Group items tagged

Adult learning principles

General instructional strategy

evel Type Description Level I Passive The learner acts solely as a receiver of information and progresses linearly through the course, reading text from the screen, viewing video, or listening to audio. We discourage this level. Level II Limited interaction The learner makes simple responses to instructional cues such as multiple choice or true/false questions. Level III Moderate participation The learners may drag-and-drop objects or respons-es, or answer multiple-choice questions about realistic scenarios. This is our preferred level of interaction because it optimizes the trade-off between active learning and course development time. Level IV Real-time participation This includes highly realistic interaction such as simu-lations of software interactions or role-plays of inter-personal situations.

Using technology to enhance the educational process involves more than just learning how to use specific piece of hardware and software. It requires an understanding of pedagogical principles that are specific to the use of technology in an instructional settings…Pedagogy-based training begins by helping teachers understand the role of learning theory in the design and function of class activities and in the selection and use of instructional technologies. (pp. 2 and 6)

In a broad sense, technology integration can be described as a process of using existing tools, equipment and materials, including the use of electronic media, for the purpose of enhancing learning

When you go to the hardware store to buy a drill, you don’t actually want a drill, you want a hole, they don’t sell holes at the hardware store, but they do sell drills, which are the technology used to make holes. We must not lose sight that technology for the most part is a tool and it should be used in applications which address educational concerns. (p. 87)

It says that people construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences.

Constructivist teachers encourage students to constantly assess how the activity is helping them gain understanding. By questioning themselves and their strategies, students in the constructivist classroom ideally become "expert learners."

constructivism does not dismiss the active role of the teacher or the value of expert knowledge. Constructivism modifies that role, so that teachers help students to construct knowledge rather than to reproduce a series of facts.