On “Digital Learning Environments, The Science Of Learning And The Relationship Between The Teacher And The Learner”
ioannouolga, connecting data to information to knowledge, Jul 08, 2020
Under what conditions do these technology tools lead to the most effective learning experiences? Dο they serve as a distraction if not deliberately integrated into learning activities? When these devices are incorporated deliberately into learning activities, how are students using them to make sense of ideas and apply them in practice? (…) It is much […]
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Under what conditions do these technology tools lead to the most effective learning experiences? Dο they serve as a distraction if not deliberately integrated into learning activities? When these devices are incorporated deliberately into learning activities, how are students using them to make sense of ideas and apply them in practice? (…) It is much more complicated and difficult to develop an environment that can facilitate learning in complex conceptual domains (…) while adaptive systems have taken some forward leaps, there is still some way to go before these environments can cope with the significant diversity in how individual students make sense of complex ideas (…) Depending on how students structure related ideas in their mind, that structure will limit the way in which new information can be incorporated (…) The problem with providing personalised instruction in a digital environment is therefore not just about what the overall level of prior knowledge is but how that knowledge is structured in students’ minds (…) Technologies that are and will continue to impact on education need to be built on a foundation that includes a deep understanding of how students learn (…) teachers are constantly navigating a decision set that is practically infinite (…) The question becomes one of when and how technologies can be most effectively used, for what, and understanding what implications this has for the teacher-student relationship (…) there are two central narratives about what learning is: the first, acquisition, is vital but the second, participation, is even more powerful for learning (…)

There are several key areas helping students work with technologies:

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