Local social capital through e-mentoring: an agenda for new research - Learning, Media and Technology. Constructivism. Jean Piaget: founder of Constructivism In past centuries, constructivist ideas were not widely valued due to the perception that children's play was seen as aimless and of little importance. Jean Piaget did not agree with these traditional views, however. He saw play as an important and necessary part of the student's cognitive development and provided scientific evidence for his views. Today, constructivist theories are influential throughout much of the non-formal learning sector. One good example of constructivist learning in a non-formal setting is the Investigate Centre at The Natural History Museum, London.
Here visitors are encouraged to explore a collection of real natural history specimens, to practice some scientific skills and make discoveries for themselves. Writers who influenced constructivism include: For more detailed information on the philosophy of the construction of human knowledge, see constructivist epistemology. A few strategies for cooperative learning include. Constructionism. Seymour Papert Seymour Papert defined constructionism in a proposal to the National Science Foundation entitled Constructionism: A New Opportunity for Elementary Science Education as follows: "The word constructionism is a mnemonic for two aspects of the theory of science education underlying this project. From constructivist theories of psychology we take a view of learning as a reconstruction rather than as a transmission of knowledge.
Then we extend the idea of manipulative materials to the idea that learning is most effective when part of an activity the learner experiences as constructing is a meaningful product. ".[2] As Papert and Idit Harel say at the start of Situating Constructionism, "It is easy enough to formulate simple catchy versions of the idea of constructionism; for example, thinking of it as 'learning-by-making'. Here is one type of theory that constructivist learning theory can be applied in a classroom setting.
This is known as problem-based learning. 1. 2. 3. 4. 5. Gary Stager. The Daily Papert. Lifelong Kindergarten :: MIT Media Lab. Connectivism. Connectivism is a hypothesis of learning which emphasizes the role of social and cultural context. Connectivism is often associated with and proposes a perspective similar to Vygotsky's 'zone of proximal development' (ZPD), an idea later transposed into Engeström's (2001) Activity theory.[1] The relationship between work experience, learning, and knowledge, as expressed in the concept of ‘connectivity, is central to connectivism, motivating the theory's name.[2] It is somewhat similar to Bandura's Social Learning Theory that proposes that people learn through contact.
The phrase "a learning theory for the digital age"[3] indicates the emphasis that connectivism gives to technology's effect on how people live, communicate and learn. Nodes and links[edit] The central aspect of connectivism is the metaphor of a network with nodes and connections.[4] In this metaphor, a node is anything that can be connected to another node such as an organization, information, data, feelings, and images.
Nancy White. Sep 11 2007 Communications, planning, and connected solutions for a changing world Telephone: (206) 517-4754 Location: Seattle, Washington, USA Full Circle Associates is me, Nancy White, plus my network of professionals who provide services individually and collectively for clients in the community, non-profit and business sectors. I founded Full Circle in 1997 to allow me to to tap both my and my network’s breadth of skills, knowledge and interest in a productive and creative way. Together, we operate with excellence, flexibility and personalized services to bring client projects full circle from conception to completion. The Full Circle Philosophy Current services provided include: to top About Nancy White: Nancy White – Founder, Full Circle Associates About the Associates and Partners: The richness of Full Circle Associates is the relationships we create and nurture between us.
We also work with some great partners and alliances… Selected Client List: Be Sociable, Share! Like this: Digital Habitats: Stewarding technology for communities, Nancy White @Wiaoc09 Spidergram activ webheads on USTREAM. MOOC: Massive Open Online Course | An Introduction to Connective Knowledge ~ Stephen's Web ~ b. You are not logged in. [] [] Revised and Updated (minor corrections and typos only) and placed in MS-Word Document form, November 27, 2007. Click here . The version that follows below is the original (uncorrected) version). Yet another article, describing new forms of knowledge as probablistic , has crossed my desk today, and consequently it seems appropriate at this time to type a few words on the nature of distributed knowledge. It should go without saying that these are my own thoughts, and this discussion should not therefore be considered an authoritative reference on the subject.
