Meaningful learning

Abstract: First, we propose a theory of multimedia learning based on the assumptions that humans possess separate systems for processing pictorial and verbal material (dual-channel assumption), each channel is limited in the amount of material that can be processed at one time (limited-capacity assumption), and meaningful learning involves cognitive processing including building connections between pictorial and verbal representations (active-processing assumption). Second, based on the cognitive theory of multimedia learning, we examine the concept of cognitive overload in which the learner's intended cognitive processing exceeds the learner's available cognitive capacity. Third, we examine five overload scenarios. For each overload scenario, we offer one or two theory-based suggestions for reducing cognitive load, and we summarize our research results aimed at testing the effectiveness of each suggestion. Overall, our analysis shows that cognitive load is a central consideration in the design of multimedia instru...

Abstract: The contributors to this volume address reasoning and problem solving as fundamental to learning and teaching and to modern literacy. The research on expertise and the development of competence makes it clear that structures of knowledge and cognitive process should be tightly linked throughout education to attain high levels of ability. The longstanding pedagogical assumption that the attainment of useful knowledge proceeds from lower level learning based on the practice of fundamental skills that demand little thought, to higher level competence in which problem solving finally plays an increasing role, is no longer tenable. It is now clear that thinking is not an outcome of basic learning, but is part of the basic acquisition of knowledge and skill. In learning to read, for example, decoding the printed word and understanding simple texts is an act of problem solving, requiring inference and elaboration by the reader. The prevalence of reasoning with information at all levels makes the details of its involvement a fundamental influence on learning and instruction -- a recurring theme in each of the chapters. A rich variety of topics is addressed including: *an analysis of the components of teaching competence *the evolution of a learner's mathematical understanding *the use of causal models for generating scientific explanations *the facilitation of meaningful learning through text illustrations *the competence of children in argumentative interaction that results in conceptual change.

Abstract: I. INTRODUCTION. 1. Introduction to Theories of Learning and Instruction. II. LEARNING AND BEHAVIOR. 2. Radical Behaviorism. III. LEARNING AND COGNITION. 3. Cognitive Information Processing. 4. Meaningful Learning and Schema Theory. 5. Situated Learning. IV. LEARNING AND DEVELOPMENT. 6. Cognitive and Knowledge Development. 7. Interactional Theories of Cognitive Development. V. LEARNING AND BIOLOGY. 8. Biological Bases of Learning and Memory. VI. LEARNING AND MOTIVATION. 9. Motivation and Self-Regulation in Learning. VII. LEARNING AND INSTRUCTION. 10. Gagne's Theory of Instruction. 11. Constructivism. VIII. EPILOGUE. 12. Toward a Personal Theory of Learning and Instruction.

Abstract: This book addresses how to use very specific types of technology and focuses on how technology can be used as a thinking tool to foster meaningful learning. The book approaches learning from a constructivist view and relates it to using technology to engage meaningful learning.Within each chapter, the book provides different activities and implementation strategies in the "Technique" sections and follow-up questions in the "Things to Think About" sections. Very current uses of technology such as video theater, cybermentoring, creating homepages, and hypermedia are discussed throughout the book.