![]() Kozma (1994) expands upon Driscoll’s definition of learning by stating that the creation of new knowledge is not just the cognitive process of learning substance, but includes the social context in which the learning takes place. Clark does not address the potential of media’s influence on the social component of the learning environment. However, his assertion that media cannot influence learning was based on the instructional contexts that were existent prior to and during the period in which he wrote his article. ![]() Clark (1994) specifically states that delivery technology “formats and packages essential instructional methods based on available resources and the cost-effectiveness qualities of media attributes for specific learners and learning contexts.” Clark also emphasizes his premise that elements of any media used for instruction are simply proxies for learning characteristics. Clark addresses this point when he identifies the instructional method and delivery components of instructional media. When media is used for instruction, the designer and instructor must ensure that the media is appropriate for the learning environment. According to Driscoll (2000), learning is a “persisting change in human performance or performance potential,” that is brought about by the learner’s “experience and interaction with the world.” Learning is not episodic, but is a continuous process, from Kindergarten through high school and beyond. ![]() Tests and quizzes are means for assessment, but should not be considered endpoints for students’ learning processes. Learning is more than a student’s ability to demonstrate his or her knowledge of topical content, as measured by a score on an achievement test. ![]()
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