Dedifferentiation In Education

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Dedifferentiation as defined by Zelinski and Lewis (2003) suggests that as age increases the less variance there is in one’s cognitive process. Differentiation (changes in memory are due to various process that change with age), dedifferentiation (cognitive structures decline as age increases) and process-specific change (specific health changes that alter cognitive processes change with age) are explained relation to age and its impact on cognitive functioning. The Long Beach Longitudinal Study (LBLS) was used to test the hypothesis of differentiation, dedifferentiation, and process-specific change. The results concluded that there are multiple processes of change with aging in which educators need to be in tune to as a possible internal …show more content…
It lends itself to various perspectives and not to mention the benefits of having a scaffolding team with learners who are also full time employees outside of the classroom (Hughes et al., 2014).
Dialogue impacts self-assessment in order to improve student learning. It notes four stages of learner development; existing knowledge, acquiring of new knowledge, utilizes feedback to validate new knowledge, and process new knowledge into a framework (Hinnett, 1998). The importance of feedback is essential to the learner but must not only be given from the instructor. Dialogue education allows for adult learners to challenge old psyches and develop new ones in a discussion format. The feedback from other learners is useful when its relevant and improves
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By definition, this technological approach is to be utilized to “enhance and extend” instructional goals (Imel, 1998, p. 3). It is a wonderful combination of teacher integration and technology application. One of the most important benefits is finding the commonalities of technology in and outside of the classroom such as social media. There are ways to utilize social media, such as a Youtube classroom, to enhance and extend knowledge of classroom content. This action embraces the connection students have to social media while bridging the gap between technology, educators, and instruction (Ginsburg, 1998). There are four approaches that he focuses on: 1) technology as a curriculum, 2) technology as a delivery mechanism, 3) technology as a complement to instruction, and 4) technology as an instructional tool. It is important to note that the limitations of this approach is embedded in the teachers “willingness and ability” as related to appropriate technological tools (Ginsburg, 1998, p. 42).
Distance education has made its way into the adult sector of learning; anyone has to balance family and work life. Lynda Ginsburg (1999) explains the value of distance education and its learning outcomes. Those outcomes include: 1) interpersonal skills, acquiring, evaluating, interpreting, and communicating, 2) understanding social, organizational, and technological systems, and 4) critical

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