ERIC Number: ED383339
Record Type: RIE
Publication Date: 1995
An Essay on Experience, Information, and Instruction.
Smith, Patricia L.; Ragan, Tillman J.
The relative cognitive requirements and benefits of learning from non-contrived experience and information presentation is considered. The advantages and costs are contrasted with contrived experience and information-reduction that are features of instruction. An overview is given of one method of viewing the relationship between experience and information, in the form of an experience to information continuum. Experience is discussed in terms of computer and instructional technology; virtual reality; the cognitive operation of forming concepts; language; constructivism; and possible instructional tools and approaches. Information availability, access to information, and information-based learning systems are examined. The richer meaning of instruction in the context of instructional technology is explored. It is asserted that instruction should be a process that involves both sources of learning (experience and information), as the situation requires. Caution is advised against the seduction of adopting computer-based learning environments. The nature of learners' prior knowledge, motivations, beliefs, and the nature of the potential learning outcomes are all crucial in making instructional decisions. (Contains seven references.) (MAS)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: In: Proceedings of the 1995 Annual National Convention of the Association for Educational Communications and Technology (AECT), (17th, Anaheim, CA, 1995); see IR 017 139.