Oleh: Paramita Isabella

PENGANTAR BELAJAR DAN TEKNOLOGI (INTRODUCTION TO LEARNING AND

TECHNOLOGY)

LEARNING

What Exactly Is Learning?

Learning is “a relatively permanent change in someone's knowledge based on the person's experience” (Mayer, 2008, p. 7).

Learning is “a persisting change in performance or performance potential that results from experience and interaction with the world” (Driscoll, 2005, p. 1).

Learning is “an enduring change in behavior, or in the capacity to behave in a given fashion, which results from practice or other forms of experience” (Schunk, 2008, p. 2).

How Does Learning Typically Occur?

Learning may occur in a number of ways. For example, it may come about through:

(a) direct experience (e.g., touching a hot stove and learning about the pain associated with such a touch);

(b) vicarious experience (e.g., learning by watching someone else go through an experience such as touching a hot stove);

(c) instructional presentation (e.g., learning through a presentation, reading, etc.,) to recognize, identify, and properly be wary of hot surfaces;

(d) a combination of any or all of the ways previously mentioned.

The selection of the optimal format of learning depends on several factors. Each factor must be considered before selecting the type of learning experience. The factors to consider include the learner, the learning environment, and the content that is to be learned.

Developmental level, learning styles, gender, ethnicity, intelligence, ete., all impact the degree to which a learner gains from a specific type of learning experience. Likewise, the learning environment will allow and restrict the type of learning experience that can be selected and used.

There is some content that lends itself to direct experience and other content that does not.

WHY IS THE STUDY OF LEARNING IMPORTANT?

Learning is complex. It may occur across all types of tasks, for all types of learners, and in various environments .

The study of learning focuses on identifying and describing general conditions and principles that facilitate and/or inhibit learning and determining how they can be best utilized to promote reliable learning.

The study of learning helps learners, and those who guide learning, to strategically identify, select, implement, and evaluate key elements of an experience that will ensure reliable changes in desired behavior.

Effectiveness

Efficiency

Transfer

Impact

Appeal

Benefits that are directly connected with the study of learning include:

Increased effectiveness. In this case, students actually learn in a better way than they would without the experience. The study of learning helps to identify how to increase the encoding, retention, depth of understanding, and recall of needed information and skills.

Increased efficiency. Here, the focus is on time. Through the study of learning we can identify ways to organize and deliver learning experiences in a manner that helps students obtain the information or skills in a more rapid and timely manner.

Increased transfer. Through the study of learning, we may identify how to better generalize what is learned so that it can be utilized in different but related contexts or content areas. For example, learning how a specific problem-solving technique can be used across a wide variety of problems increases its value and usefulness to the learner.

Increased impact. Identifying and implementing techniques that allow a greater diversity of learners to be positively influenced by the learning experience can also be achieved through the study of learning.

Increased appeal. Identifying ways to enhance learner motivation for a specific learning experience can increase the possibility that students will devote time and energy to the learning task as well as the likelihood they will return to review and work on the material at other times. Appeal is strongly associated with learners' attitudes toward the information and their motivation for investing effort.

HOW CAN THE LEARNING EXPERIENCE BE ENHANCED?

The learning experience may be enhanced in various ways in order to increase effectiveness, efficiency, transfer, impact, and appeal.

Although the quality of the learning experience can be enhanced in a number of ways, we will concentrate on how to enhance the learning experience through the meaningful integration of various technologies both for the learner and for the individual who will be creating the learning experience.

TECHNOLOGY

Technology has been referred to as “the systematic application of scientific or other organized knowledge to practical tasks" (Galbraith, 1967, p. 12). In other words, it is "the application of science to industry" (Mehlinger & Powers, 2002, p. 10). Note the emphasis on application within these definitions.

Dasar penelitian dan teori

Permasalahan praktis

Teknologi

What Exactly Is Educational Technology?

Formally stated, educational technology is the "application of technological processes and tools which can be used to solve problems of instruction and learning" (Seels & Richey, 1994, p. 4).

It serves as the bridge between those who conduct research on human learning (e.g., psychologists, linguists) and those students and teachers who face practical learning challenges.

Resultant application tools include principles, processes, and products that teachers and students use :0 enhance learning.

How Is Educational Technology Utilized?

To utilize the tools of educational technology, the following should be considered:

How should the learning experience be constructed?

How should it be delivered/experienced?

How can we evaluate it to know if it worked and how it should be improved?

What Is the Meaningful Integration of Technology?

The meaningful integration of technology is knowing when, why, and how specific tools should be used to facilitate overall learning.

It requires both the ability to plan and select the optimal application tools, as well as the knowledge and skill to implement and evaluate their effectiveness.

Meaningful integration means that the use of the technology allows for an experience that otherwise would not have been fully experienced.

"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 facilitators of thinking."

PLAN, IMPLEMENT, EVALUATE (PIE): A RELIABLE MODEL TO

IMPACT LEARNING

The planning required that ensures instruction is developed and sequenced in a manner to effectively promote learning

Implementing the instruction

Evaluating the instruction, including assessing the student's learning

In planning, the focus is on what students are to learn, as well as when, why, and how it might best be accomplished. The result is an outline, lesson plan, or blue print of the learning experience that will bring about the desired goal.

Implementation focuses on putting the plan into action based on wh.at situational constraints exist, using selected instructional materials and activities.

The emphasis during evaluation is on the assessment of the effectiveness of the materials. This is a time to reflect on what was accomplished, to compare that with your desired goal, to suggest changes in future planning and implementation, and to complete suggested revisions and fix-ups.

THE ROLE OF THE TEACHER

Teacher as an Instructional Expert

An integral part in most educational settings is the teacher.

The most important function is that which Woolfolk (1990) refers to as the "instructional expert.“

Over the years, the functions of teachers as instructional experts have remained relatively constant. Whether direct or indirect, good or bad, teachers heavily influence what students experience and subsequently learn in the classroom.

Using the plan, implement, and evaluate model, the expertise of the teacher is shown to be needed in each of these areas.

During planning, teachers identify students' instructional needs by recognizing exis!ing gaps between current and desired levels of skills and knowledge and then selecting instructional methods and strategies to meet those needs.

After teachers assemble or produce needed instructional materials, they then become "directors of learning activities" (Ausubel, Novak, & Hanesian, 1978).

The final role for the instructional expert is that of evaluator of student learning, as well as the overall learning experience.

THE ROLE OF INSTRUCTION

Instruction is "the deliberate arrangement of learning conditions to promote the attainment of some intended goal" (Driscoll, 2005, pp. 352-353).

Several key questions need to be addressed:

a) How is the instruction planned?

b) How will the instruction be experienced?

c) What tools will be needed in order to successfully design and deliver the instruction?

Instructional Design (How is the instruction planned?)

Instructional design is "the systematic and reflective process of

translating principles of learning and instruction into plans for

instructional materials, activities, infonnation resources, and

evaluation" (Smith & Ragan, 2005, p. 4).

Educational Media (How will the instruction be experienced?)

A medium "refers to anything that carries information between a

source and a receiver" (Smaldino, Lowther, & Russell, 2008, p. 6).

Educational Computing (What tools will be needed in order to successfully design and deliver the instruction?)

Educational computing is defmed as the use ofthe computer in

the teaching and. learning process.

FOUNDATIONS OF EDUCATIONAL TECHNOLOGY: A BRIEF HISTORY

Instructional Design Roots

Educational Media Roots

Educational Computing Roots

EDUCATIONAL TECHNOLOGY TODAY