Knowledge to learning

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KNOWLEDGE TO LEARNING

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this is a presentation, showing why knowledge is important when implemented and how meaningful learning leads to a well established individual with creative ideas..

Transcript of Knowledge to learning

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KNOWLEDGE TO LEARNING

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Knowledge is of no value unless you put it into practice. -Anton Chekov

How does one understand what Knowledge actually is?

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• Schools, colleges and universities across the world have taken up the responsibility of educating the people and imparting necessary education to the students, so that they can attain great heights in life. Providing proper education and imparting valuable knowledge to all the children of a province remains the aim of all governments and online education process is helping the Endeavour in a big way.

• Knowledge acquisition involves complex cognitive processes: Perception AssociationReasoning Communication

• Knowledge is a familiarity with information, facts, descriptions, or skills acquired through experience or education. It can refer to the theoretical or practical understanding of a subject. It can be implicit (as with practical skill or expertise) or explicit (as with the theoretical understanding of a subject); and it can be more or less formal or systematic.

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IS KNOWLEDGE THE ONLY REQUIREMENT?“It is not enough to simply teach children to read; we have to give them something worth reading. Something that will stretch their imaginations--something that will help them make sense of their own lives and encourage them to reach out toward people whose lives are quite different from their own.”

~ Katherine Patterson ~

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• Education is the process of gaining knowledge, learning forms of proper conduct and acquiring technical competency in a specific field.

• Knowledge, or remembering facts and figures, is the first step in learning because it gives us the building blocks we will use to proceed to higher levels.

• One must be able to count before one can do arithmetic operations. One must know the names of the colors before one can learn about how colors are used, either artistically or metaphorically.

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INDIAN SCENARIO OF LITERACY RATE AND THE GROWING INITIATIVES

• Of all the countries of the world, it is India, which has the biggest literacy problem. About one third of the world’s illiterate humanity resides in our country.

• The neglect of education during colonial time combined with some social distortions had made the quest for acquiring knowledge a rather difficult and daunting task especially for those belonging to underprivileged social groups.

• Therefore, National Literacy Mission (NLM) was established in the national realization that our process of nation building would never be complete without giving literacy a major thrust.

• India seeks to achieve its literacy goals by imparting functional literacy to illiterates in the 15 -35 age group. This age group has been selected because they are both in the productive as well as the reproductive period of life.

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THE LITERACY CAMPAIGN IN JALGAON DISTRICT

INNOVATIVE AND SUCCESSFULThis campaign which was given the name ‘Total Literacy Campaign’ was conducted under the aegis of a District Literacy Society headed by the senior most government functionary in the district.

Announcements through local media, schools, radio were made that spread awareness and resulted in huge participation from the village.

The initiative was successful due to the following reasons:• Accord respect to the learner;• Keep the pace of teaching unhurried but purposive;• Discuss the broad issues and outcomes thrown up by each lesson;• Make the teaching process entertaining and interactive;• Take special care of slow learners;

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• Make every effort to guard against drop-outs from the literacy classes;

• Where drop-outs do take place, they should be quickly identified and every effort made to bring them back into class;

• Reinforce the learning acquisition continuously so as to minimise transmission loss;

• Be at all times regular themselves and attempt to inculcate regularity among the learners.

• Attempt to inculcate in each learner the capacity for self-learning;• Stress constantly the aspect of self-reliance so that from an initial

literacy base learners can progress themselves to higher echelons of learning.

Such steps eventually led to redefining literacy in a small town and awakening its inhabitants of the fact that learning and knowledge form an integral part of everyone’s life.

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REMEMBERING FACTS V/S DEVELOPING NEW WAYS OF MAKING LEARNERS FOR THE WORLD THAT’LL BE

Can you think of a domain that you learned mostly by rote? By contrast, this will be the knowledge that you have largely forgotten or with which you see little relationship to experience. Unfortunately, so much of school learning for most people has been essentially rote. This has made most of us fearful of learning in one or more fields.

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Most education systems consider a person’s brain to be “an empty vessel” which is to be filled with information. This banking concept of education proceeds by rote memorization of material that has little or no relevance for the learner. It leads to domestication, which makes the learner always dependent on the master of new learning or decision making.

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IS LEARNING THE CURRENT NEED TO BE ADOPTED ?

• Transfer of learning occurs at a subconscious level if one has achieved automaticity of that which is to be transferred, and if one is transferring this learning to a problem that is sufficiently similar to the original situation so that differences are handled at a subconscious level, perhaps aided by a little conscious thought.

