1. Meaningful Learning in an Information Age
Mark Grabe

2. Cognitive Models of School Learning
Organized on Two Levels
Fundamental properties of mental activity
Conceptual issues in teaching and learning
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3. Fundamental Properties Represented as Information Processing
Describe movement and manipulation of information within the human information processing system.
How might characteristics of the system inform instructional decisions?
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4. Components of Information Processing System
Stores - hold information
Processes - mental actions
Executive mechanism - control and evaluate
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Stores
Sensory Memory - less than a second
Short Term Memory - consciousness
Long Term Memory - permanent storage
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Short Term Memory
Equivalent to consciousness - information presently in your awareness
Sometimes called working memory - reference is to this store as the location of activities of learning and thinking
Operates with duration and capacity limits
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7. Short Term Memory Limits
Duration and capacity limits establish some educational goals
Automatic word recognition
Keyboarding speed
Efficient practice involving drill software may be solution
Skills are mastered so capacity is available for higher level skills (reading comprehension, writing)
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Long Term Memory
Stored products of learning and experience
Declarative knowledge - knowing that
Procedural knowledge - knowing how
Episodic knowledge - representation of an experience
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Episodic Memory
Is storing experiences rather than abstracted concepts, principles, etc. useful?
Experts appear to use experiences as well as abstractions.
Have done the mental work of indexing experiences.
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10. Long Term Memory Is Linked
Contents of LTM are linked
Pattern of links is unique to individual learner
Links are important in recall and in what additional information “comes to mind.”
Effective learning requires both content and meaningful links.
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11. Processes - The Actions of Learning and Thinking
Some general categories of activities:
Attend to - maintain in consciousness
Link - connect units of information
Elaborate - act on information to produce knowledge through connection and inferencing.
Evaluate - determine if mental state is as desired or expected.
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Metacognition
Accounts for the adaptive and strategic nature of learning and thinking.
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13. Metacognition Knowledge
Metacognitive knowledge - awareness of task requirements and personal characteristics
What does it take to perform this task?
Why is this task difficult or easy for me?
Example - what is demanded in an essay vs. multiple-choice test?
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14. Metacognitive Control Functions
Planning
Regulating
Evaluating
Is this making sense? (reading)
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15. Learner Control Vs. Computer Control
If metacognitive skills are suspect, should control of learning experiences be turned over to a computer?
Determine number of practice problems
Determine when to go on to new material
Learner control with advisement as a compromise.
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16. Conceptual Models of School Learning
A conceptual focus on:
Instructional goals
Preferred instructional practices
Ideal student behaviors
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17. Conceptual Models of School Learning
Meaningful learning (Ausubel)
Generative learning (Wittrock)
Constructivism
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Meaningful Learning
Meaningful learning occurs when new experiences are related to what is already known.
Rote learning occurs when information is stored in isolation
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19. Assumptions of Meaningful Learning
Learner has knowledge relevant to new experiences.
Learner is motivated to develop connections between new experiences and what is known.
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20. Dimensions for Describing Learning Experiences
Rote - Meaningful
Reception - Discovery
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21. Placements of Activities Within Dimensions
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Hands On ≠ Minds On
Important to note that not all activity promotes meaningful learning
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23. Generative Learning - Wittrock
Importance of connection between new experiences and existing knowledge
External tasks can influence mental activity
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Constructivism
No single “official” version
Most commonly accepted principles
Understanding is constructed by each individual
Learning serves an adaptive function
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25. Implications of Constructivist Principles
Student responsible for own learning
Context influences what is perceived as useful
Purpose of education is to build useful personal knowledge
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26. Common Conceptual Themes
Learning is active
Learning is adaptive
Learning builds on what is known
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27. Implications for Practice
Concept of authentic activities
Problem of inert knowledge
Higher order thinking
Learning in a social context
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Authentic Activities
Ordinary practices of a culture
How can learners experience the role of a practitioner?
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Inert Knowledge
Useful knowledge that is not activated
How can classroom experiences challenge naïve beliefs?
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30. Higher-Order Thinking
Sounds good -- what is it?
Criteria
Complex - entire process may not be clear from beginning
Effortful - motivated thinking
Self-regulated - planning and monitoring
Often requires judgment - evaluate alternatives
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Problem Solving
Overcome an obstacle to reach a goal
Recognize a problem
Represent problem
Select strategy
Implement Strategy
Evaluate and possibly repeat
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Critical Thinking
Evaluation to achieve a reasoned choice
Locate appropriate information
Evaluate information source
Weigh evidence to make decision or take position
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33. Social Context of Learning
Construct personal understanding within a social context
Views of others part of external experience
Interaction limits idiosyncratic models of the world
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34. Structuring A Productive Social Context
Cognitive apprenticeship
Cooperative learning
Learning communities
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35. Cognitive Apprenticeship
Collaboration with a skilled practitioner
Typically the teacher
Explain cognitive behaviors while working on tasks
Example - Reciprocal teaching
Application - take on new challenges with students
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Cooperative Learning
Students work together on learning task.
Group investigation appropriate to many projects in book.
Students must learn to work cooperatively.
Cannot assume cooperative projects will go well.
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Learning Communities
Teachers and students work on long term projects.
Authentic and challenging tasks work best.
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38. Project Based Learning
Practical method for combining authentic activities and cooperative learning.
Book contains many examples of projects using technology tools.
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Preview of Priorities
Technology can play many roles and many are reviewed
Areas of Emphasis
Computer tools and learning
Increase efficiency of student work
Encourage “thinking” – “opportunities get taken”
Learning by constructing multimedia
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