share with you guys something interesting:

Conceptions of Learning
A. Increasing one’s knowledge. Learning is viewed as a simple process of adding discrete pre-existing items of knowledge such that there is an increase in the amount of information one possesses. In this definition, learning is taken for granted with little attempt to analyse learning as a concept in its own right.
B. Learning as memorising and reproducing. In this conception, learning is referred to as the storage of ‘stuff’ that can be memorised and later reproduced and applied—probably in a test, thus limiting the external horizon to the school. As with the previous conception, knowledge is quantitative and pre-determined.
C. Learning as applying. Learning is defined as what someone is able to, in this respect, the how of learning is less important than its application. This application extends beyond the classroom to the ‘life world’ of the person.
D. Learning as understanding. The “what” of learning is described as understanding or gaining insight (i.e. looking into) from the learning material. Thus the external horizon exists within the school. As an activity, learning is centered around the learner who examines the material, thus extracting meaning from it and/or relates new concepts to those already known. This view of learning appears to be consistent with learning for its own sake.
E. Learning as changing as a person. This concept appears rarely found, although a similar concept was described by van Rossum & Deijkers (1984). This is an extension of coming to see things in a different way, where the student changes in terms of how he thinks or how he acts (behaviours) after learning about something.
F. Learning is knowledge construction. Individuals make sense of their world and all that they come in contact with by constructing their own representations or models of their experiences. Knowledge construction is a natural process. Whenever humans encounter something they do not know but need to understand, their natural inclination is to attempt to reconcile it with what they already know in order to determine what it means. Toddlers for example, constantly explore their worlds and frequently encounter phenomena that they do not understand. So they continue to explore it, familiarizing themselves with its possible functions and limitations. Parents try to intervene by teaching them lessons, but toddlers prefer to explore and learn for themselves.

Humans have survived and therefore evolved because they were able to learn about and adapt to their environment. When learning about things in natural contexts, humans interact with their environment and manipulate the objects in that environment, observing the effects of their interventions and constructing their own interpretations of the phenomena and the results of the manipulation. For instance, before playing baseball, do kids subject themselves to lectures and multiple choice examinations about the theory of games, the aerodynamics of orbs, and vector forces of bats? No! They start swinging the bat and chasing fly balls, and they negotiate the rules as they play the game. Through formal and informal apprenticeships in communities of play and work, learners develop skills and knowledge that they then share with other members of those communities with whom they learned and practiced those skills. In all of these situations, learners are actively manipulating the objects and tools of the trade and observing the effects of what they have done. Meaningful learning requires learners who are actively engaged in a meaningful task.

i think it's nice to know such stuffs. ((:
by the way, im not late today (;