All aspects of the learning environment are set up to encourage active and critical, not passive, learning.
For more details, see James Paul Gee. What Video Games Have to Teach us About Learning and Literacy (New York: Palgrave Macmillan, 2003).
Tuesday, March 06, 2007
Active, Critical Learning Principle
For more details, see James Paul Gee. What Video Games Have to Teach us About Learning and Literacy (New York: Palgrave Macmillan, 2003).
Thirty-Six Learning Principles
The next several posts will be taken from the thirty-six learning principles gleaned from James Paul Gee, What Video Games Have to Teach us About Learning and Literacy (New York: Palgrave Macmillan, 2003).
In this work, Gee advocates active learning over passive noting four characteristics which must be present:
Experience: we learn to experience (see, feel, and operate on) the world in new ways.
Affiliation: we gain the potential to join a social group, to become affiliated with like-minded people.
Preparation: we gain resources that prepare us for future learning and problem solving.
Innovation: we learn how to innovate or synthesize the knowledge, skills or attitudes in unique ways.
In this work, Gee advocates active learning over passive noting four characteristics which must be present:
Information Crisis
A colleague recently shared an article from The Chronicle of Higher Education (Source: Section: Information Technology. Volume 53, Issue 27, Page A38).
Information Navigation 101 by Andrea L. Foster explores new programs aimed at teaching undergraduates how to use the Internet and the online card catalog in search of the best sources.
The article expresses the lament from many in academia that "students rely on Google or Wikipedia as sources, as if oblivious to peer-reviewed scholarship."
It reminds me of the often quoted "if you build it they will come" which for the information age may be modified to express what many seem to believe:
Patricia Senn Breivik and E. Gordon Gee, in their work, Information Literacy: Revolution in the Library (American Council on Education, Macmillan, 1989), effectively express the challenge many are feeling:
Question
How do we make advances in technology without negatively impacting critical skills needed in the workplace?
Information Navigation 101 by Andrea L. Foster explores new programs aimed at teaching undergraduates how to use the Internet and the online card catalog in search of the best sources.
The article expresses the lament from many in academia that "students rely on Google or Wikipedia as sources, as if oblivious to peer-reviewed scholarship."
It reminds me of the often quoted "if you build it they will come" which for the information age may be modified to express what many seem to believe:
If it's published anywhere it is true.
Patricia Senn Breivik and E. Gordon Gee, in their work, Information Literacy: Revolution in the Library (American Council on Education, Macmillan, 1989), effectively express the challenge many are feeling:
"'information explosion' [is] fueling a crisis in the ability of people to solve problems and make decisions."
Question
How do we make advances in technology without negatively impacting critical skills needed in the workplace?
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