by Laia ruzafa 6 years ago
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to instruct the student on how to construct meaning, as well as how to eff ectively monitor, evaluate, and update those constructions
Not only have the learners been involved in diff erent types of learning as they moved from being novices to “budding experts,” but the nature of the learning process has changed as well.
to align and design experiences for the learner so that authentic, relevant contexts can be experienced.
elaborate on and interpret information. flexible use of preexisting knowledge rather than the recall of prepackaged schemas. Memory is not a context-independent process.
Knowledge is not abstract but is linked to the context under study and to the experiences that the participants bring to the context. As such, learners are encouraged to construct their own understandings and then to validate, through social negotiation, these Although the emphasis on performance and instruction has proven eff ective in teaching basic skills in relatively structured knowledge domains, much of what needs to be learnedb involves advanced knowledge in illstructured domains.
Assessment focused on transfer of knowledge and skills [presenting new problems and situations that diff er from the conditions of the initial instruction].
Supporting the use of problem solving skills that allow learners to go “beyond the information given” [developing pattern-recognition skills, presenting alternative ways of representing problems].
An emphasis on learner control and the capability of the learner to manipulate information [actively using what is learned].
An emphasis on the identifi cation of the context in which the skills will be learned and subsequently applied [anchoring learning in meaningful contexts].
Th e need for information to be presented in a variety of diff erent ways [revisiting content at diff erent times, in rearranged contexts, for diff erent purposes, and from diff erent conceptual perspectives].
advanced knowledge acquisition. provides them with the conceptual power needed to deal with complex and ill-structured problems.
a prominent role in the learning process. Learning results when information is stored in memory in an organized, meaningful manner. Teachers/designers are responsible for assisting learners in organizing that information in some optimal way
making knowledge meaningful and helping learners organize and relate new information to existing knowledge in memory
arranging practice with feedback so that the new information is eff ectively and effi ciently assimilated and/or accommodated within the learners’ cognitive structure
determining the most eff ective manner in which to organize and structure new information to tap the learners’ previously acquired knowledge, abilities, and experiences
understanding that individuals bring various learning experiences to the learning situation which can impact learning outcomes
reasoning, problem-solving, information-processing. COMMUNICATE
Learning is accomplished when a proper response is demonstrated following the presentation of a specific environmental stimulus.
BASIC PRINCIPLES
Use of cues, shaping and practice to ensure a strong stimulusresponse association [simple to complex sequencing of practice, use of prompts]
emphasis on producing observable and measurable outcomes in students [behavioral objectives, task analysis, criterion-referenced assessment
Use of reinforcement to impact performance [tangible rewards, informative feedback]
Emphasis on mastering early steps before progressing to more complex levels of performance [sequencing of instructional presentation, mastery learning
Pre-assessment of students to determine where instruction should begin [learner analysis
MEMORY
transfer is a result of generalization. Situations involving identical or similar features allow behaviors to transfer across common elements
INSTRUCTIONS
arrange environmental conditions so that students can make the correct responses in the presence of those target stimuli and receive reinforcement for those responses
arrange practice situations in which prompts are paired with the target stimuli thatinitially have no eliciting power but which will be expected to elicit theresponses in the “natural” (performance) setting
determine which cues can elicit the desired responses
stimulus-response associations , including the use of instructional cues, practice, and reinforcement.
