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Sonja Tack's List: H809

Information Commissioner?s Office - ICO

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on 2009-03-14 and saved by 18 people
British Educational Research Association - Guidelines

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ethics on 2009-03-20 and saved by 2 people
Exploring ORMs | Ethics | Contents

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ethics on 2009-03-20 and saved by 3 people
Learning Technology Dissemination Initiative: LTDI home

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on 2009-03-09
Practice-based research in educational technology

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blog on 2009-03-08
Rhona’s blog

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on 2009-03-08 and saved by 2 people
Constructivism

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on 2009-03-25 and saved by 105 people
Constructivist teaching methods - Wikipedia, the free encyclopedia

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constructivist education constructivism on 2009-03-25 and saved by 8 people
Social constructivism - Wikipedia, the free encyclopedia

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constructivism on 2009-03-25 and saved by 6 people
- Social constructivism extends constructivism into social settings, wherein groups construct knowledge for one another, collaboratively creating a small culture of shared artifacts with shared meanings.
- Social constructivism is closely related to Social constructionism in the sense that people are working together to construct artifacts. However, there is an important difference. Social constructionism focuses on the artifacts that are created through the social interactions of a group (Wikipedia is a good example of social constructionism at work), while social constructivism focuses on an individual's learning that takes place because of their interactions in a group.
- 2 more annotations...
- - arising from the work of Jean Piaget's theory of cognitive development. P
  - Social constructivism extends constructivism by incorporating the role of other actors and culture in development.
Constructivism (learning theory) - Wikipedia, the free encyclopedia

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constructivism education learning on 2009-03-25 and saved by 75 people
- humans generate knowledge and meaning from their experiences.
- accommodation and assimilation,
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- - Accommodation can be understood as the mechanism by which failure leads to learning: when we act on the expectation that the world operates in one way and it violates our expectations, we often fail, but by accommodating this new experience and reframing our model of the way the world works, we learn from the experience of failure, or others' failure.
  - The critical goal is to support the learner in becoming an effective thinker.
  - Dynamic interaction between task, instructor and learner
  - web quests
  - reciprocal teaching,
  - If students have to present and train new contents with their classmates, a non-linear process of collective knowledge-construction will be set up.
  - The social constructivist paradigm views the context in which the learning occurs as central to the learning itself (McMahon 1997).
  - Cognitive apprenticeship
  - dynamic assessment
  - The role of the assessor becomes one of entering into dialogue with the persons being assessed to find out their current level of performance on any task and sharing with them possible ways in which that performance might be improved on a subsequent occasion. Thus, assessment and learning are seen as inextricably linked and not separate processes (Holt and Willard-Holt 2000).
  - instructors should first introduce the basic ideas that give life and form to any topic or subject area, and then revisit and build upon these repeatedly.
  - It is also important for instructors to realize that although a curriculum may be set down for them, it inevitably becomes shaped by them into something personal which reflects their own belief systems, their thoughts and feelings about both the content of their instruction and their learners (Rhodes and Bellamy 1999). Thus, the learning experience becomes a shared enterprise. The emotions and life contexts of those involved in the learning process must therefore be considered as an integral part of learning. The goal of the learner is central in considering what is learned (Brown et al. 1989; Ackerman 1996).
  - It is important to achieve the right balance between the degree of structure and flexibility that is built into the learning process. Savery (1994) contends that the more structured the learning environment, the harder it is for the learners to construct meaning based on their conceptual understandings. A facilitator should structure the learning experience just enough to make sure that the students get clear guidance and parameters within which to achieve the learning objectives, yet the learning experience should be open and free enough to allow for the learners to discover, enjoy, interact and arrive at their own, socially verified version of truth.
  - Teachers will find that since the students build upon already existing knowledge, when they are called upon to retrieve the new information, they may make errors. It is known as reconstruction error when we fill in the gaps of our understanding with logical, though incorrect, thoughts. Teachers need to catch and try to correct these errors, though it is inevitable that some reconstruction error will continue to occur because of our innate retrieval limitations.
  - wondering aloud and posing questions to the students for promotion of reasoning (DeVries et al., 2002). (ex: I wonder why the water does not spill over the edge of the full cup?) Teachers also intervene when there are conflicts that arise; however, they simply facilitate the students' resolutions and self-regulation, with an emphasis on the conflict being the students' and that they must figure things out for themselves.
  - It is possible to see social constructivism as a bringing together of aspects of the work of Piaget with that of Bruner and Vygotsky (Wood 1998: 39).
TIP: Theories

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constructivism theories education on 2009-03-26 and saved by 35 people
- relying on a cognitive structure to
  do so. Cognitive structure (i.e., schema, mental models)
- The instructor and student should
  engage in an active dialog (i.e., socratic learning)
Media Adviser Toolkit

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on 2009-04-08 and saved by 4 people
Learning and Teaching Home

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OU H809 learning theories on 2009-03-20 and saved by 26 people
- Welcome to JISC e-Learning Focus

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on 2009-04-12 and saved by 47 people
Hawthorne effect - Wikipedia, the free encyclopedia

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on 2009-04-19 and saved by 14 people
Social Research Methods

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on 2009-04-19 and saved by 80 people
Commonwealth of Learning - PREST materials

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on 2009-04-21 and saved by 2 people
Virtual worlds, avatars, 3D chat, online meetings - Second Life Official Site

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on 2009-04-27 and saved by 742 people
GETTING THE SEAT OF YOUR PANTS DIRTY: STRATEGIES FOR ETHNOGRAPHIC RESEARCH ON VIRTUAL COMMUNITIES, by Luciano Paccagnella

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on 2009-05-01 and saved by 10 people

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Sonja Tack

19 items | 6 visits

Updated on 2009-10-11
Created on 2009-03-17

Category: Schools & Education

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Sonja Tack's List: H809

Information Commissioner?s Office - ICO

British Educational Research Association - Guidelines

Exploring ORMs | Ethics | Contents

Learning Technology Dissemination Initiative: LTDI home

Practice-based research in educational technology

Rhona’s blog

Constructivism

Constructivist teaching methods - Wikipedia, the free encyclopedia

Social constructivism - Wikipedia, the free encyclopedia

Constructivism (learning theory) - Wikipedia, the free encyclopedia

TIP: Theories

Media Adviser Toolkit

Learning and Teaching Home

- Welcome to JISC e-Learning Focus

Hawthorne effect - Wikipedia, the free encyclopedia

Social Research Methods

Commonwealth of Learning - PREST materials

Virtual worlds, avatars, 3D chat, online meetings - Second Life Official Site

GETTING THE SEAT OF YOUR PANTS DIRTY: STRATEGIES FOR ETHNOGRAPHIC RESEARCH ON VIRTUAL COMMUNITIES, by Luciano Paccagnella

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