Project TIME calls for all educators to: (1) reflect on our understanding of meaningful learning and (2) use technology in new ways to make possible important kinds of learning that would be difficult to achieve without technology. The cornerstone of our project is teaching the big and complex ideas of the subject using technology. Our working definition of meaningful learning is achieving deep understanding of complex ideas that are relevant to students’ lives. Because knowledge and understanding reside in the mind of the knower, obtaining multiple perspectives can deepen our understanding of meaningful learning and its significance. Following are two perspectives that Project TIME values.

• Active. We interact with the environment, manipulate the objects within it and observe the effects of our manipulations.
• Constructive. Activity is essential but insufficient for meaningful learning. We must reflect on the activity and our observations, and interpret them in order to have a meaningful learning experience.
• Intentional. Human behavior is naturally goal-directed. When students actively try to achieve a learning goal they have articulated, they think and learn more. Articulating their own learning goals and monitoring their progress are critical components for experiencing meaningful learning.
• Authentic. Thoughts and ideas rely on the contexts in which they occur in order to have meaning. Presenting facts that are stripped from their contextual clues divorces knowledge from reality. Learning is meaningful, better understood and more likely to transfer to new situations when it occurs by engaging with real-life, complex problems.
• Cooperative. We live, work and learn in communities, naturally seeking ideas and assistance from each other, and negotiating about problems and how to solve them. It is in this context that we learn there are numerous ways to view the world and a variety of solutions to most problems. Meaningful learning, therefore, requires conversations and group experiences.

• Central to the domain or discipline. Every academic discipline has elements that are regarded by those in the field as the ideas and methods of inquiry that are central and controversies that are enduring. Teaching aimed at meaningful learning encompasses these aspects.
• Accessible and interesting to students. Topics must be significant from a student’s perspective. Teaching about the Monroe Doctrine, for example, must enable students to make meaning from its tenets in the here and now.
• Exciting for the teacher’s intellectual passions. For a topic to be generative, the way it is taught is as important as the substance. The teacher’s curiosity, zeal and genuine wonder are infectious and serve as a model for students to imitate.
• Easily connected to other topics, whether inside or outside the discipline. Students benefit most when they can link their previous experiences and knowledge to other important ideas.

We encourage you to use this information together with the other suggested resources to enrich your understanding of meaningful learning.