Innovate: A Learning Theory for 21st-Century Students - The Diigo Meta page

• 18 May 09
  

  The affordances of today's digital technologies have significantly changed the way students learn. Arguing that current learning theories have failed to address this new reality, Marie Sontag proposes a new theory, social-connectedness and cognitive-connectedness schemata (SCCS) theory, that integrates key elements of other theories with gaming elements in a structure designed to facilitate engagement of students' social- and cognitive-connectedness schemata. The results of a pilot study using an instructional design model based on SCCS theory showed that students learning in an environment shaped according to these principles developed higher levels of expertise and greater learning transfer.

  learningtheory theory connectivism 21stcenturylearning

• 

  Benjamin L. Stewart, PhD
• 11 May 09
  

  Peter Crooke

  21st-Century social-learning design cognitive learning

• 04 May 09
  

  JP Bosman
  • A Learning Theory for 21st-Century Students

     

     

    Marie Sontag
• 21 Apr 09
  

  Hannah Reeves
  • current generation of learners are enmeshed in connective technologies
• 17 Apr 09
  

  beth gourley

  "results demonstrate that SCCS instructional design can help to narrow the gap between lower and higher performing students and significantly increase the learning transfer abilities of students"

  learning learning_theory inquiry_based_learning info literacy

  • First, during Stage 1, using a concept from understanding by design, the instructor selects the enduring understandings that students will uncover during the learning unit;
  • First, during Stage 1, using a concept from understanding by design, the instructor selects the enduring understandings that students will uncover during the learning unit;
  • First, during Stage 1, using a concept from understanding by design, the instructor selects the enduring understandings that students will uncover during the learning unit;
  • First, during Stage 1, using a concept from understanding by design, the instructor selects the enduring understandings that students will uncover during the learning unit;
  • First, during Stage 1, using a concept from understanding by design, the instructor selects the enduring understandings that students will uncover during the learning unit;
  • First, during Stage 1, using a concept from understanding by design, the instructor selects the enduring understandings that students will uncover during the learning unit;
  • First, during Stage 1, using a concept from understanding by design, the instructor selects the enduring understandings that students will uncover during the learning unit;
  • First, during Stage 1, using a concept from understanding by design, the instructor selects the enduring understandings that students will uncover during the learning unit;
  • First, during Stage 1, using a concept from understanding by design, the instructor selects the enduring understandings that students will uncover during the learning unit;
  • First, during Stage 1, using a concept from understanding by design, the instructor selects the enduring understandings that students will uncover during the learning unit;
  • First, during Stage 1, using a concept from understanding by design, the instructor selects the enduring understandings that students will uncover during the learning unit;
  • First, during Stage 1, using a concept from understanding by design, the instructor selects the enduring understandings that students will uncover during the learning unit;
  • First, during Stage 1, using a concept from understanding by design, the instructor selects the enduring understandings that students will uncover during the learning unit;
  • First, during Stage 1, using a concept from understanding by design, the instructor selects the enduring understandings that students will uncover during the learning unit;
  • First, during Stage 1, using a concept from understanding by design, the instructor selects the enduring understandings that students will uncover during the learning unit;
  • First, during Stage 1, using a concept from understanding by design, the instructor selects the enduring understandings that students will uncover during the learning unit;
  • First, during Stage 1, using a concept from understanding by design, the instructor selects the enduring understandings that students will uncover during the learning unit;
  • First, during Stage 1, using a concept from understanding by design, the instructor selects the enduring understandings that students will uncover during the learning unit;
  • First, during Stage 1, using a concept from understanding by design, the instructor selects the enduring understandings that students will uncover during the learning unit;
  • First, during Stage 1, using a concept from understanding by design, the instructor selects the enduring understandings that students will uncover during the learning unit;
  • First, during Stage 1, using a concept from understanding by design, the instructor selects the enduring understandings that students will uncover during the learning unit;
  • First, during Stage 1, using a concept from understanding by design, the instructor selects the enduring understandings that students will uncover during the learning unit;
  • First, during Stage 1, using a concept from understanding by design, the instructor selects the enduring understandings that students will uncover during the learning unit;
  • First, during Stage 1, using a concept from understanding by design, the instructor selects the enduring understandings that students will uncover during the learning unit;
  • First, during Stage 1, using a concept from understanding by design, the instructor selects the enduring understandings that students will uncover during the learning unit;
  • First, during Stage 1, using a concept from understanding by design, the instructor selects the enduring understandings that students will uncover during the learning unit;
  • First, during Stage 1, using a concept from understanding by design, the instructor selects the enduring understandings that students will uncover during the learning unit;
  • First, during Stage 1, using a concept from understanding by design, the instructor selects the enduring understandings that students will uncover during the learning unit;
  • First, during Stage 1, using a concept from understanding by design, the instructor selects the enduring understandings that students will uncover during the learning unit;
  • First, during Stage 1, using a concept from understanding by design, the instructor selects the enduring understandings that students will uncover during the learning unit;
  • First, during Stage 1, using a concept from understanding by design, the instructor selects the enduring understandings that students will uncover during the learning unit;
  • First, during Stage 1, using a concept from understanding by design, the instructor selects the enduring understandings that students will uncover during the learning unit;
  • First, during Stage 1, using a concept from understanding by design, the instructor selects the enduring understandings that students will uncover during the learning unit;
  • First, during Stage 1, using a concept from understanding by design, the instructor selects the enduring understandings that students will uncover during the learning unit;
  • First, during Stage 1, using a concept from understanding by design, the instructor selects the enduring understandings that students will uncover during the learning unit;
  • First, during Stage 1, using a concept from understanding by design, the instructor selects the enduring understandings that students will uncover during the learning unit;
  • First, during Stage 1, using a concept from understanding by design, the instructor selects the enduring understandings that students will uncover during the learning unit;
  • First, during Stage 1, using a concept from understanding by design, the instructor selects the enduring understandings that students will uncover during the learning unit;
  • First, during Stage 1, using a concept from understanding by design, the instructor selects the enduring understandings that students will uncover during the learning unit;
  • First, during Stage 1, using a concept from understanding by design, the instructor selects the enduring understandings that students will uncover during the learning unit;
  • First, during Stage 1, using a concept from understanding by design, the instructor selects the enduring understandings that students will uncover during the learning unit;
  • First, during Stage 1, using a concept from understanding by design, the instructor selects the enduring understandings that students will uncover during the learning unit;
  • First, during Stage 1, using a concept from understanding by design, the instructor selects the enduring understandings that students will uncover during the learning unit;
  • First, during Stage 1, using a concept from understanding by design, the instructor selects the enduring understandings that students will uncover during the learning unit;
  • First, during Stage 1, using a concept from understanding by design, the instructor selects the enduring understandings that students will uncover during the learning unit;
  • First, during Stage 1, using a concept from understanding by design, the instructor selects the enduring understandings that students will uncover during the learning unit;
  • First, during Stage 1, using a concept from understanding by design, the instructor selects the enduring understandings that students will uncover during the learning unit;

