3 Learning as shared meaning making, 2004, Educational Symantic Web). Although learning is still individual in the sense that the learner learns for him or herself, "meaning making is not understood as a psychological process which takes place in individuals' minds" but as an "essentially social activity that is conducted jointly - collaboratively -- by a community, rather than by individuals who happen to be co-located" (2.3 Learning as shared meaning making, 2004, Educational Symantic Web).
Rather than viewing knowledge as the privilege of the old, disseminated to the young, constructivist theorists stress that learning in a technologically-advanced society is more of a dialogue between student and teacher. The knowledge-creation metaphor of learning focuses on innovative learning and means that "learning is seen as analogous to processes of inquiry, especially to innovative processes of inquiry where something new is created and the initial knowledge is either substantially enriched or significantly transformed during the process" (2.2 Knowledge-creation metaphor and innovative learning, 2004, Educational Symantic Web). A teacher might teach a student about life in colonial America, the class can then work together to create a WebQuest of the lesson plan. The teacher learns about new technology,...
This is the ideal type of learning for a constructivist.
Works Cited
2.1 Acquisition and participation metaphor of learning (2004). Educational Semantic Web.
Retrieved March 20, 2009 at http://www-jime.open.ac.uk/2004/2/allert-2004-2-disc-04.html
2.4. Concepts of learning. (2004). Educational Semantic Web. Retrieved March 20, 2009 at Retrieved March 20, 2009 at http://www-jime.open.ac.uk/2004/2/allert-2004-2-disc-03.html
Gentry, James W., John R. Dickinson, Alvin C. Burns; Lee McGinnis, & JuYoung Park. (2006).
The role of learning vs. performance orientations when reacting to negative outcomes in simulation games. Developments in Business Simulation and Experiential Learning 33.
Retrieved March 20, 2009 at http://sbaweb.wayne.edu/~absel/bkl/.%5Cvol33%5C33al.pdf
2.2 Knowledge-creation metaphor and innovative learning (2004). Educational Semantic Web.
Retrieved March 20, 2009 at http://www-jime.open.ac.uk/2004/2/allert-2004-2-disc-05.html
2.3 Learning as shared meaning making. (2004). Educational Semantic Web. Retrieved March 20, 2009 at http://www-jime.open.ac.uk/2004/2/allert-2004-2-disc-06.html
In addition, the structure and presentation of required, basic course material are more goal-oriented and motivating to meet the needs of students. While critics initially charged that Net-based learning was vastly inferior to traditional classroom settings, some now wonder if traditional education will survive as the transformational possibilities of Net-based learning, teaching and developing course content are fully realized. The answer is a resounding 'yes'. The reason is that net-based
Choosing the most effective style that relates to one's individual personality is very useful in terms of increasing one's learning strengths. I have personally found that in reality most people combine a number of learning styles in developing their unique approach to learning. From my perspective I have found that a combination of both imaginative and analytical learning styles best suits my needs. The emphasis in my approach is however
learning? What role does behavior play in learning? Learning is the acquisition of skills through behaviors. Behaviors help an individual learn through experiences, both favorable and unfavorable. Learning is a life long endeavor which is garnered in the beliefs and behaviors of the individual. The overall process takes time, as beliefs are often broken down, eliminated, and reborn through experience. Behaviors directly impact learning as they are correlated to experiences.
Naturally, visual learners do not enjoy reading books as auditory learners would, as written information is mostly processed in the mind's ears rather than by visualizing the text. Finally, a Kinesthetic or Tactile learner will predominantly learn information through touch and movement. In other words, kinesthetic learners would enjoy hands on laboratory session more than a routine class lecture. They also like to simulate events to understand them better.
Imagery and other techniques can assist in this happening (Bandura (http://www.ship.edu/~cgboeree/bandura.html)." Reproduction. One must be able to reproduce the learned material in some manner (Bandura (http://www.ship.edu/~cgboeree/bandura.html)." Motivation. There are many thing that learners are motivated by including past motivation, promises of reinforcement or incentives or vicarious reinforcements, seeing that in the model incentives were provided (Bandura (http://www.ship.edu/~cgboeree/bandura.html)." THE AUTHOR'S THEORY and TEACHING PRACTICES While the author incorporates many different elements into the teaching
Learning Styles Different researchers have described learning styles largely as an indication for individual differences. These dissimilarities might become a manifestation of themselves in life styles and also in personality types. In particular, learning styles can be perceived as the preferred or characteristic ways of an individual in dispensing and converting knowledge. They can also be deemed to be the reasoning, emotional, and psychosomatic individualities that serve as comparatively unchanging pointers