Moreover, this is intended to be a brief overview, and not an academic treatise on the subject. a. You probably grew up learning that there are two major types of knowledge: qualitative and quantitative. Distributed knowledge adds a third major category to this domain, knowledge that could be described as connective. Probabilistic knowledge is a type of quantitative knowledge.
B. C. D. E. F. G. Connectivism & Connective Knowledge. Week 9 is a conference week, focusing on Net Pedagogy. This will be a great opportunity to reflect on how social networks and networked technology impact how we teach and learn. We’ve lined up five excellent speakers for the week: Martin Weller Title: Is there a pedagogy of abundance?
Description: In a digital age we have seen a fundamental shift in many of the basic economic models underlying industries as they move from an economic model based on scarcity to one based on abundance. Time: Wed, November 11. Frances Bell Title: Transparent Teaching and Learning: what remains when the teacher disappears Description: This session’s deliberately ambiguous title (is it a statement or a question?)
· Do we need teachers? · What remains when the teacher disappears? · What informs teachers’ practice? I hope you can join us and answer my questions. Time: Wed, November 11 Time Conversions 2000 GMT Stephen Downes Title: Open Education: Projects and Potential [webcast of an f2f presentation] Description: Social network service. A social networking service (also social networking site or SNS) is a platform to build social networks or social relations among people who share interests, activities, backgrounds or real-life connections.
A social network service consists of a representation of each user (often a profile), his or her social links, and a variety of additional services. Social network sites are web-based services that allow individuals to create a public profile, to create a list of users with whom to share connections, and view and cross the connections within the system.[1] Most social network services are web-based and provide means for users to interact over the Internet, such as e-mail and instant messaging. §History[edit] The most popular social networking sites by country Early social networking on the World Wide Web began in the form of generalized online communities such as Theglobe.com (1995),[15] Geocities (1994) and Tripod.com (1995).
§Social impact[edit] §Features[edit] §Emerging trends[edit] Gary Hamel on Managing Generation Y - the Facebook Generation - Gary Hamel’s Management 2.0. ByGary Hamel The experience of growing up online will profoundly shape the workplace expectations of “Generation F” – the Facebook Generation. At a minimum, they’ll expect the social environment of work to reflect the social context of the Web, rather than as is currently the case, a mid-20th-century Weberian bureaucracy. If your company hopes to attract the most creative and energetic members of Gen F, it will need to understand these Internet-derived expectations, and then reinvent its management practices accordingly. Sure, it’s a buyer’s market for talent right now, but that won’t always be the case—and in the future, any company that lacks a vital core of Gen F employees will soon find itself stuck in the mud.
With that in mind, I compiled a list of 12 work-relevant characteristics of online life. These are the post-bureaucratic realities that tomorrow’s employees will use as yardsticks in determining whether your company is “with it” or “past it.” 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. Applications of Social and Collaborative Technologies in Educati. Learning, networks, knowledge, technology, community. Elearnspace. everything elearning. Welcome to Connectivism! Social constructivism. Social constructivism is a sociological theory of knowledge that applies the general philosophical constructivism into social settings, wherein groups construct knowledge for one another, collaboratively creating a small culture of shared artifacts with shared meanings.
When one is immersed within a culture of this sort, one is learning all the time about how to be a part of that culture on many levels. It is emphasised that culture plays a large role in the cognitive development of a person. Its origins are largely attributed to Lev Vygotsky. Social constructivism and social constructionism[edit] Social constructivism is closely related to social constructionism in the sense that people are working together to construct artifacts. A very simple example is an object like a cup. The object can be used for many things, but its shape does suggest some 'knowledge' about carrying liquids (see also Affordance). Social constructivism and philosophy[edit] Social constructivism and education[edit] Educational Simulations.