A number of students have asked me for suggestions about how to go about reading more effectively (faster, with more understanding). I prepared the above presentation as a way to illustrate a number of key ideas while also linking them to the theoretical frameworks that we have been covering in p544: Applied Cognition and Learning Strategies. There are certainly different ways this could be analyzed, and we will cover a number of them throughout the semester. As with the majority of my presentations, this was the backdrop and spark for intense and productive discussion and debate. Therefore, read it individually at your own peril.
This week’s drawing is intended to capture some of the diversity in how theories of learning are identified and framed. This is in response to the first chapter of Driscoll (2005) which we read for this week’s p540 assignment. The labels you see as relevant, and features that you see as either important or puzzling in the drawing are intended to highlight your own personal view of learning and learning theories. Though, perhaps that design choice reflects my own?
Make sure you click on the image to see it full size!
As we kick off the new semester, I am reminded that when talking about both learning theory, and the role of technology in learning, it is quite common to contrast new theories with the “straw man” teacher who believes in the transmission model of learning. In other words, the idea that knowledge can just be presented to students who are like sponges and will just soak it all up…
This final 2009 dtg is intended to wrap up #p544 with a general commentary on some of our major themes while also addressing one of the specific papers that we debated in the final week of class. Enjoy!
[Update]
For those of you who are wondering, one of the readings that we debated in class that this post references was:
Sfard, A. (1998). On two metaphors for learning and the dangers of choosing just one. Educational Researcher, 27(2), 4-13.
Drawing Things Together | Joshua September 21, 2010 | 
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