The socio-educational model[ edit ] R.
What are Learning Contexts? An instructional context represents all the factors external to the learners within an instructional environment that provide meaning for the messages they receive.
These are the factors that influence and define what, when, where, how, why, and with whom individual learners learn from instruction.
Individual factors that define instructional contexts have traditionally been grouped into the following categories: For example, suppose a group of learners were going to participate in a Civil War reenactment. This context could be used as an environment for learning a variety of skills associated with culture, politics, and 19th-Century American history.
In preparation for the reenactment, the learners may need to learn how to sew by hand, cook using simple camping-style implements, and perhaps learn how to recognize the rank and role of various military personnel based on their uniforms.
Some of these skill sets might be learned outside the reenactment itself. An orienting context is used to introduce an instructional program, provide experiences with which new information will be based, motivate learners, establish a need for learning new skills-knowledge-attitudes SKAprovide a bridge between what learners already know how to do and new SKA to be learned, etc.
An instructional context is used to engage learners in activities associated with those effective conditions most appropriate for the types of SKA to be learned [see the conditions presented within the Designing Computer-Supported Instruction section of the Toolbox].
New and different environment in which learners must apply perform what they learned within previous instructional contexts to succeed. Appropriate scaffolding and incentives are usually an important part of this context type. Computer and Context Brent Wilsonp.
On the other hand, it could be used to define the term constructivist-oriented instruction. Since this material presents definitions and examples for specific types of constructivist-oriented learning environments, a clearer understanding of the overall concept is required.
Three Different Roles of the Computer within the Learning Environment The following information describes three categories representing the different roles computers can play in defining instructional contexts. Although the terms used to describe each category have been previously introduced in a number of literature sources, the specific categorizations were originally presented by Wilson to group case studies in the text he edited titled Constructivist learning environments: Case studies in instructional design Microworlds may be somewhat supported by the larger classroom experience, but they generally represent completely computer-based environments in which the instructional goals are accomplished.
The entire experience could exist within the confines of the computer itself, and the computer constitutes the medium for which the end-product is designed.
Classroom-Based Computer-Supported Learning Environments In classroom-based computer-supported learning environments, the computer is used to support a classroom-based learning experience.
Within this type of learning context, computers play a support role in an overall learning experience that is not confined to the parameters of a computer. A good example of a classroom-based computer-supported learning environment would be the Jasper Woodbury problem-solving series.
These learning experiences present high quality computer-delivered video stories that require students to consider collect and interpret a variety of information from the story itself.Curriculum for Excellence: Building the Curriculum 3: A Framework for Learning and Teaching: Key Ideas and Priorities Curriculum for Excellence: Building the Curriculum 3: A Framework for Learning and Teaching: Key Ideas and Priorities «Previous | Contents | The document recognises four different contexts for learning through.
In this lesson, you'll see how motivation affects learning. Discover the behaviors and perspectives that relate to motivation in an educational environment. 1. Introduction.
Research on teacher motivation has developed and expanded since the late s, and the past decade has witnessed a marked increase in literature in the area of teacher motivation research across various social cultural contexts.
This chapter begins by defining the informal contexts in which individuals interact with simulations and games. The second section discusses opportunities for learning with simulations and games that are offered by informal contexts, and the third section describes constraints that limit the use of simulations and games in these contexts.
Finally, the idealistic context of learning would be learning something because you want to explore ideas, theories and concepts to experience the discovery of something new.
There are four main contexts that motivate people to .
The four contexts that motivate learning are practical context, personal context, experiential context, and idealistic context.
Practical context is doing something because it is what’s expected to be beneficial to succeed.
Summarizing the four contexts that motivate learning, (Practical, Personal, Experiential, and Idealistic). I believe Personal experience(s) help motivate us to learn . The Four Contexts that Motivates Learning According to Malcolm Knowles research there are four contexts that motivate learning. Practical, Personal, Experiential, and Idealistic are the contexts that play a big role in motivating adult learners online and in classroom setting. Practical contexts for learners would be them knowing they will be gaining . The Four contexts (organisers) of the curriculum specialists to inspire, stretch and motivate. Throughout a young person's learning there will be increasing specialisation and learning experiences and stimulating contexts to meet the varied needs of children and.
The motivation is the strategic thinking to get to the point and not waste time.