Comments: Definition of Learning

Jill’s Comments

I believe learning occurs when connections are made relating newly acquired information to prior experience and knowledge, thus creating a new understanding.

I think Melanie's and Karen's examples are good ones b/c that is what children are doing when they first learn objects, colors and natural consequences.

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Hey Karen- I think that for assessment purposes we as educators truly want our students to learn and not just quickly learn some facts to pass the test. I remember from all of my psych. classes I took for one of my concentrations, ... when something is rehearsed and put into short term memory it can stay there for a while... when it is retrieved and used over and over ( and it then becomes stored in our long term memories if it is retrieved enough). Now, that would not be information just to pull out for a test, but information that has been stored, retrieved over and over again and used in meaning ways. I kind of lean to think that while memorizing is not the learning we desire of our students, it may be a basic form of learning because we are acquiring the information even if for a short while. it is then our choice to decide to make it meaningful and if it has value to us.
Thank you for your contributions. We are going figure this out :)
Jill

Don't apologize for what you believe. I think this has been good to really search the definition out. It is good to see all sides and see if we see things differently. I know what you mean about memorization getting more of a negative feeling. It should go against what we believe in our goals in teaching. I will try to compile "our definition" and see if you feel like it is reasonable.

Effects of Word Processing

When reading Chapter 9 this week, I was interested in reading about the decision of keyboarding instruction for students. There seems to be disagreement on whether students should be taught keyboarding skills because some believe that without proper training, students will develop bad skills that could perhaps become permanent. Others believe that too much emphasis is centered around speed of typing, and that students need only basic familiarization to use the computer. This led me to wonder how is this viewed as a learning process? I remember my mother making me take a typing class in the 9th grade and I absolutely 'hated' it! While I did learn basic skills, I was not interested at the time and I definitely wasn't motivated. While I did not like the class, I have to admit it was a beneficial experience for me. I did learn to type quickly, but not always without errors :) I have found the more I have practiced my typing through e-mails, letters, and other word processing assignments, I have improved. So the question is which was more beneficial? I am grateful for the experience the class gave me, although it was misery at the time. I wonder at what age is appropriate for keyboarding skills to be emphasized, and is a student's experience on the computer enough for them? Will students develop poor habits by not teaching proper hand alignment? Do we want them pecking at the letters? I have seen adults who use the computer frequently doing just that. There does seem to be an importance for students to learn keyboarding skills, but not over students not having access to the computer until they do so. I would be interested in hearing from those of you currently teaching to tell me what you are doing and for what age.

Reflections on Distance Learning

After reading Chapter 7 this week, several things jump out at me. The questions under making the case for technology integration were very thought provoking. Durden (2001) said that "no existing form of distance learning can similarly affirm students as individuals and also force them to acknowledge the idea of others...Disenfranchised students, as much as their affluent and advantaged peers, deserve a chance at a residential, liberal education, not an unproven alternative." Durden concerns are that distance learning can not take the place of face to face education. While I agree it can not take the place of actual meetings and the physical contact with peers and teachers, I have to disagree with Durden on one aspect he stated. I believe with the right instructor in some cases and/or a self, motivated student, the acquisition of knowledge can be every bit as powerful and engaging as sitting in a physical classroom. Example of distance learning activities as cited in our text are : student research, online classroom materials such as tutorials, web-based lessons, and virtual courses and programs. There are also many characteristics that allow distance learning to enhance and support learning. One that I found particularly important in the top ten list on page 221, was #10- increased interaction among students and between students and teachers. Yes, you read that correctly. Many educators and students feel that they actually communicate more in distance courses than in face to face classes. I found that interesting and true in my case. The way our course is set up, we have both individual and group work. Dr. Wang has placed us in groups to collaborate our findings and help each other. This has promoted communication and cohesiveness I am not sure we would have otherwise in just a quick 1-2 hour class meeting where material is presented and the individual work is done outside of class.
Distance learning is changing the way teachers teach and is reforming the way we think about learning. I think is the student is motivated and ready for the task, distance learning is a wonderful tool