By Asher Idan and Aharon Kantorovich
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Additional info for Towards an Evolutionary Pragmatics of Science
Read Chapter 8 on the Coherence Principle to learn the details. Pitfall 2: Not Enough of a Good Thing At the other end of the spectrum you can find e-learning that, in fact, is minimalist in that it fails to make use of features proven to promote learning. For example, a wall-of-words approach ignores opportunities to leverage relevant visuals by providing explanations that use text and more text. Alternatively, some e-learning, called “page turners,” omits interactivity other than the forward and back buttons.
According to the knowledge-construction view, people are not passive recipients of information, but rather are active sense makers. They engage in active cognitive processing during learning, including attending to relevant information, mentally organizing it into a coherent structure, and integrating it with what they already know. Although we find some merit in each of the metaphors of learning, we focus most strongly on this one. In short, the goal of effective instruction is not only to present information but also to encourage the learner to engage in appropriate cognitive processing during learning.
Three Metaphors for Learning Place a check mark next to your favorite description of how learning works: ٗ Learning involves strengthening correct responses and weakening incorrect responses. ٗ Learning involves adding new information to your memory. ٗ Learning involves making sense of the presented material by attending to relevant information, mentally reorganizing it, and connecting it with what you already know. 1 (Mayer, 2005). Your personal view of how learning works can affect your decisions about how to design instructional programs.
Towards an Evolutionary Pragmatics of Science by Asher Idan and Aharon Kantorovich