• However, there are many transfer of learning situations that are far more difficult than shoe tying. For example, a secondary school math class might teach the metric system of units. From the math class, students go to a science class. Frequently the science teacher reports that the students claim a complete lack of knowledge about the metric system. Essentially no transfer of learning has occurred from the math class to the science class..

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• On a more general note, employers often complain that their newly hired employees have totally inadequate educations. Part of their complaint is that the employees cannot perform tasks on the job that they "should have" learned to do while in school. Schools respond by saying that the students have been taught to accomplish the tasks. Clearly, this is a transfer of learning problem that is owned jointly by schools, employees, and employers.

• The goal of gaining general skills in the transfer of your learning is easier said than done. Researchers have worked to develop a general theory of transfer of learning--a theory that could help students get better at transfer. This has proven to be a difficult research challenge.

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MEANINGFUL LEARNING IS EMPOWERING

Knowledge that we learned meaningfully , that we have constructed from our actions, feelings and thought, is the knowledge we control. Think of any domain of knowledge where you can to what you know to how knowledge operates to make sense out of experience in that domain. This is the knowledge that you control and with which you feel a sense of ownership and power. The purpose of Education is to detect talent proactively. For this, it is essential that education has to be based on application and intelligence. This is especially so in the era of internet where everybody can have the knowledge but it is only one's intelligence with which one can distinguish or differentiate oneself. Einstein had said that Imagaination is more important than knowledge.

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The purpose of Education is to detect talent proactively. For this, it is essential that education has to be based on application and intelligence. This is especially so in the era of internet where everybody can have the knowledge but it is only one's intelligence with which one can distinguish or differentiate oneself. Einstein had said that Imagination is more important than knowledge.

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EDUCATION AT SCHOOLS:IS IT LEARNING OR JUST KNOWLEDGE?

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SCHOOLS AND PUPILS

For many years, learning in schools have simply been viewed as the ability of individuals to read and write.

Learning involves much more than reading books and writing papers ,the activities most emphasized in schools.

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• According to a survey conducted on school-based literacy activities, it was found that more time is devoted to the teaching of reading skills, as opposed to actually reading.

• Schools must broaden the type and scope of activities that they provide under the heading of literacy learning. School-based literacy activities need to reflect and prepare students for "real world" literacy in much more effective ways.

• Beginning learners need books that offer richness, rhyme, and pattern. Beyond these levels, developmental appropriateness should be determined by examining concepts and general complexity of the texts.

• By using a balance of quality narrative texts, expository texts, and real world resources, student motivation is high because learning becomes so meaningful. When learning is more meaningful for students, they learn more effectively and learn more because what they are learning is functional and useful .

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FOCUSSING ON BALANCED LITERACY

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TOWARDS A BETTER FUTURE IN LEARNING

One of the key issues to look at when examining any Learning Theory is Transfer of Learning.Researchers and practitioners in this field work to understand how to increase transfer of learning -- how to teach for transfer.

There are many additional different learning theories related to use of IT in education include:1. Anchored Instruction (John Bransford). This is closely related to Situated

Learning.2. Cognitive Flexibility Theory (R. Spiro, P. Feltovitch & R. Coulson). This

theory has a special emphasis on dealing with complex problem-solving situations (higher-order thinking skills).

3. Experiential Learning (Carl Rogers)4. Multiple Intelligences (Howard Gardner)

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• Constructivist learning is based on students' active participation in problem-solving and critical thinking regarding a learning activity which they find relevant and engaging. They are "constructing" their own knowledge by testing ideas and approaches based on their prior knowledge and experience, applying these to a new situation, and integrating the new knowledge gained with pre-existing intellectual constructs.

• Over the past 20 years or so, a learning theory called Situated Learning has been developed. Some references that help to define this theory are given below. The focus is on learning by doing, and on addressing real problems. IT is a powerful aid to "doing" and to "addressing real problems." Thus, Situated Learning and IT work well together. Situated Learning and Constructivism are compatible and appear to be mutually supportive.

• Cooperative Learning is a relationship in a group of students that requires positive interdependence (a sense of sink or swim together), individual accountability (each of us has to contribute and learn), interpersonal skills (communication, trust, leadership, decision making, and conflict resolution), face-to-face promotive interaction, and processing (reflecting on how well the team is functioning and how to function even better).

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