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Educomm. Learning Principles

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Kim Mediante
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9 views12 pages

Educomm. Learning Principles

Uploaded by

Kim Mediante
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Learning Principles for

Effective Communication:
a Run-through

FUNDAMENTALS OF EDUCOM
& TECHNOLOGY

Prepared by: Ballentes, Bautista, Dimas, Labajan, Magdugo, Mediante, & Molinas
Introduction

EduCom practitioners will find the principles and


guidelines in two types which are:

1. Designing messages for the learning process.


2. Planning appropriate strategies for instructional
situations or systems.
While no single theory can effectively guide all
types of learning situations, it is evident that
different theories are more applicable to
specific learning tasks. SR theories are most
beneficial for psychomotor learning and
simple cognitive and affective tasks, while
cognitive-perception theories and functional
learning principles are better suited for
complex learning situations involving
interrelated covert and overt behaviors.
Understanding the strengths and limitations of
each theory is essential for selecting the most
appropriate approach to facilitate effective
learning in various contexts.
Meaningful and Lasting Learning occurs when:

Voluntary Participation
Learning is driven by the learner’s own choice and engagement
(influenced by their life space and cognitive maps)

Active Involvement
Learners are fully engaged through problem-solving and active
participation (consistent with Guthrie’s contiguity theory).

Integrated Learning
The fundamental goal of an entertaining speech is audience enjoyment,
which can come in a variety of forms.
Learning must be a satisfying experience.
This is the principle of satisfaction as suggested by Skinner's operant conditioning
and Thorndike’s law of effect.

Considerations when making learning a satisfying experience:


Keep more satisfying response
A learner must experience immediately satisfaction.
Learning is less likely for those who require more effort, time, or fulfill
challenging requirements than those who can easily achieve satisfying
conditions.
Frequency of satisfaction affects learning. Partial reinforcement makes
learning sluggish but more durable, whereas full reinforcement speeds up
learning but causes desired behavior to vanish more quickly.
According to the principle of habit
strength, the learner must be able to
differentiate the intended behavior
from conflicting messages or
behaviors.

According to Tolman's cognitive


maps and Skinner's operant
conditioning, students should be
made aware of their own behavior or
comprehension in order to help them
align with the intended message.
Chain Learning Distributed Practice
Learners should master individual Short, spaced-out learning sessions
behaviors before integrating them are more effective than long,
into a larger sequence for easier continuous ones, especially for simple
learning. tasks.

Guided Learning Organization


Learning by doing, guided by Well-organized messages, with clear
an instructor, is a highly effective structure and emphasis on key points,
method. are easier to understand.
Relevance of Message - Align the message with the learner's
goals, needs, values, attitudes, and environment. Supported by
Tolman’s Cognitive Maps and Lewin’s Life Space theories.

Clarity of Goals - Learners need a clear understanding of the


learning objectives or end products. Emphasized by Tolman’s
Cognitive Maps.

Readiness to Learn - Learners must be prepared to perceive


the message or behavior. Based on Thorndike’s Law of
Readiness and the principle of mental set.
Strategies to enhance readiness
Provide prior experiences (e.g., games, role-
plays, simulations).
Introduce the topic clearly
Relate new learning to familiar concepts.
Foster positive attitudes.
Use intensity, contrast, or novelty to grab
attention.
Highlight the relevance to the learner's needs.
Assure alignment with social and cultural
norms.
To promote creative learning, facilitators can guide
learners through a systematic problem-solving process:

PROBLEM SOLUTION INFORMATION CRITICAL


IDENTIFICATION GENERATION SEEKING EVALUATION

Encourage Foster a Direct learners Promote critical


learners to brainstorming to relevant thinking by
identify and environment where resources to evaluating and
define problems learners propose gather testing proposed
independently. various solutions. information. solutions.

By applying these principles, facilitators can create engaging learning experiences


that empower learners to think critically and solve problems effectively.
Summary

Learning is effective when it is voluntary,


engages learners fully, and integrates
cognitive, emotional, and behavioral
changes. Clear guidance, satisfaction, and
motivation are key to lasting learning.
Thank
You!

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