Constructivism and Online Learning. My notes from: Huang, H. (2002). Toward constructivism for adult learners in online learning environments. British Journal of Educational Technology. Vol 33. No 1. 27-37. Online learning requires a new pedagogy that is built on establishing a relationship between the instructor or facilitator and the learners. One of the most salient features of online learning is that it allows learning to be place and time independent. Andragogy – Knowles –six principles: Jerome Bruner – technology is a powerful tool for instruction. Jonassen (2000) summarized that learners use technologies as intellectual partners in order to: Articulate what they know;Reflect on what they have learned;Support the internal negotiation of meaning making;Construct personal representations of meaning; andSupport intentional, mindful thinking.
The Web provides immense resources for adult learners. Seven Issues of constructivism for online educators: Constructivist Design Principles for Online Learning Like this: Constructivism - Learning and Teaching. Constructivism is a learning theory found in psychology which explains how people might acquire knowledge and learn. It therefore has direct application to education. The theory suggests that humans construct knowledge and meaning from their experiences. Constructivism is not a specific pedagogy. Piaget's theory of Constructivist learning has had wide ranging impact on learning theories and teaching methods in education and is an underlying theme of many education reform movements.
Research support for constructivist teaching techniques has been mixed, with some research supporting these techniques and other research contradicting those results. Resources What is constructivism? Concept to Classroom > Constructivism as a Paradigm for Teaching and LearningProvides a workshop on the concept of constructivism beginning with an explanation of the term and ending with a demonstration of how the concept can be applied in the classroom. Concept to Classroom. Examples & case studies. Constructivism. The Web as a classroom is transforming how people learn, is driving the need for new pedagogy; two recently launched courses at Coursera highlight what happens when pedagogical methods fail to adapt.
Divided pedagogy I wrote recently about the Fundamentals of Online: Education [FOE] the Coursera course that was suspended after its first week and is now in MOOC hibernation mode. Over thirty thousands students signed up for the course hoping to learn how to develop an online course. It was a technical malfunction when students were directed to sign-up for groups through a Google Doc that shuttered the course, along with hundreds of student complaints about lack of clear instructions, and poor lecture quality. The course was suspended on February 2, and there has been no word yet as to when it will resume :(. The Tale of the Two What made e-Learning and Digital Cultures successful and FOE not? There were variables common to each—the platform, the start date and length of course. References. Petit glossaire: Terminologie et mots-clé autour du constructivisme - e-learning concepts.
Constructivisme _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ mots-clés Constructivisme D’après le constructivisme, l’apprenant construit ses connaissances en modifiant des éléments (représentations) déjà présents: c’est une restructuration conceptuelle à travers les expériences. L’objet de l’apprentissage est donc construit, et non donné. L'apprenant met en place un système évolutif de représentations personnelles l’objet d’apprentissage (d’une langue cible, en didactique des langues). Socio-constructivisme Le socio-constructivisme met l’accent sur le rôle de l’autre dans la construction des savoirs. Activité de l’apprenant Les méthodes actives se caractérisent par une application des principes de la psychologie et pédagogie moderne s’appuyant sur les théories de Piaget sur le développement de l'enfant. Tâche 1. Projet cohérent avec un résultat impliquant plusieurs actions de nature différente, et la mise en œuvre de stratégies. 2.
Devoir ou action à accomplir, consigne pour cette action. Using Instructional Design to Implement Constructivist E-Learning - Learning Theory and Educational Technology. Heather Smith Boise State University Abstract Constructivist learning activities help create a sense of community necessary to student engagement in an e-learning environment. Course developers can use the principles of instructional design to systematically and consciously embed constructivist learning projects in a web-based course. Activities like discussion forums, webquests, and jigsaw grouping all foster the student-teacher and student-student relationships that engage learners in an online environment.
