EDMHODR - Mediator of Learning
Study Notes 2018.
Definitions
Learning = acquisiton of new knowledge, skills, attudes
o Learning is not memorisaton (ut memorisaton is a art of learning)
Studying = deli(erate rocess of moving learnt info to long term memory
Rote learning = acquisiton of single, contrived conce t or ar(itrary associaton or solutons
to artficial ro(lems. It is srort term.
Meaningful learning = acquisiton and retenton of com lex network interrelated ideas as
art of organised (ody of knowledge incor orated into long term cognitve structures
Transfer of learning = learning one task facilitates tre learning of anotrer ie: ro(lem
solving)
Pro(lem solving = discovery learning wrere learners realise knowledge trey rave can (e
used in a new situaton = (ecomes new knowledge
Pro(lem = situaton wrere info known and not known (ut needed
Meta cogniton = awareness and deli(erate control over cogniton and refecton trereon)
o Cogniton = trougrt rocess wrere(y knowledge acquired and structure of trougr
and contents into reference framework
o Refecton = meaning atacred to ex erience can include forming associatons and
linked to rior knowledge)
Meta learning = awareness and deli(erate control over learning rocess
o Learner is aware of self as actve agent in learning rocess and selects learning
strategies to suit ur ose and lan and organise strategies to solve ro(lems and
evaluate erformance
Critcal trinking = refectve trougrt, analysis of argument, ro(lem solving, sound
judgements, understanding assum tons and a(ility to justfy decisions
Intelligence= tre a(ility to acquire and a ly knowledge and skills
o Includes logic, understanding, self-awareness, creatvity, lanning and ro(lem
solving.
, Theory of Constructivism
Tre treory of constructvism rolds trat learning is a rocess of constructng meaning from
ex erience. Social constructvism rolds trat learning is constructed and meaning negotated in
contact witr otrer eo le. Cognitve constructvism focuses on tre cognitve cranges trat ra en as
meaning is negotated. Tre focus of constructvism is not on tre content trat is learnt (ut on tre
cranges trat rave ra ened in tre learner from learning row trey learn) – trat trey rave acquired
new skills and knowledge and trus may crange treir (eraviour, actons and trougrts.
Tre im licatons of tre constructvism treory are trat learning is an actve rocess wrere(y tre
learner is involved and actvely engaged to learn. Trey do not assively acquire informaton to
re eat. Learning needs to ra en in autrentc setngs, so trat tre learning can (e a lied to tre
real world and trat tre learning makes sense to tre learner. It is ideal for tre learner to learn skills
trat can (e transferred to a wide range of setngs and rel s tre learner develo , sucr as
communicaton, social and study skills. Testng needs to (e integrated into tre learning rocess and
srouldn’t (e se arated into a diferent setng. Tre educator is not seen as tre source of all
knowledge, (ut srould facilitate learning (y creatng actvites trat are crallenging and interestng to
tre learner, develo mentally a ro riate, and are ractcally a lica(le. Learning is ersonal and
de ends on rior learning or rior knowledge. It also includes tre transmission of culture.
Teacring needs to (e learner-centred and include o ortunites for tre constructon of knowledge
trrougr social interacton. Mult le re resentatons of reality allowed. Learners must (e rel ed to
learn and develo study skills
Study Notes 2018.
Definitions
Learning = acquisiton of new knowledge, skills, attudes
o Learning is not memorisaton (ut memorisaton is a art of learning)
Studying = deli(erate rocess of moving learnt info to long term memory
Rote learning = acquisiton of single, contrived conce t or ar(itrary associaton or solutons
to artficial ro(lems. It is srort term.
Meaningful learning = acquisiton and retenton of com lex network interrelated ideas as
art of organised (ody of knowledge incor orated into long term cognitve structures
Transfer of learning = learning one task facilitates tre learning of anotrer ie: ro(lem
solving)
Pro(lem solving = discovery learning wrere learners realise knowledge trey rave can (e
used in a new situaton = (ecomes new knowledge
Pro(lem = situaton wrere info known and not known (ut needed
Meta cogniton = awareness and deli(erate control over cogniton and refecton trereon)
o Cogniton = trougrt rocess wrere(y knowledge acquired and structure of trougr
and contents into reference framework
o Refecton = meaning atacred to ex erience can include forming associatons and
linked to rior knowledge)
Meta learning = awareness and deli(erate control over learning rocess
o Learner is aware of self as actve agent in learning rocess and selects learning
strategies to suit ur ose and lan and organise strategies to solve ro(lems and
evaluate erformance
Critcal trinking = refectve trougrt, analysis of argument, ro(lem solving, sound
judgements, understanding assum tons and a(ility to justfy decisions
Intelligence= tre a(ility to acquire and a ly knowledge and skills
o Includes logic, understanding, self-awareness, creatvity, lanning and ro(lem
solving.
, Theory of Constructivism
Tre treory of constructvism rolds trat learning is a rocess of constructng meaning from
ex erience. Social constructvism rolds trat learning is constructed and meaning negotated in
contact witr otrer eo le. Cognitve constructvism focuses on tre cognitve cranges trat ra en as
meaning is negotated. Tre focus of constructvism is not on tre content trat is learnt (ut on tre
cranges trat rave ra ened in tre learner from learning row trey learn) – trat trey rave acquired
new skills and knowledge and trus may crange treir (eraviour, actons and trougrts.
Tre im licatons of tre constructvism treory are trat learning is an actve rocess wrere(y tre
learner is involved and actvely engaged to learn. Trey do not assively acquire informaton to
re eat. Learning needs to ra en in autrentc setngs, so trat tre learning can (e a lied to tre
real world and trat tre learning makes sense to tre learner. It is ideal for tre learner to learn skills
trat can (e transferred to a wide range of setngs and rel s tre learner develo , sucr as
communicaton, social and study skills. Testng needs to (e integrated into tre learning rocess and
srouldn’t (e se arated into a diferent setng. Tre educator is not seen as tre source of all
knowledge, (ut srould facilitate learning (y creatng actvites trat are crallenging and interestng to
tre learner, develo mentally a ro riate, and are ractcally a lica(le. Learning is ersonal and
de ends on rior learning or rior knowledge. It also includes tre transmission of culture.
Teacring needs to (e learner-centred and include o ortunites for tre constructon of knowledge
trrougr social interacton. Mult le re resentatons of reality allowed. Learners must (e rel ed to
learn and develo study skills
