This week the article which I focused on researching and researching is.
Sawyer, R. K. (2007). Optimising learning: Implications of learning sciences research. Paper presented at the OECD/CERI International Conference “Learning in the 21st Century: Research, Innovation and Policy”. Retrieved 18-06-2008, from http://www.oecd.org/dataoecd/39/52/40554221.pdf
Optimising learning: Implications of learning sciences research.
Learning Science is an interdisciplinary field that studies teaching and learning. The sciences of learning includes the following fields:
- Cognitive.
- Educational Psychology.
- Computer Science
- Anthropology
- Sociology
- Information Sciences
- Neurosciences
- Educational Design Studies.
- Instructional Design.
Learning Science researchers are working to designing more effective learning environments.
Research into how both children and adults learn has been conducted. The research has found that not only do adults and children learn differently, but the way in which children and adults think about problems differ greatly. It is this different view of problems which cause the incorrect answer by children to many problems taught in from an adult perspective.
The Learning Sciences have a strong basis in constructivism, the theory which shows that you learn better if it there is more than just listening to a teacher or reading from a textbook. This basis of constructivism and research into other fields within the science, are finding that the traditional model of school is no longer seen as the most effective model for learning for students.
Key Concepts.
Reflection – Reflection is when learners externalise and articulate their thoughts (verbalise their thoughts / think out loud) In doing this, there knowledge increases and they learn more, as the reflection is important for deeper understanding to occur.
Articulation – The verbalisation or thinking out loud of thoughts, this is important because it makes possible reflection. Most learning environments provide successful reflection through the use of scaffolding in their development.
Scaffolding - The tools which can be tailored to individual learners to support learners in the ongoing process of articulation, reflection and subsequent achievement of goals and learning. Effective scaffolding provides prompts and hints that help contribute to learning, which then lead to the learner completing the task on their own.
Design Principles that have come from the Learning Sciences:
- Customised Learning - Most effective learning come from when a learner receives a customised learning experience, ( - the one size fits all model no longer applies) The development of many of the computerised educational software programs allow for this customisation model at a much greater extent – e.g. repeating quizzes, replaying topics, different streams of information. .
Effective Learning Environments will have:
With the one size fits all concept, no longer being recognised as the best environment for learning there have been several design principles which have come to light as a result of Learning Sciences research
- Customised Learning – Each learner receives an individual experience.
- Availability of Diverse Knowledge – Learners can acquire knowledge whenever they need it from a variety of sources from around the world now with the enhancement of internet in learning.
- Collaborative Group Learning - Students learn together as they work collaboratively on projects.
- Assessment for Deeper Understanding – Tests should evaluate the student’s deeper conceptual understanding, the extent to which their knowledge is integrated coherent and contextualised.
My perspective on the article.
Sawyers’ article provides an overview of how the learning sciences have changed the way in which learning is both taught and how learning is understood for both children and adults learners. This understanding outlines how children learners do not necessarily get a problem wrong; that they just see the problem differently to an adult and this is why the answer differs. The article also addresses how computer technology is allowing for the concepts of the enhanced modes of learning as defined in the learning sciences to be easily applied to the teaching materials now designed,
Sawyer, R. K. (2007). Optimising learning: Implications of learning sciences research. Paper presented at the OECD/CERI International Conference “Learning in the 21st Century: Research, Innovation and Policy”. Retrieved 18-06-2008, from http://www.oecd.org/dataoecd/39/52/40554221.pdf
