1. IT ENTERS A NEW
LEARNING ENVIRONMENT
JESSA S ARIÑO
JENNIFER SINAHONON
BSE 3B
2. In the traditional learning, students learn
to rote, memorization and set instruction
from their teachers. They imbibe
knowledge from what and how their
teachers import information to them.
3. In the use of modern technology students are
encouraged to seek ideas and apply them to
personal experiences. They are made aware of new
information which they can relate and apply to
their own lives to add to what they already know.
They are given that the spark of self- discovery, the
desire to know more; to improve ones knowledge
and broaden their horizons.
Technology has freed the minds from their rigid
systems of instruction to that of freedom and
discovery. It has empowered both teacher and
student to seek and give knowledge thru
independent creative ways.
4. Integrated technologies do gave part in
learning environment. It provides another
way around for learning processes in every
individual. By this means, it can open mind
more fully to the other visualization that
meant for us to indulge.
Through the integrated technologies, it able
to enter in another learning environment; It
may able to make things meaningful,
discover something, generate some
knowledge and even construct some things.
7. “When children learn and apply
their knowledge in the practical
life, that learning becomes
meaningful.”
8. David Ausubel is a psychologist who advanced
a theory which contrasted meaningful learning
from rote learning. In Ausubel's view, to learn
meaningfully, students must relate new
knowledge (concepts and propositions) to what
they already know. In contrast, rote learning
gives stress to simple memorization.
9. Rote learning is where you memorize
something without full understanding
and you don't know how the new
information relates to your other stored
knowledge. For our example, lets say we
learn 5 facts in a math course during a full
semester by rote learning.
10.
11. The 5 facts (labeled 1-5) are stored in memory
as separate items although in real life they
are related to each other. When the student
rote learned these facts, the brain stored them
as distinct, unrelated knowledge that can
only be recalled individually (one fact at a
time). When this student recalls one fact the
other 4 facts are not recalled (or activated) at
that moment. In other words, thinking about
fact #5 does not lead the student to think
about facts #1-4.
12. When meaningful learning occurs the facts are stored
in a relational manner. That is, the brain stores them
together because they are related to each other. Now,
when one fact is recalled, the other facts are also
recalled at that moment (or shortly thereafter). In
other words, recalling fact #5 activates the memory
for facts #2 and #4, and this in turn leads to recalling
facts #1 and #3. This phenomenon is called the spread
of activation. This is the gist of meaningful learning.
Problem-solving for this student would be easier than
for the student who rote learned the same 5 facts.
13.
14. ◦ Non-arbitrary, non-verbatim, o Arbitrary, verbatim, non-
substantive incorporation of substantive incorporation of
new knowledge into cognitive
new knowledge into cognitive
structure.
structure. ◦ No effort to integrate new
◦ Deliberate effort to link new knowledge with existing
knowledge with higher order concepts in cognitive structure.
concepts in cognitive structure ◦ Learning not related to
◦ Learning related to experiences experience with events or
objects.
with events or objects.
◦ No affective commitment to
◦ Affective commitment to relate relate new knowledge to prior
new knowledge to prior learning.
learning.
Meaningful Learning Rote Learning
15. 1. Make sure what you learn is in your proximal
zone.
2. If in doubt, ask the instructor how some new
knowledge is related to other course material.
3. Have a study partner ask you questions that
require recall of related material.
4. Make a figure that illustrates what you should
know about a specific topic and its related
material.
16. ◦ Learning students perform tasks to uncover
what to be learned.
◦ New ideas and new decisions are generated in
the learning process, regardless of the need to
move on or depart from organized setoff
activities previously set.
◦ students become personally engaged and not
subjected by the teacher to procedures he/she is
not allowed to depart from.
17. case-based learning
incidental learning – results incidentally from an
interaction, such as a crossword puzzle.
learning by exploring/conversing – asking
questions to solve a mystery, discover an object
learning by reflection – a teacher never gives a
direct answer, but instead answers questions with
questions, forcing the students to reflect.
simulation-based learning (games)
18. active rather than passive
process-orientated rather than content-
oriented
failure is important
opportunity for feedback in learning
process
19. Games are often goal-driven with a sense of
purpose or direction. They embody what are called
„game playing mechanics‟. Besides providing the
learner with a more engaging learning experience,
computer games allow learners to work at an
individual pace.
Typically, games that have a rich story behind them
are getting the most attention from a learning stand
point. The visualization as well as audio content
and character development is part of what can
further stimulate the imagination and create an
engaging and immersive environment.
20. Learners actively participate in the
learning process and generate
knowledge by forming mental
connections between concepts.
Why does Generative Learning
enhance learning?
- Students that "interact" with subject
matter build deeper knowledge.
21. Activities that generate organizational
relationships (titles, headings, questions,
objectives, summaries, graphs, tables, and main
ideas)
Activities that generate integrated relationships
between what the learner sees, hears, or reads
and memory (demonstrations, metaphors,
analogies, examples, pictures, applications,
interpretations, paraphrases, inferences)
22.
23. Generative learning activities must
provide the students with an
opportunity to mentally "play with"
information to create a personal
understanding of the subject to be
learned.
24. Constructivism is described as a learning
theory based on authentic and real-world
situations. Students internalize and
construct new knowledge based on past
experiences. The constructivism theory is
student-centered and encourages higher
level processing skills to apply their
working knowledge.
25. the constructivism leaning allows students to
actively be involved in decision-making and
problem-solving scenarios. Prior knowledge
and past experiences help shape student
connections to new material. Students use
higher level processing skills and apply that
knowledge to the world in which they live.
27. Problem-based approach to teaching
Hands-on activities by
manipulation,
experimentation, and
simulations
28. An example of a problem-based approach to
teaching is when the teacher poses a problem to
the class that needs to be solved. The problem is
usually authentic with real world applications. An
example problem may be the amount of littering
in and around school grounds. The teacher would
ask his/her students, “How are we going to solve
this problem?” The students may then be required
to write a proposal on their plan of action to help
solve this problem.
29. Hands-on activities are also used in the
constructivist model of teaching. In math
classes, manipulative are essential tools to
help build student understanding of
mathematical concepts. For example,
students learning about perimeter might be
given a tape measure to find the perimeter of
a garden or the classroom. They may use this
information to help buy enough soil or plants
for the garden or carpet for the classroom.
30. Science classes offer wonderful
opportunities for students to experiment
while doing labs. This is also consistent
with the hands-on approach. The students
experiment to apply their working
knowledge and to make sense of things in
the world.
31. Simulations provide real world experiences in a
manipulated environment. An example
simulation is a mock trial. For example, bullying
has become a universal concern in schools across
America. One group member‟s school uses a mock
court system to try bullies. A verdict is reached by
a jury of peers based on the evidence of bullies,
victims and by-standards.
32. A SUMMARY….
These four conceptual theories of learning gives us the
idea and the realization that education ought to enhance
and develop a person‟s skills and abilities by making use
of what has been presented in understanding present
situation, or in solving a problem or explaining the
relevance of what has been previously learned and what
has been currently being learned. Actually this does not
mean that we will stop memorizing or doing drill
activities. But these things not ought to be the
way/method to educate a student or introduce a concept
to be learned because in the first place only the memory
will be exercised with a drill, after which, most of the
times we forget and cannot apply it.
