Figure 1.1),
we suggest the following roles for technologies in supporting meaningful
learning:
• Technology as tools to support knowledge constructi(;m:
• for representing learners' ideas, understandings, and beliefs
• for producing organized, multimedia knowledge bases by learners
• Technology as information vehicle for exploring knowledge to support
learning by constructing:
D for accessing needed information
• for comparing perspectives, beliefs, and worldviews
8. 8 Chapter 1
• 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
o for defining a safe, controllable problem space for student thinking
• Technology as social medium to support learning by conversing:
o for collaborating with others, ,
o for discu~sing, arguing, and, l;milding consensus among members of a
community
o for supporting discourse among knowledge-building communities
• Technology as intellectual partner (Jonassen, 2000) to support learning by
reflecting:
o for helping learners to articulate and represent what they know
,0 for reflecting on what they have learned and how they came to know it
o for supporting learners' internal negotiations and meaning making
o for constructing personal representations of meaning
o for supporting mindful thinking
How Technologies Foster Thinking
Why do these uses of technology foster meaningful learning? It is because they
require that students 'think and reason. In this book, we argue that students do not
learn from teachers or' from technologies. Rather, students learn from thinking-
thinking about what they are doing or what they did, thinking about what they
believe, thinking about what others have done and belIeve, thinking about the
thinking processes they use-just thinking and reasoning. Thinking mediates
learning. Learning results from ,thinking. What kinds of thinking are fostered
when learning with technologies?
Causal Causal reasoning is one of the most basic and important cognitive
processes that underpin all higher-order activities, such as problem solving. Hume
called causality the "cement of the universe" (Hume, 1739/2000). Reasoning from a
description of a condition or set of conditions or states of an event to the possible
effect(s) that may result from those states is called prediction. A baseball pitcher pre-
dicts where the b,all will go by the forces that he or she applies when pitching the ball.
When an outcome or state exists for which the causal agent is unknown, then an infer-
ence is required. That is, reasoning backward from effect to cause requires the process
of inference. A primary function of inferences is diagnosis. For example, based on
symptoms, historical factors, and test results of patients who are thought to be abnor-
mal, a physician attempts to infer the cause(s) of that illness state. Thinkllg causally is
also required for m'aking explanations. Explaining how things work requires learner
to identify all the causal connections among the things being explained.
Causal thinking is really more complex than learners understand. In order to
be able to understand and apply causal relationships, learners must be able to
quantify attributes of causal relationships (direction, strength, probability, and
duration) as well as be able to explain the underlying mechanisms describing the
9. What Is Meaningful Learning? 9
relationship (Jonassen & Ionas, 2007). Why does a force applied to a ball cause it to
move in certain direction?
Analogical If you distill cognitive psychology.into a single principle, it would
be to use analogies to convey and understand new ideas. That is, understanding a
new idea is best accomplished by comparing and contrasting it to an idea that is
already understood. In an analogy, the properties or attributes of one idea (the
analogue) are mapped or transferred to. another (the source or target). Single
analogies are also known as synonyms or metaphors. One word conveys attrib-
utes to the other, often using the word "like" or "as" as a connector. Following
Hurricane Katrina in 2005, New Orleans was said to be inundated with a "toxic
gumbo." Gumbo is a complex New Orleans-style soup that contains a variety of
ingredients. The waters that surrounded New Orleans contained a complex vari-
ety of toxic substances-thus metaphor as analogy. -
People most commonly. think of syllogism as analQgies. A syllogism is a
four-part analogy. For example, love is to hate as peace is to --'-. The analogy
makes sense only if the structural characteristics of the first analogy can be
appliedto the second.
In using technologies to represent their' understanding, students consistently
are required to engage in the comparison-contrast reasoning required to struc-
turally map the attributes of one or more idea to others, that is, to draw an analogy.
Expressive Using technologies as tools to learn with entails learners representing
what they know, that is, teaching the computer. To do so, learners must express
what they know. Using different tools requires learners to express what they know
in different ways. Chapter 4 describes how technologies can be used to help learners
express themselves in writing. Chapter 5 illustrates how learners can express them-
selves using a variety of tools, such as databases, spreadsheets, and expert systems,
each tool requiring different forms of expression. Chapters 6 and 7 show how tech-
nologies can support verbal expression, while chapter 9 focuses on visual expres-
sions. Contrast these varieties of expressions to those required by state-mandated
tests, where students' only form of expressions is the selection of answer a, b, c, or d.
Experiential.; Experiences result in the most meaningful and resistant memories.