Introduction If learning theory is a discussion or explanation of how people learn, then instructional design theory is an explanation of how to best implement learning theory and design instruction so learning will take place. Definitions of Key Concepts Instructional Design Instructional design is the process of creating effective materials that help students learn what those materials are meant to teach. A common model of instructional design is the ADDIE model. Constructivism Jigsaw. Www.canterbury.ac.uk/support/learning-teaching-enhancement-unit/publications/FLT-briefing-notes/e-learning-and-constructivism.pdf. Constructivism (philosophy of education)
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. For more detailed information on the philosophy of the construction of human knowledge, see constructivist epistemology.
It is important to note that constructivism is not a particular pedagogy. Volume5/IJELLOv5p091-109Koohang655.pdf. #Change11 Connectivism and Constructivism – similarities and differences Part 2. I found Jenny’s post thought provoking, and so this is a follow up post on my previous one relating to Connectivism & Constructivism – What’s similar and different. Referring again to the diagram here. How learning occurs: What may happen is that social, meaning created by each learner (personal) could actually happen in a distributed network. However, social doesn’t necessarily mean it would be within a virtual or digital space, or network, as it could happen in a space that once conceived to be navigation across networks. I have reflected in my Intelligent and Dark side of Blogging, that: Also, in networked learning, “it is not just what we learn, but how we feel about what we learn, which counts in the long term.” So, it is important to encourage a dynamic between thinking and feeling in order to promote learning more effectively, rather than focusing on critical thinking alone, especially in networked learning.
In this Beyond constructivism: navigationism in the knowledge era: Like this: Connectivism versus Constructivism. Connectivism versus Constructivism. What is a Constructivist MOOC? Lisa Lane describes three kinds of MOOCs here. OSSEMOOC is a Constructivist MOOC (what Lisa would call a network-based MOOC). It is a way of exploring and sharing resources, and constructing new knowledge through connections. Please check out the video: “What is a MOOC?” On the “About” page. It is not a “course” in the true sense of the word, but more of a “community” of learners, constructing learning together.
You opt in when you can and when you want to learn. The topics, the calendar, the resources are here, as an entry point, and we share in social media where we feel most comfortable or where it best suits our needs. Welcome to online learning where you are directing your own learning! Like this: Like Loading... Evanoff, Richard J., "Reconciling Realism and Constructivism in Environmental Ethics" | Environment & Society Portal. Www.idrinstitute.org/allegati/IDRI_t_Pubblicazioni/34/FILE_Documento_Evanoff-Intercultural_Ethics.pdf. Stefan Neubert, Pragmatism, constructivism, and the theory of culture.
John Dewey Between Pragmatism and Constructivism - Hardcover - Larry Hickman; Stefan Neubert; Kersten Reich - Oxford University Press. "This book is a unique collaboration by leading scholars of Dewey on both sides of the Atlantic. The contributors illuminate theoretical resonance, and dissonance, between classical pragmatism and contemporary constructivism. "-David T. Hansen, Teachers College, Columbia University "This tidy volume marks a milestone in the ongoing efforts of Larry Hickman to advocate for Deweyan pragmatism as a world philosophy. Like John Dewey himself-a social and political reformer on the international stage-Dewey's version of pragmatism is transactional, pluralistic, and resolutely cosmopolitan. "The planetary reach of John Dewey's thought comes alive in this trenchant discussion of his epistemology and philosophy of education.
"A substantial contribution to the theoretical literature on constructivism and Dewey's pragmatismDLhighly readable and lively debate that should provoke stimulating discussion among philosophers. " Www.uni-koeln.de/hf/konstrukt/texte/download/neubert_some perspectives.pdf. Kersten Reich (Editor of John Dewey Between Pragmatism and Constructivism) Www.pragmatismtoday.eu/winter2013/15 Mougan.pdf. Kersten Reich, Constructivism : Diversity of approaches and connections with pragmatism. "Interactive Constructivism in Education" by Kersten Reich. Abstract Interactive constructivism and its implications for education will be introduced in four steps. (1)The context of the approach and its relation to other constructivist developments will be discussed. (2)I will examine essential pragmatic criteria in the tradition of John Dewey that are relevant for interactive constructivism. (3)More decisively than Dewey interactive constructivism launches a meta-theoretical distinction between observers, participants, and agents. (4)Communication as a chief dimension of education can be analyzed out of three perspectives: the symbolic, the imaginative, and the real.
