Other theories which underpins authentic assessment is Experiential Learning Theory by David Kolb and Situated Learning Theory which was theorized by Lave and Wenger. Experiential learning occurs by making sense of direct everyday experiences. Concrete experiences provide the information that serves as a basis for reflection. On the other hand, Situated Learning Theory is learning in the same contexts in which concepts and theories are applied. Research has shown that real-life applied activities and problem-solving activities establish a contextual setting for many lessons, providing motivation and encouraging curiosity.
The approach facilitates rapid prototyping, as it values a set of instructions that are as holistic as possible to promote meaningfulness and motivation. Situated cognition is an approach that emphasizes that people’s knowledge is constructed and linked to activity, context and culture within which it was learned (Kalat, 2011). Learning is social and not isolated, as people learn while interacting with one another through communication, among other shared
Teachers can employ instruction which is clear, communicate their objectives vividly, design a plan using a variety of strategies and resources, ask questions frequently and effectively and have brain-storming sessions, attention grabbing starters, pre-while-post technology hands-on, debates, role plays, enquiries, case studies, research, multimedia presentations, group work, simulation by audios and videos, games, interactive plenaries, inventories, quizzes etc. These put the students in the centre, demand their attention and hence increase productivity. Hermin and Toth (2006) argued that many individuals become proficient in skills by practising them rather merely being the spectator of the skills, such as listening to teacher’s talk about the skill, reading about the skill or watching others perform the skill. It is clear that the teacher needs to be aware of her students’ predispositions, so she can make them owners of their learning and engage them in tailored activities to achieve her
According to my understanding learning is a product of something people do or what they have. It is an active process where individuals evolve and learn through a and we change when we learn due to learning people goes under a procedure of development due to which they have attained new skills, new elements of knowledge, new facts, new understandings and new ways to experience the world which they never have before. Learning is an outcome which brings a nearly stable change in an attitude through different exposure. It is an internal activity which cannot be observed directly in others. Learners learn through experiences and exposure I agree with Social constructivism (year) emphasizes the importance of culture and context in understanding what occurs in society and constructing knowledge based on this understanding (Derry, 1999; McMahon, 1997).
Beyond this, it is described as way of moving beyond independence to interdependent or mutual learning (Boud, 1988). David Boud (2012) mentioned that “Peer Teaching is becoming an increasingly important part of many courses and it is being used in a variety of contexts and disciplines in many countries.” Through this point of view, there is no doubt that peering teaching possess a number of benefits that enhance the teaching and learning. Initially, it allows students to communicate with other pupils about the lessons they have been taught by their teacher. It boosts
Learning is a continuous process and should happen in a changing world by the learners adapting to the changes. To achieve this, we need to involve the learners in designing their own learning contracts or learner generated contexts 10,11,12 (learning content, learning context, assessment) with the help of teachers. make the curriculum as well as assessment more flexible2,13,14 The concept of heutagogy is one step forward in shifting the control of learning to the learners and enabling them to engage in life-long learning.15 Heutagogy relies on
These calls for reform are a prime example of our progress towards Enlightenment today. Instead of passively accepting the terms and conditions prescribed to the population by society and the government, people are utilizing reason and protesting conditions they deem to be unfair and irrational. In this regard, I challenge Kant’s general attitude towards human collective dormancy and apathy towards Enlightenment. Historically, humans have sought Enlightenment, and they still do to this day, with some difficulty, but effort, nonetheless. A simple survey of our political environment today suggests that people aren’t dormant in matters of politics and the beliefs in which they hold, regardless of their accordance with our governmental affairs.
I believe learning is continual growth in the brain's functionality in which all social practices are contextualised. Learning is not the quickly forgotten stuff that is crammed into the mind, but an insatiable curiosity that drives learners to absorb everything they can see, hear or read (Rogers, 1983). Deep and lifelong learning happens when learner develops an ability to reflect on his own thinking, becomes a self regulated learner, and builds capacity to monitor and manage his learning. I believe learning is innate (Plato, 380 BCE) but it needs development and growth by the learner. The human brain has the power to think and construct new learning through the transformation of experience (Kolb, 1984) and social interaction (Vygotsky,1934).
TPACK can be redefined as; the pedagogical dimensions that use the new technologies in constructive methods to deliver subject content in a manner that offers the learners a new understanding of the world around them. Basically the combination of these three factors technology, pedagogy and content knowledge have formed and shaped the TPACK model to be considered as the most important element in the learning process, the TPACK in the learning process can lead to success or failure process or outcomes, it depends on both the student and the teacher, everyone has his own role for it to be successful, the students have to improve their skills in the ICT as a receiver, their social communications and his critical thinking to be able to deal with the pedagogy dimension can be used inside the classroom, and regarding the teacher has to develop his skills in the ICT as well but as a sender, has to have a deep understanding for the pedagogy dimensions and to have a strong back ground about the taught subject therefore TPACK does not mean that the teacher has to deal with each element of (T, P, and C) separately but it means in simple words that the teacher has to create the pot where he needs to place these elements together for the complex interaction amongst them to take place which can be considered later as the integration between the technology and the
- Learning to do - innovation and adaptation of learning to future work environments - Learning to live together, and with others – peacefully resolving conflict, discovering other people and their cultures, fostering community capability, individual competence and capacity and social inclusion. - Learning to be – education contributing to a person’s complete development: mind and body, intelligence, sensitivity and spirituality. This is underpinned by "Learning to Learn". Lifelong learning encourages creativity, initiative and responsiveness in people thereby enabling them to show adaptability in post-industrial society through enhancing skills to: - manage uncertainty, taking decisions and problem solver - communicate across and within cultures, sub-cultures, families and communities - negotiate conflicts The emphasis is on learning to learn and the ability to keep learning for a lifetime. The European Commission (2001: 9) found that lifelong learning has “Four broad and mutually