What is 'deep understanding'?
Wiggins @ McTighe 2003 (58-59), : Understandings are the constructivist results of attempts by the student to make sense of the work and lessons, using inquiry, performance and reflection. Knowledge, on the other hand , summarises the relatively straightforward facts and concepts that are gained from the learning and teaching activities. Dewey observed the understandings must be 'comprehended' but knowledge need only be 'apprehended'.

Julia Atkin (1998):
Enhncing Learning with Information Technology, p5:
The nature of learning

Humans can learn in a variety of ways. We can learn like parrots, playing

back like a tape recorder what we have heard. Humans can learn like robots

- a 'monkey see - monkey do' type of learning carrying out actions without

thought, or we can assume attitudes and beliefs without questioning them.

Human learning has the capacity to be far richer than this. We can learn i n

a way which transforms; in a way which endows our experience with

meaning; in a way which empowers us to perceive differently, to value and

appreciate differently; to adapt and to create. The critical questions i n

designing education for learning, is what is the nature of learning we value

and what is the nature of learning which is appropriate to a particular