Learning How to Learn | W2 Q1 | Discussion

The Sawyer & Bransford readings left me with the impression that learning sciences are primarily concerned with the design and evaluation of learning environments that facilitate the process of deep learning. According to Sawyer (2006), learning scientists
“learning scientists often conceive of the problem of learning as a problem of transforming novices into experts by developing their ability to reflect on their own in thinking…” (Sawyer, 2006, p. 7). To that end, learning science uses a holistic approach to designing effective learning environments that draw heavily upon cognitive and social-constructivist philosophies. Bransford et al. (2006) propose that the role of technology has the potential to assess more sophisticated types of learning, termed “adaptive expertise”, which includes the individual’s ability to innovate and process metacognitively in addition to one’s ability to efficiently solve problems/complete tasks. In traditional assessments, the innovation and metacognitive dimensions of learning have been overlooked while placing an exclusive focus on the efficiency dimension.
Sawyer (2006) proposes that the role of technology in an effective learning environment should be as a facilitator of student learning experiences rather than a dispenser of information. Additionally, educational technology should be designed to engage students in authentic practices that mimic real-world situations and tasks, as well as features that promote reflective thinking processes.
All in all, educational technology plays a pivotal role in shaping effective learning environments that help students tap into the full range of learning competencies that will enable them to thrive in the knowledge economy.