  45 more annotations...

• 

  Katie Day

  Article by Marie Sontag, April/May 2009

  learning cognitive_science instructional_design teaching 21stcenturylearning theories

  • n this article I describe my social- and cognitive-connectedness schemata (SCCS) theory and present a study that shows increases in learning transfer with the implementation of an instructional design model based on SCCS theory.
  • SCCS learning theory focuses on the formation of schemata in the process of learning, particularly social-connectedness and cognitive-connectedness schemata. Schemata are the existing structures of knowledge and understanding upon which new knowledge is built; as such, they are shaped by students' previous experiences and shape all future learning (Exhibit 2). The social-connectedness schema governs and is structured by the ability and desire to connect socially with others; the affordances of today's technologies have resulted in massive changes in this schema as students have more opportunities to connect in a wider variety of contexts. Students engage their social-connectedness schema in a set of behaviors that I describe as “link, lurk, and lunge”: Students link up with others who have the knowledge they need; they lurk, watching others who know how do to what they want to do; and they lunge, jumping in to try new things often without seeking guidance beforehand (Brown 2000). Students' social-connectedness schema underlies their ability to create and sustain physical, virtual, and hybrid social networks (Oblinger and Oblinger 2005).
  • These changes are reflected in a cognitive-connectedness schema that includes constructs for digital navigation literacy; a preference for interactive, discovery-based learning; and the desire to make reasoned judgments based on independent exploration of digital resources (Brown 1999)
  • The SCCS instructional design model accommodates these schematic shifts by synthesizing elements from Wiggins and McTighe's (1998) understanding by design model; Mayer’s (1999) SOI model; and van Merriënboer, Kirschner, and Kesteret’s (2003) 4C/ID model.
  • 

  3 more annotations...

