The existing Models , Strategies and Theories of Learning do not help Learners increase their Learning and reduce learning stress. We need scientific and effective models, strategies and theories of Learning/ Teaching. This presentation is meant for Students, Teachers and Parents to explore New Models, Strategies and Theories.

1. DR. RAJU M. MATHEW
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2. Acquiring, Accessing and Applying Knowledge and
Skill Acquisition or Developments constitute the Core
of Learning or Education. They are the different
manifestations of Knowledge.
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3. The building blocs of Knowledge are concepts. Each concept has
hundreds of levels, from simple to complex. Any Domain of
Knowledge consists of a set of core concepts and a series of sub-
concepts that can be presented for learners at different levels.
There exists a common structure and method for all Domains of
Knowledge. Knowledge is organized similar to the thinking
pattern and the way in which human brain organizes concepts.
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4. Brain Researchers, Cognitive Scientists and IT Experts, besides
some Linguists, have wrongly been identified Human Brain as a
Data or Information Processing or Storage mechanism based on
the heart beats in ‘bit’ or ‘bytes’ and reduced or over simplified
every thing into mere ‘0’ or ‘1’ and their permutation and
combinations.
But the human brain is basically a Knowledge or Concept
formation, processing, organizing and storage mechanism
which brings out words, ideas, plans,, dreams, decisions,
theories, imaginations and etc
Improving Learning Abilities and Reducing
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5. The brain of a normal human being brakes down if its is assigned to
store and recall a 300 page data book or telephone directory. Brain
starts to eject data or information after a certain amount.
On the other hand, the brain of a normal human being can store and
recall Knowledge in the form of ideas, plans, dreams, concepts,
theories, verses, decisions, beliefs that may exceed thousands of pages
if theya re brought in printed form.
It shows that Human Brain is designed not for Data or Information
Processing, Storing and recalling, but for Knowledge.
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6. 1. The Core and Sub-Concepts in each domain must be limited to ten to thirty ;
2. They must be presented on the basis of their relationships and similarities;
3. The level of the learner - his or her caliber and the prescribed criteria and
standard – must be taken into account;
4. The learner should not be over-burdened with too much data or information
as they adversely affect the learning abilities and performance level of the
learners;
5. Concepts must be presented in totality , establishing their logical
relationships rather than the fragmented and unrelated way;
6. Learners must be encouraged to communicate and represent the concepts
that they have learned in their own way rather than the stenotype or uniform
pattern.
7. Learner must be encouraged to explore the rhythm, harmony and
relationships of each new concepts in context of what he or she has already
learned so that it becomes the part and parcel of the total knowledge base.
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7. The Structure of Data is Static and Linear where as the Structure
of Knowledge is Dynamic and Non-linear. Further, Data is
fragmented without any meaning or relevance unless it is
integrated with Knowledge. Knowledge is holistic and has
independent meaning or relevance. Of course, organized data ,
presented in the particular context and integrated with
Knowledge becomes meaningful and relevant. In short, Data or
Information has no independent existence, where as Knowledge
exists on its own identity.
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8. The very foundation of Information Technology is Algorithms built upon
Static and Linear Data Structure. IT is essentially a Data Processing or
Manipulation Technology. Information Technology has nothing to do
with ‘Knowledge Processing, Knowledge Organization, Knowledge
Creation and Knowledge Application.
Education or Learning is essentially concerned with Processing,
Organization, Creation and Application of Knowledge at different levels
such as Primary, Secondary and Tertiary Levels with hundreds of sub-
levels for each level.
This is the simple reason that makes Information Technology
incompatible to deal with or enter deep into the hears of Learning or
Education, in spite of thousands of unfounded claims made by the
Educationalists, Cognitive Scientists, Linguists and IT Experts.
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9. If Knowledge is Data and Learning or Education is Data Manipulation,
then Information Technology is the most suitable or Compatible
Technology for Education. Further Information Technology would
have been made unimaginable strides in making a Learning or
Educational Revolutions, brining the entire humanity in the fold of
Education. The Truth is that over 41% of the humanity lives in
ignorance and backwardness. Schools and Colleges that have
championed for the cause of Information Technology are facing the
problem of an erosion of the quality of education besides the inability
to bring out highly critical and innovative brains or talents.
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10. Educationalists, Teachers and Parents all over the world are
encountering with the problem of augmenting the learning
abilities of students or learners and reducing the learning
strains, in spite of the increasing IT Applications. Over 95% of
the Knowledge that humanity has created so far cannot be used
or put into applications for the simple reason that they are
scattered in billions of books and millions of libraries or
computers or brains of scholars. No technology ahs developed
so far to process and organize knowledge and bring out value
added Knowledge Products, Services and Solutions.
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11. Knowmatics is a Philosophy, Science and Technology to
deal with Knowledge and Education or Learning. It is
based on the, nature, structure, representation and
transfer or communication of Knowledge. It is designed
for Knowledge processing and Organization and making
Knowledge Accessible and Usable for All. It aims at
Augmenting Learning and Accessibility and Application of
Knowledge and Reducing Learning Strains. On the basis
of our approach towards Knowledge and Learning
strategies can be formulated to attain the tasks.
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12. On the basis of the above appraoch towards Knowledge and Learning, that
we have discussed earlier, strategies can be formulated to attain the tasks.
Further, Mathew’s Theory of Knowledge Consumption – Production
Correlation and Mathew’s Stage Theory of Knowledge Consumption-
Production Growth can effectively put in to applications for augmenting
Learning and Skill Acquisition and Scientific Productivity and Reducing
Learning Strains. Knowmatics is capable of brining out a n Education
Revolutions globally encompassing the entire humanity. This presentation
is only a beginning to make further studies and research on these areas
and develop suitable Systems and Services, including Live Knowledge
Banks , Mega Knowledge Corporations and above all Building up
Knowledge Industries on a sound basis.
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