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2. To prompt the educating and applying of useful learning-relevant theory
Submitted by Kathy on Fri, 2009-09-11 22:23
For existing useful learning-relevant theories, people’s understanding and applying of them are inadequate.
Many people who are in the positions of designing and delivering learning have not mastered well learning-relevant theories. This can be seen not only in their designing/teaching practice, but also in their own learning practice. Many learners have not found out the best ways of learning.
Some educators have put emphasis and efforts on teaching students how to learn and think. There have been some successful cases; however, this success is far from enough, both in terms of its scope and depth.
There might be a few reasons/difficulties for successfully teaching students how to learn and think.
- Learning-relevant theory itself is not well developed enough; without a powerful theoretical tool, it is difficult to expect perfect practice.
- Successful teaching about how to learn requires two premises: one is that it should be taught explicitly as an independent subject; and the other is that it should be integrated systematically into teaching other subjects. Unfortunately, neither case widely exists.
- The knowledge and skills of how to learn and think should be taught to students in a spiral way, from simple to complex; in terms of long-stranding goal, from when they are very young, and evolves to a life-long goal.
- This teaching should be not only in formal education situations, such as in school and textbook, but also in daily learning situations, such as in a movie, TV program, museum, game, or toys.
- The misconception of ‘how to learn and think’. How to learn and think goes far beyond how to remember and store information into mind.
B-learning aims to prompt the solving of all above problems and more.
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