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Monday, July 4, 2011

L6 IT Enters a New Learning Environment

           The new learning environment is academically challenging—bright and talented students working with brilliant faculty formally in the classroom and informally outside the school premises like in the cafeteria or in a lounge. It is a place, which recognizes that new information technologies are transforming traditional academic disciplines, and embraces those opportunities.
            Models of school learning are most helpful in achieving instructional goals through the application of educational technology. These are the models of Meaningful Learning, Discovery learning, Generative Learning and Constructivism.
Meaningful learning gives focus to new experience that is related to the level of learning’s of the learner. New experience departs from the learning of a sequence of words but gives attention to meaning. Thus, it assumes that learners already have 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.
Therefore, the learner is encouraged to recognize relevant personal experiences. A reward structure is set so that the learner will have both interest and confidence, and this incentive system sets a positive environment to learning. In the classroom, hands-on activities are introduced to simulate learning in everyday living like in computer subject aside from theory application of the topic is enhance through their laboratory class.
              Discovery learning is differentiated from reception learning in which ideas are presented directly to student in a well-organized way, such as through a detailed set of instructions to complete an experiment task. To make a contrast, in discovery learning student from tasks to uncover what is to be learned.
            New ideas and new decision are generated in the learning process. In this learning, it is important that the student become personally engaged and not subjected by the teacher to procedures. In applying technology, the computer can present a tutorial process by which the learner is presented key concept and the rules of learning in a direct manner for receptive learning. But the computer has other uses rather than delivering tutorials.
In Generative learning, the learners were active who attend to learning events and generate meaning from this experience and draw inferences thereby creating a personal model or explanation in the context of knowledge.
Generative learning is viewed as different from the simple process of storing information. Motivation and responsibility are seen to be crucial to this domain of learning. The area of language comprehension offers examples of this type of generative learning activities, such as in writing paragraph summaries, developing answers and questions, drawing pictures, creating paragraph titles, organizing ideas/concepts, and others. In sum, generative learning gives emphasis to what can be done with pieces of information, not only on access to them.
In Constructivism, the learner builds a personal understanding through appropriate learning activities and a good learning environment. The most accepted principles constructivisms are: Learning consists in what a person can actively assemble for himself and not what he can receive passively. The role of learning is to help the individual live/adapt to his personal world.
These two principles in turn lead to three practical implications: a. The learner is directly responsible for learning. He creates personal understanding and transforms information into knowledge. B. The teacher plays an indirect role by modelling effective learning, assisting, facilitating and encouraging learners.. c. The context of meaningful learning consists in the learner “connecting” his school activity with real life. c. The purpose of education is the acquisition of practical and personal knowledge, not abstract or universal truths.

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