Rick Reynolds (eltasia@thailand.crosswinds.net)
Wed, 27 Jan 1999 08:49:05 +0100
Date: Wed, 27 Jan 1999 08:49:05 +0100 From: Rick Reynolds <eltasia@thailand.crosswinds.net> Subject: [ifets] Re: 3 learning styles interactivity
Steve Stahl wrote:
"Kurt Lewis states that a learner's acceptance of new ideas, attitudes and
behavioral patterns can't brought about by piecemeal strategies -- the
learner's whole cognitive, affective, and behavioral system
(ideas/feelings/actions) needs to change. IMHO, if all three are not
included in educational programs, then, long term change seems less than
likely."
I agree with the knowledge, feelings, actions division but would like to be
persuaded about the necessity of interaction involved in the learning. In
what way is this interaction present in the introductory, the
developmental, and/or the mastery stage as opposed to strictly long term
change? How do we measure the interaction to know it is happening? What are
some real world examples of interaction? How do you account for (presumed)
ballooning in one area such as knowledge without passion or action,
passionate ignorance, unknowing/unthinking action or unfeeling action? How
could we design all content to account for the interaction using
technology? What part do we provide and can't the learner get into the
lessons on his/her own? For that matter, how can we use the computer to
track a student's learning path and not just measure content?
Rick Reynolds, ELTASIA-L Moderator
Rick and Linda Reynolds
Interpro@a1.mbn.or.jp
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