What is meaningful What is meaningful learning?learning?

PREPARED BY:PREPARED BY:

MARK PHILIP E. BARINGMARK PHILIP E. BARING

BTTE-4BTTE-4

the nature of the learning

drives learningdrives learning understanding of and effortunderstanding of and effort invested in completing a task or activityinvested in completing a task or activity completing standardized tests testing factoriescompleting standardized tests testing factories

education meaningful taskeducation meaningful task

pursue should engage active, constructive, pursue should engage active, constructive, intentional, authentic, and cooperativeintentional, authentic, and cooperative

new situation set goals and regulate the goalsnew situation set goals and regulate the goals technologies Active (Manipulative/Observant technologies Active (Manipulative/Observant

human process adapt to their environmenthuman process adapt to their environment

Characteristics of Meaningful Learning.

ActiveConstructiveIntentionalAuthenticCooperative

Characteristics of Meaningful Learning.

Manipulative/Observant Goal directed/Regulatory Complex/Contextualized Collaborative/Conversational Articulate /Reflective

Learning From Technology,

illustrations & projectorsillustrations & projectors later radio, motion pictureslater radio, motion pictures programmed instructionprogrammed instruction emerged educational technologyemerged educational technology ComputersComputers commercial technology information was commercial technology information was

recordedrecorded

Learning From Technology,

films and television programs modem films and television programs modem computer technologiescomputer technologies microcomputers (Becker, 1985).graphics microcomputers (Becker, 1985).graphics

programs desktop publishingprograms desktop publishing flexible media technologies as learning toolsflexible media technologies as learning tools

Learning With Technology

cognitive learning strategies and critical thinking cognitive learning strategies and critical thinking skillsskills

engage learners in active, constructive, engage learners in active, constructive, intentional, authentic, and cooperative learningintentional, authentic, and cooperative learning

conveyors or communicators of meaning conveyors or communicators of meaning conceptually and intellectually engagingconceptually and intellectually engaging

meaningful personal interpretations and meaningful personal interpretations and representations of the worldrepresentations of the world

cognitive responsibility for performancecognitive responsibility for performance

How Technologies Foster 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 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 discussing, arguing, and, lamella 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

AnalogicalAnalogical ExpressiveExpressive Problem Solving Experiential Causal reasoning

Conclusion

Knowledge construction, not reproduction

Conversation, not reception Articulation, not repetition Collaboration, not corn petition Reflection, not prescription

Things to think aboutThings to think about

• If you would like' to reflect on the ideas that ~e present din this chapter, consider

• your responses to the following questions.• 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

your theory of learningyour theory of learning

(construct personal meaning)(construct personal meaning) learners construct knowledge learners construct knowledge back to your childhood back to your childhood recent controversial topicrecent controversial topic Radical constructivists argueRadical constructivists argue educators argue educators argue thinking processes engaged thinking processes engaged learn anything from that activitylearn anything from that activity video, movie, slide show, or computer programvideo, movie, slide show, or computer program

your theory of learning Radical constructivists argue educators argue thinking processes engaged learn anything from that activity video, movie, slide show, or computer

program

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(1993).Comrnonalities and distinctive patterns in teacher interaction

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nature. Oxford, UK: Oxford University Press. Jonassen, D. H. (2000). Computers as

mindtools in schools: Engaging critical

thinking . .Columbus, OH: Merrill/Prentice Hall. Chapter 1 Erlbaum.

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