In the design of curricula, there is a requisite need to develop mindful organization of topics: context, content and sequencing that ideally should be based on sound educational theories that will produce effective results-true learning, true understanding, and true personal satisfaction of both teacher and learner. Viewing learning as synthesis of knowledge means analogically considering knowledge as a form of design-one that satisfies the constraint of effectiveness just described in addition to those of time, intellectual maturity, and available human, economic, and computer resources. Viewing learning as integration denotes examining the role of reasonable connectivity between novel and accepted (or integrated) concept in every phase of planning learning events and processes. Viewing learning as a system requiring a forcing function leads to the issue of motivation: internal motivation being shown to more effective than external. In this work the main ideas of motivation and connection as fundamental organizing principles are proposed for discussion.
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