Educators must recognize that their interaction with learners includes great demands not only in practical application/implementation but also in theoretical reflection. Project Muse URL Recommended Citation. Interactive Constructivism in Education. Find using OpenURL Rent from DeepDyve Interactive Constructivism in Education Abstract Interactive constructivism and its implications for education will be introduced in four steps. (1) The context of the approach and its relation to other constructivist developments will be discussed. (2) I will examine essential pragmatic criteria in the tradition of John Dewey that are relevant for interactive constructivism. (3) More decisively than Dewey interactive constructivism launches a meta-theoretical distinction between observers, participants, and agents. (4) Communication as a chief dimension of education can be analyzed out of three perspectives: the symbolic, the imaginative, and the real.
Educators must recognize that their interaction with learners includes great demands not only in practical application/implementation but also in theoretical reflection. Incorrect username or password. Please select your institution to authenticate with Shibboleth. The Challenge of Pragmatism for Constructivism: Some Perspectives in the Programme of Cologne Constructivism. Find using OpenURL Rent from DeepDyve The Challenge of Pragmatism for Constructivism: Some Perspectives in the Programme of Cologne Constructivism Abstract In this paper1 we wish to give a short introduction to the programme of interactive constructivism, an approach founded by Kersten Reich and under further development at the University of Cologne.2 This introduction will be combined with a discussion about the importance of pragmatism as a source of a socially oriented constructivism.
For the Cologne programme, especially the philosophy of John Dewey has been very helpful in this respect.3 We will try to show this relation in two main steps. Please allow us to use a somewhat unconventional form of talk for this purpose. Incorrect username or password. Please select your institution to authenticate with Shibboleth. Www.uni-koeln.de/hf/konstrukt/reich_works/aufsatze/reich_50.pdf. Universalist, relativist, and constructivist approaches to intercultural ethics. Richard J. Evanoff, School of International Politics, Economics, and Business, Aoyama Gakuin University, 4-4-25 Shibuya, Shibuya Ku, Tokyo 150-8366, Japan Available online 28 September 2004 Choose an option to locate/access this article: Check if you have access through your login credentials or your institution Check access doi:10.1016/j.ijintrel.2004.08.002 Get rights and content Abstract Three approaches to the problem of how intercultural dialogue on ethics can be effectively conducted among people who embrace different cultural beliefs and values are examined.
Keywords Intercultural ethics; Universalism; Relativism; Constructivism; Global ethics; Communicative ethics Copyright © 2004 Elsevier Ltd. Stefan Neubert. Kersten Reich. The Learner Collection » The Ethnocentric View: Constructivism and the Practice of Intercultural Discourse. By Stefan Neubert and Kersten Reich. Published by The Learner Collection Enquires whether constructivism is able to evade what in intercultural studies is called the ethnocentric view. International Journal of Learning, Volume 8. Article: Print (Spiral Bound), ISBN: 1863353240. Article: Electronic (PDF File; 563.457KB), ISBN: 1863353259. Dr. Dr. Www.as.tu-berlin.de/fileadmin/fg225/material_knoblauch/comcultengl.pdf. Culture in Communication: Analyses of intercultural situations | Edited by Aldo Di Luzio, Susanne Günthner and Franca Orletti [P&bns 81]
Hubert Knoblauch DOI: 10.1075/pbns.81.04kno In: Di Luzio, Aldo, Susanne Günthner and Franca Orletti (eds.), Culture in Communication: Analyses of intercultural situations. 2001. xvi, 341 pp. You are here: Catalog▶ Books▶ P&bns▶ P&bns 81▶ 04kno ●Printer-friendly●Open in a new tab●Show main content full-screenShare▼ The Application of Constructivism to the Teaching of Intercultural Communication | Liu | English Language Teaching. Constructivist Foundations of Intercultural Education: Implications for Research and Teacher Training | Bruno Leutwyler.