• 16 Apr 09
  

  Annabel Astbury

  learning theory cognitive instructionaldesign design

• 

  LuAnne Holder

  Game theory influences ID model.

  design

  • Negroponte (1995) declares that we have now passed into a post-information  age, leaving behind the information age; Zelenka (2007) refers to  our present paradigm as the connected age
  • Rather than tossing out old theories, instructional designers need to  incorporate those elements that remain relevant and restructure them "into  substantially different configurations to meet the new needs of those whom we  serve” (Reigeluth 1999, 27).
• 14 Apr 09
  

  Rubén García

  sej hdt impact social networks web2.0 pedagogy education games theory technology students 21stcenturyskills learning_theory learning 21st-century learningtheory

• 12 Apr 09
  

  Clay Leben

  Article with diagram illustrating approach avoidance learning process and importance of peer support to consolidating knowledge. Guided exploration.

  cognitive theory learning instructionaldesign teaching socialnetworking

• 

  jeremy williams

  web2.0 21stcenturyskills pedagogy learningtheory

• 10 Apr 09
  

  Cathy Wolinsky

  cognitive middleschool online_education YHSSummerTech2009

• 06 Apr 09
  

  April H.

  education web2.0 pedagogy learning 21stcenturyskills gamingtheory learningtheory learning_theory delicious71409

• 04 Apr 09
  

  Christy Tucker

  The author calls this a new learning theory combining behaviorism & cognitivism. I see a new instructional design model that combines elements from a number of different sources, but I'm not sure I see a new learning theory. The model seems very complex; how long would you have to work with this before you internalized all the separate parts of the model?
  
  Student results were better using this model. However, the control group was tested before doing a roleplaying game and the experimental groups did the game prior to testing. This could just show that roleplaying helps students understand characters in the Aeneid. Free registration required.

  learningtheories instructionaldesign technology education k-12 games

  • With its inclusion of game elements, which foster attention, memory, and motivation, SCCS provides a bridge between behaviorist and cognitivist learning theories.
  • SCCS learning theory focuses on the formation of schemata in the process of learning, particularly social-connectedness and cognitive-connectedness schemata.
  • Students engage their social-connectedness schema in a set of behaviors that I describe as “link, lurk, and lunge”: Students link up with others who have the knowledge they need; they lurk, watching others who know how do to what they want to do; and they lunge, jumping in to try new things often without seeking guidance beforehand (Brown 2000).
  • The cognitive-connectedness schema structures a student's ability and desire to know how what they are learning connects to a larger picture.

  2 more annotations...

• 03 Apr 09
  

  Rebecca Davis

  learning web2.0 technology games students k-12 instructional_design theory nitle-tdn nitle_digital_teaching

• 

  Gerry Solomon

  Many, perhaps even most, of the current generation of learners are enmeshed in connective technologies.
  Evidence indicates that these social changes impact cognitive processes.

  21stcenturylearning technologyliteracy learning_theory

• 

  Dave Holden

  learning learning_theory web2.0 technology

• 

  Elizabeth Koh
• 

  Edita Saluzzo

  SCCS theory and instructional design model

  SCCS theory

  • Interactive and interpersonal applications of digital technology shape the social and cognitive development of those who use them (Shumar and Renninger 2002).
  • Oblinger (2004) claims that "constant exposure to the Internet and other digital media has shaped how [students] receive information and how they learn" ("Abstract," ¶1).
  • The social-connectedness schema governs and is structured by the ability and desire to connect socially with others; the affordances of today's technologies have resulted in massive changes in this schema as students have more opportunities to connect in a wider variety of contexts.
  • “link, lurk, and lunge”:

  2 more annotations...

• 02 Apr 09
  

  Vjekoslav Hlede
  • we approach learning such as of moving from an environment of being told or authority-based learning to one based on discovery or experiential learning” (“4. How People Learn,” ¶7)
• 

  William "Bud" Deihl

  Overview of today's students, their use of computing and socials skills. Impact of social changes on congnitive processes. Need for new learning theory to be incorporated with existing theory. Gaming in learning.

  web2.0 gaming_education learning_theory for:jnugent for:bwatwood

• 

  Carmen Tschofen

  learning theory cognitive connective construvtivism instructional design

• 

  Helen Mongan-Rallis

  . Interactive and interpersonal applications of digital technology shape the social and cognitive development of those who use them (Shumar and Renninger 2002). Oblinger (2004) claims that "constant exposure to the Internet and other digital media has shaped how [students] receive information and how they learn"
  
  In this article I describe my social- and cognitive-connectedness schemata (SCCS) theory and present a study that shows increases in learning transfer with the implementation of an instructional design model based on SCCS theory.

  social- and cognitive-connectedness schemata (SCCS) theory SCSS

• 

  Conor Bolton

  21st-century students learning learning-design

• 01 Apr 09
  

  Jordi Fontich

  SCCS Learning Theory
  Students engage their social-connectedness schema in a set of behaviors that I describe as “link, lurk, and lunge”: Students link up with others who have the knowledge they need; they lurk, watching others who know how do to what they

  learning aprenentatge paradigmes Sccs edu recursos teoria

• 

  Jordi Adell

  learning web2.0 learning_theory conectivism

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