We can recall with clarity experiences that we have had many years before. The
primary medium for expressing experiences is the story. Stories are the oldest and
most natural form of sense making. Stories are the "means [by] which human
beings give meaning to their experience of temporality and personal actions"
(Polkinghorne, 1988, p. 11). Cultures have maintained their existence through
different types of stories, including myths, (airy tales, and histories. Humans
appear to have an innate ability and predisposition to organize.and represent their
experiences in the form of stories. Learning with technologies engages stories in a
couple ways. First, the experiences that students have while using technologies to
represent their understanding are meaningful and memorable. Second, students
may seek out stories and use technologies to convey them (see chapters 5 and 9).
10. 10 Chapter 1
Problem Solving Using technologies to express and convey learner knowledge
all entail different kinds of problems solving. Learning with technologies requires
that students make myriad decisions while constructing their representations.
Deciding what information to include and exclude, how to structure the information,
and what form it should taRe are all complex decision-making processes. Students
also engage in a lot of design· problem solving while constructing their interpreta-
tions. They also must solve rule-using problems in how to use software. When learn-
ers are solving problems, they are thinking deeply ahd are engaged in meaningful
learning. What they learn while doing so will be so much better understood and
remembered than continuously preparing to answer multiple-choice test questions.
Conclusion
An underlying assumption of this book is that the most productive and meaning-
ful uses of technology will not occur if technologies are used in traditional ways-
as delivery vehicles for instructional lessons. Technology cannot teach students.
Rather, learners teach the technologies. Meaningful learning will 'result when tech-
nologies engage learners in the following: .
• Knowledge construction, not reproduction
• Conversation, not reception
• Articulation, not repetition
• Collaboration, notcornpetition
• Reflection, not prescription
We argue that technologies can support meaningful learning when students learn
with the technology, not from it. When students use technologies to investigate
(chapter 2), explore (chapter 3), write (chapter 4), build models (chapter 5), build
communities.(chapter 6), communicate with others (chapter 7), design (chapter 8),
and visualize (chapter 9), then they are engaged in deeper levels of thinking and
reasoning, including causal, analogical, expressive, experiential, and problem
solving. Technologies are lousy teachers, but they can be powerful tools to think
with. That is the theme that we describe in the remainder of this book.
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If you would like' to reflect on the ideas that ~e present~d in this chapter, consider
your responses to the following questions.
1. If learners cannot know what the teacher knows because they do not share
a common knowledge and experience base, how can we be certain that
students learn important things? For instance, if you want to teach
11. What Is MeaningFul Learning? 11
students about the dangers of certain chemical reactions ill the lab, how
do we ensure that learners know and understand those important
lessons?
2. What is your theory of learning? From your perspective, how do people
learn? What ~re the important processes?
3. Is it possible to learn (construct personal meaning) without engaging
in some activity; that is, is it possible to learn simply by thinking about
something? What are you thinking about? Can you think of an
example?
4. When learners construct knowledge, what are they building? How is it
possible to observe the fruits of their labor, that is, the knowledge they
construct?
5. Think back to your childhood. What can you remember from your early
childhood? Where did your remembrance occur? What meaning did it
have at the time? How has that meaning changed over time?
6. Think about a recent controversial topic that you have heard or read
about. What are different sides arguing about? What do they believe?
What assumptions do they make about what is causing the controversy?
Where did those beliefs come from?
7. Radical constructivists argue that reality exists only in the mind of the
knower. If that is true, is there a physical world that we live in? Prove it.
8. Some educators argue that we learn much more from our failures than
from our successes. Why? They believe that we should put students in sit-
uations where their hypotheses or predictions fail. Can you think of a sit-
uation in which you learned a lot from a mistake?
9. Recall the last difficult problem that you had to solve. Did you solve it
alone, or did you solicit the help of others? What did you learn from solv-
ing that problem? Can that learning be used again?
10. Can you learn to cook merely from watching cooking shows on televi-
sion? What meaning do you make from the experiences that you observe?
Will the experience you have when you prepare a dish be the same as that
of the television chef? How will it be different?
11. Technology is the application of scientific knowledge, according to many
definitions. Can you think of a teaching technology (replicable, proven
teaching process) that does not involve machines?
12. Can you calculate the exact square root of 2,570 without a calculator?
Does the calculator make you smarter? Is the calculator intelligent?
13. Describe the difference in thinking processes engaged by a short-
answer versus a multiple-choice test question. Are they different?
Are they assessing knowledge? Is that knowledge meaningful? Why or
why not?
14. Can you think of an activity that makes you dumber, not smarter? Do you
not learn anything from that activity?
15. Have you ever produced your own video, movie, slide show, or computer
program? How did it make you think? How did it make you feel?
12. 12 Chapter 1
Referenc~s
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