Intercultural Development Research Institute - Resources - Constructivist Intercultural Communication. Www.idrinstitute.org/allegati/IDRI_t_Pubblicazioni/12/FILE_Documento.pdf. Intercultural Development Research Institute - Home. Intercultural Development Research Institute - IDRAcademy - Curriculum - Constructivist Intercultural Communication. Modèle de développement de la sentibilité interculturelle by stephanie girouard. Www.unige.ch/fapse/publications-ssed/files/7614/1572/5497/intro_APPINT.pdf. Www.cilta.unibo.it/NR/rdonlyres/B5BB35F1-B9D6-40B2-A3D1-4C6DD8179BA1/209245/Hamon1.pdf. Des modèles pédagogiques interculturels grâce aux TIC. Www.aidenligne-francais-universite.auf.org/IMG/pdf_Blanchet_inter.pdf. Journal.psy.ulaval.ca/ojs/index.php/ARIRI/article/viewFile/Gajardo_Alterstice1(1)/pdf. Les perspectives constructivistes et constructionnistes de l’identité (2e partie) Pourquoi des approches interculturelles en sciences de l'éducation ? - P. R. Dasen.
Www.irfam.org/assets/File/integra_int_frot.pdf. Www.faitesladifference.org/akkari/documents/TexteMartel.pdf. Www.unifr.ch/ipg/aric/assets/files/ARICManifestations/2001Actes8eCongres/TroadecB.pdf. L’interculturel et les pièges des interactions en milieu professionnel. Constructivisme: Choix Contemporains: Hommage à Ernst Von Glasersfeld. Constructivism in Education. ECOLOGY OF MIND Ernst von Glasersfeld. Jean Piaget – L'œuvre. Www.fondationjeanpiaget.ch/fjp/site/textes/VE/JP_45_op_log_viesoc.pdf. Persée : Portail de revues en sciences humaines et sociales. Www.sftf.net/upload/dossiers/pdf/bateson_epistemologie.pdf. Le constructivisme. Théorie de la connaissance de Kant. Épistémologie de la sociologie: Paradigmes pour le XXIe siècle. Biblionet - Le constructivisme, Jean-Louis Lemoigne - présentation par Jean-Paul Baquiast.
LE MOIGNE Jean-Louis. – Les Épistémologies constructivistes | Information system on philosophy of science. Le constructivisme comme outil de pouvoir aux mains des intellectuels. MICHEL FOUCAULT ET LE CONSTRUCTIVISME - Le blog de nouvellesociologie.over-blog.org. Constructivisme. Constructivisme. Le constructivisme | Projet BaSES. E-edu.nbu.bg/pluginfile.php/147641/mod_resource/content/0/Le_constructivisme.pdf. Le réalisme au défi du constructivisme. Constructivisme (épistémologie) Jean Piaget. Silvio Ceccato. 132.pdf. Radical Constructivism Portal. Ernst von Glasersfeld. 034.pdf. John Dewey. Www.univie.ac.at/constructivism/EvG/papers/055.pdf. Humberto Maturana.
Max.kistler.free.fr/articles/MK26.pdf. Soyons réalistes (demandons l’impossible ?) | Métaphysique, ontologie, esprit. Xénophane. Social constructivism pdf. Pubs/nile_a_190834_o.pdf. Folk.uio.no/sveinsj/Constructivism_and_learning_Sjoberg.pdf. People.uncw.edu/huberr/constructivism.pdf. Social constructivism. TECHNOLOGICAL DETERMINISM vs SOCIAL CONSTRUCTION OF TECHNOLOGY | Communicationista. Www.nyu.edu/projects/nissenbaum/papers/openingblackbox.pdf. Social constructionism of technology. Www.utwente.nl/bms/wijsb/organization/brey/Publicaties_Brey/Brey_1997_Social-Constructivism_PoT.pdf.
Social construction of technology. Wp-content/uploads/2012/06/WhatisSocialConstructionismVol111.pdf. Gsueds2007.pbworks.com/f/Palinscar1998.pdf. Theory/Constructivism as Educational Theory.pdf. Socio-constructivisme. Concept du socio-constructivisme - Rp70110. Constructivist Foundations. Constructivisme social. Constructivist epistemology. Social constructivism.