Condition for Learning
Learners need to identify the object of learning and understand the objective’s critical aspects to acquire in intended knowledge or skills. The element of discernment, therefore, is necessary when it comes to experiencing a variety of alternatives to the initial subject of learning (Greenspan and Wieder 1998). For example, one cannot discern the colors of different items if there was only one color available. Therefore, the learner should be exposed to a well-designed learning curriculum, which has a sequence of variance and invariance intertwined together to yield more results in learning (Greenspan and Wieder 1998). Educators and teachers who understand these teaching patterns and use a systemic framework can assess and help the progress of learners (Collins 2012). In this regard, learners succeed when particular conditions are met.
When a learner with glasses takes them off at different environments, the first condition of contrast will be met when the quality of subject X is contrasted with a mutually exclusive experience of another subject X. In this way, the child can see the subject X with and without glasses. Another condition for learning is separation, whereby the dimension of a variant changes in the presence of other similar variants. Besides, generalization is another condition for learning. In this case, the learner is in a position to discern the values of a modification when the different values of the same dimension are altered, and the initial value kept the same (Marton 2006). Fusion is another condition for learning. In this case, the learner experiences simultaneity of two varying dimensions.
In retrospect, some conditions for learning are necessary for a learner to experience. These conditions relate to variance and invariance, and they enable them to discern knowledge in different aspects. The presence or absence of these conditions determine the learning trajectories of learners and help teachers and educators to assess the individual learning capabilities of the learners.
When a learner with glasses takes them off at different environments, the first condition of contrast will be met when the quality of subject X is contrasted with a mutually exclusive experience of another subject X. In this way, the child can see the subject X with and without glasses. Another condition for learning is separation, whereby the dimension of a variant changes in the presence of other similar variants. Besides, generalization is another condition for learning. In this case, the learner is in a position to discern the values of a modification when the different values of the same dimension are altered, and the initial value kept the same (Marton 2006). Fusion is another condition for learning. In this case, the learner experiences simultaneity of two varying dimensions.
In retrospect, some conditions for learning are necessary for a learner to experience. These conditions relate to variance and invariance, and they enable them to discern knowledge in different aspects. The presence or absence of these conditions determine the learning trajectories of learners and help teachers and educators to assess the individual learning capabilities of the learners.