Reason for virtual learning environments--论文代写范文精选

成功地保持动力,研究人员开发新的教育计划,对于教育目标，自我和个人有效性。通过这种方式,学生们可以学习自己做决定,培养现有的人类想法。另一个重要的激励因素是学习的相关性。下面的essay代写范文进行阐述。

Motivational Factors
Motivation brings inlaid the concept of impulse for action and the maintenance of such action. Schank (1995) states that learning is a natural process that happens in the form of a " waterfall": first, the apprentice creates a goal, then generates a question and, finally, answers the question. This process brings implicitly the importance of motivational factors in learning: when there is a desire to learn to ride a bicycle, for example, a goal was created. During the process of "riding a bicycle", the apprentice will fall, loose balance or feel foolish, and all this will make him question exactly, even if internally, what he is doing wrong - why can't he succeed in riding a bicycle? He will then look for answers to this questioning, and will learn.

However, Schank doesn't expose the initial motivational role: why would someone want to ride a bicycle? Also, following the same reasoning, why didnt the apprentice give up when he fell for the first time? This motivation "to continue trying" is a consequence of the internal pressures generated by curiosity or challenge, both feelings of inadequacy. So, for the learning to occur entirely, a constant stimulation of the student's motivation is necessary.

To successfully keep the motivation, researchers develop new educational proposals, like self-orientation and personal effectiveness as educational goals (Barrel, 1995). This way, the students can make their own learning decisions, cultivating an existing desire in all human beings: independence (Goodlad, 1984). Another important motivational factor is the relevance of learning. Students learn more effectively when what they are being taught has direct relation with their reality, offering them a chance to become agents of their own lives (Freire, 1996). "When professors add new information to the previous knowledge of the student, they activate his interest and curiosity, and apply their teachings with a sense of intention" (Presseisen, 1995). It is not enough, therefore, to simply adopt the "natural waterfall" proposed by Schank. The teacher needs to show the student that it is good to get your feet wet, "to climb the waterfall".

Sensorial Factors
Senses are open doors to information in the world. All our knowledge comes directly from the mechanisms that we possess to absorb reality and to represent it. As a biological phenomenon, a human being has systems of perception capable of stimulating the brain to interact with the outside world, to understand it or to modify it, as a way to guarantee the adaptation of the species. The quality of this perception varies from person to person, and from culture to culture. "To perceive is to know, through the senses, objects and situations (...) the act of perceiving can also be characterized by the limitation of information. It is perceived according to a perspective. The possibility of apprehending the totality of the object only occurs in the imagination, which constitutes, on the other hand, a form of organization of the conscience internally protected against error".

Under this definition, there are some hidden basic aspects of learning. One of them is the limitation on the amount and the quality of information that can be perceived. This can easily be understood when we study, for example, Classic History. No matter how hard we read about the subject, no book will be able to transmit the feelings, the odors, the colors accurately, the social tensions and politics that existed at the time. Another aspect poses the question of perspective: one perceives what one wishes to perceive. In practical learning, this means that it is of little value to insist on teaching a pupil whose basis of knowledge differs from the professor's, since his perspective of the subject is another - it would be like trying to talk with a Chinese person without knowing how to speak Chinese. In this case, according to the concept of perception by Penna, there is no real perception of the object of study, but an inadequate mental construction that shelters the mind against error. In other words, "no human being (...) can dominate presented elements under a way not manageable by the nervous system" (Greenspan, 1999).

Intellectual Factors
For Piaget, all learning derives from mental relations of abstraction and balance. In other words, the human being is constantly seeking the improvement of his higher reasoning capabilities. Thus, using mechanisms of assimilation, adjusting and adaptation, people learn through their mistakes and victories, analyzing them through mental operations and grouping relations. This process is what Piaget calls balancing mechanism.

It can also be included in the intellectual factors, the operations, the relations, the groupings, the construction of schemes and the structuring, all according to Piaget. In fact, such mental manipulations derive from the representation of reality that each one has. For Piaget, intelligence is constructed in continuous form, through processes of mental abstraction resulting from the relations between the individual and the object. These relations happen, in a higher form, as abstract operations that perceive reality associating mental structures and creating projects of assimilation of reality. That is where the denomination of intellectual factors comes from: its effectiveness depends on the logical-mathematical mental coordination, influenced by all the other factors, such as perception, emotion and motivation.

The importance of intellectual factors is as essential to determine the quality of learning as all other factors. Some educators tend to place too much emphasis in the intellectual aspects, forgetting, however, that these same factors depend upon a series of external circumstances (Antunes, 1998; Gardner, 1995). In other words, it is important to think, but the world is not only made of thoughts.

The Virtual Environment
The optimization of such learning factors in an educational program with technological bases facilitates a better exploitation of the students cognitive capabilities. For this to occur, it would be necessary to build a virtual environment where the pupil was motivated to join; where he could show initiatives and feel good about it; where he would interact, through his senses, with the object of study; and where he would be allowed to guess the objects rules, patterns of behavior, and its relations with his reality. Also it would be important to let him make mistakes, and to construct his own "base of knowledge" on the subject.

Schank suggests several learning environments that make use of various cognitive strategies striving to construct these ideal conditions for learning. His architecture uses features that: a) explore the perceptive realm; b) work with emotions, trying to motivate the student; c) let the student himself determine his own rhythm of learning; d) lead the pupil to thinking and to making up rules about the situations just experienced; e) bring the object of study closer to the pupils own reality through simulations; and f) guide the student into exploring diverse possibilities, so he may build different perspectives on what is being studied.

For an effective use of all the cognitive learning strategies, it is necessary to develop an environment that permits interactions between factors as described in fig. 3. Such environment needs to take in consideration not only the factors themselves, but also their interactions, and to allow emotional, sensorial feedback or both, giving motivational continuity to the learning process. It is important to remember that, as Piaget defends, change is the natural state of the human being - we are in constant balancing process, perceiving it as "a succession of the subjects active compensations in response to exterior disturbances and to certain regulating factors, at the same time, of retroactive (ring systems or feedback) and anticipatory nature, constituting a permanent system of such compensations" (Piaget, 1966).

Conclusions
Cognitive learning strategies can be understood as a conjunction of factors that define a variety of interactive ways responsible for the amplitude of an individuals knowledge. The knowledge of such factors (emotional, motivational, sensorial and intellectual) allows the educator to prepare all pedagogical content more efficiently and to offer his students, effectively, a much better learning process. These factors are also important in the creation of virtual environments. The experiences of Schank demonstrate the potential of a natural educational approach, but maintain the existence of these factors implicit. The realization of their existence could define a new methodology of work in the construction of such environments, focused not only on natural learning, but also in the interaction between emotional, sensorial, motivational and intellectual factors in the formation of a permanent learning cycle, where the individual would be continuously motivated, moved, challenged, and sensorially interpellated, in a learning space full of stimuli and feedback.

Research in this area could find support in the theories of LeDoux, Goleman and Greenspan, regarding the emotional and motivational factors; in the Gestalt theories and in the biological foundations of the senses, for a more profound approach on sensorial aspects; in the studies of the cognitivists, like Piaget, Pinker and Pozo, about the intellectual aspects; and in the works of scientists on artificial intelligence, like Dennet, Schank and Minsky, among many others.（essay代写)

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