In order to enter a new Learning, or in order to adapt a new Learning, one must

have the prior knowledge. Whether it is clear or not, past learning exists in an
individual's mind and it is essential to the new knowledge which will be acquired.
Famous theorists often suggest that it is impossible to learn new things without
prior knowledge connecting to the new information which are to be digested in our
minds.. Then due to the modernization of technology, IT enters which add up to
acquiring relevant information It enters a new learning environment
1. IT ENTERS A NEW LEARNING ENVIRONMENT
2. In the traditional learning, students learn to rote, memorization and set
instruction from their teachers. They imbibe knowledge from what and how their
teachers import information to them.
3.IN the use of modern technology students are encouraged to seek ideas and
apply them to personal experiences. They are made aware of new information
which they can relate and apply to their own lives to add to what they already
know. They are given that the spark of self- discovery, the desire to know more;
to improve ones knowledge and broaden their horizons. Technology has freed the
minds from their rigid systems of instruction to that of freedom and discovery. It has
empowered both teacher and student to seek and give knowledge thru independent
creative ways.
4.Integrated technologies do gave part in learning environment. It provides another
way around for learning processes in every individual. By this means, it can open
mind more fully to the other visualization that meant for us to indulge. Through
the integrated technologies, it able to enter in another learning environment; It may
able to make things meaningful, discover something, generate some knowledge and
even construct some things.
5. Meaningful Learning Discovery learning Generative learning Constructivism
6. CONSTRUC- TIVISM GENERATIVE LEARNING DISCOVERY LEARNINGMEANINGFUL
LEARNING
7. When children learn and apply their knowledge in the practical life, that learning
becomes meaningful.
8. David Ausubel is a psychologist who advanced a theory which contrasted
meaningful learning from rote learning. In Ausubels view, to learn meaningfully,
students must relate new knowledge (concepts and propositions) to what they
already know. In contrast, rote learning gives stress to simple memorization.
9. Rote learning is where you memorize something without full understanding and
you dont know how the new information relates to your other stored knowledge. For
our example, lets say we learn 5 facts in a math course during a full semester by
rote learning.

10. The 5 facts (labeled 1-5) are stored in memory as separate items although in
real life they are related to each other. When the student rote learned these facts,
the brain stored them as distinct, unrelated knowledge that can only be recalled
individually (one fact at a time). When this student recalls one fact the other 4 facts
are not recalled (or activated) at that moment. In other words, thinking about fact
#5 does not lead the student to think about facts #1-4.
11. when meaningful learning occurs the facts is stored in a relational manner.
That is, the brain stores them together because they are related to each other. Now,
when one fact is recalled, the other facts are also recalled at that moment (or
shortly thereafter). In other words, recalling fact #5 activates the memory for facts
#2 and #4, and this in turn leads to recalling facts #1 and #3. This phenomenon is
called the spread of activation. This is the gist of meaningful learning. Problemsolving for this student would be easier than for the student who wrote learned the
same 5 facts.
12. Non-arbitrary, non-verbatim, o Arbitrary, verbatim, non- substantive
incorporation of substantive incorporation of new knowledge into cognitive new
knowledge into cognitive structure. No effort to integrate new Deliberate effort to
link new knowledge with existing knowledge with higher order concepts in cognitive
structure. Concepts in cognitive structure Learning not related to Learning
related to experiences experience with events or objects. Affective commitment to
relate new knowledge to prior new knowledge to prior learning. Meaningful Learning
Rote Learning
13. 1. Make sure what you learn is in your proximal zone.2. If in doubt, ask the
instructor how some new knowledge is related to other course material.3. Have a
study partner ask you questions that require recall of related material.4. Make a
figure that illustrates what you should know about a specific topic and its related
material.
14. Learning students perform tasks to uncover what to be learned. New ideas
and new decisions are generated in the learning process, regardless of the need to
move on or depart from organized setoff activities previously set. students become
personally engaged and not subjected by the teacher to procedures he/she is not
allowed to depart from.
15. case-based learning incidental learning results incidentally from an
interaction, such as a crossword puzzle. learning by exploring/conversing asking
questions to solve a mystery, discover an object learning by reflection a teacher
never gives a direct answer, but instead answers questions with questions, forcing
the students to reflect. simulation-based learning (games)
16. active rather than passive process-orientated rather than contentoriented failure is important opportunity for feedback in learning process

17. Games are often goal-driven with a sense of purpose or direction. They
embody what are called game playing mechanics. Besides providing the learner
with a more engaging learning experience, computer games allow learners to work
at an individual pace. Typically, games that have a rich story behind them are
getting the most attention from a learning stand point. The visualization as well as
audio content and character development is part of what can further stimulate the
imagination and create an engaging and immersive environment.
18. Learners actively participate in the learning process and generate knowledge
by forming mental connections between concepts. Why does Generative Learning
enhance learning? - Students that "interact" with subject matter build deeper
knowledge.
19. Activities that generate organizational relationships (titles, headings,
questions, objectives, summaries, graphs, tables, and main ideas) Activities that
generate integrated relationships between what the learner sees, hears, or reads
and memory (demonstrations, metaphors, analogies, examples, pictures,
applications, interpretations, paraphrases, inferences)
20. Generative learning activities must provide the students with anopportunity to
mentally "play with" information to create a personal understanding of the subject
to be learned.
21. Constructivism is described as a learning theory based on authentic and realworld situations. Students internalize and construct new knowledge based on past
experiences. The constructivism theory is student-centered and encourages higher
level processing skills to apply their working knowledge.
22. the constructivism leaning allows students to actively be involved in decisionmaking and problem-solving scenarios. Prior knowledge and past experiences help
shape student connections to new material. Students use higher level processing
skills and apply that knowledge to the world in which they live.
23. A CONSTRUCTIVIST MIND
24. Problem-based approach to teachingHands-on activities by manipulation,
experimentation, and simulations
25. An example of a problem-based approach to teaching is when the teacher
poses a problem to the class that needs to be solved. The problem is usually
authentic with real world applications. An example problem may be the amount of
littering in and around school grounds. The teacher would ask his/her students,
How are we going to solve this problem? The students may then be required to
write a proposal on their plan of action to help solve this problem.
26. Hands-on activities are also used in the constructivist model of teaching. In
math classes, manipulative are essential tools to help build student understanding

of mathematical concepts. For example, students learning about perimeter might be

given a tape measure to find the perimeter of a garden or the classroom. They may
use this information to help buy enough soil or plants for the garden or carpet for
the classroom.
27. Science classes offer wonderful opportunities for students to experiment
while doing labs. This is also consistent with the hands-on approach. The students
experiment to apply their working knowledge and to make sense of things in the
world.
28. Simulations provide real world experiences in a manipulated environment. An
example simulation is a mock trial. For example, bullying has become a universal
concern in schools across America. One group members school uses a mock court
system to try bullies. A verdict is reached by a jury of peers based on the evidence
of bullies, victims and by-standards.
29. A SUMMARY. These four conceptual theories of learning gives us the idea
and the realization that education ought to enhance and develop a persons skills
and abilities by making use of what has been presented in understanding present
situation, or in solving a problem or explaining the relevance of what has been
previously learned and what has been currently being learned. Actually this does
not mean that we will stop memorizing or doing drill activities. But these things not
ought to be the way/method to educate a student or introduce a concept to be
learned because in the first place only the memory will be exercised with a drill,
after which, most of the times we forget and cannot apply it.; it means that
containing information is made easy with existing theories still being applied.