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Social learning theory

Social learning theory
is a perspective that states that people learn within a social context. It is facilitated through concepts such as modeling and observational learning. [ 1 ] [ edit ] Theory According to Social Learning theory, models are an important source for learning new behaviors and for achieving behavioral change in institutionalized settings. [ 2 ] Social learning theory is derived from the work of Albert Bandura which proposed that observational learning can occur in relation to three models: [ 3 ] • Live model – in which an actual person is demonstrating the desired behaviour • Verbal instruction – in which an individual describes the desired behaviour in detail, and instructs the participant in how to engage in the behavior • Symbolic – in which modeling occurs by means of the media, including movies, television, Internet, literature, and radio. An important factor of Bandura’s social learning theory is the emphasis on reciprocal determinism. 1. 2. 3. 4. [ edit ] Criminology [ edit ] Applications Related:  PLE

Aprendizaje para todos, por todos y acerca de casi todo Constructivism (learning theory) 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. For more detailed information on the philosophy of the construction of human knowledge, see constructivist epistemology. Formalization of the theory of constructivism is generally attributed to Jean Piaget, who articulated mechanisms by which knowledge is internalized by learners. When individuals assimilate, they incorporate the new experience into an already existing framework without changing that framework. According to the theory, accommodation is the process of reframing one's mental representation of the external world to fit new experiences. It is important to note that constructivism is not a particular pedagogy. The learning environment should also be designed to support and challenge the learner's thinking (Di Vesta, 1987).

Minds on Fire: Open Education, the Long Tail, and Learning 2.0 (EDUCAUSE Review © 2008 John Seely Brown and Richard P. Adler. Text illustrations © 2008 Susan E. Haviland. EDUCAUSE Review, vol. 43, no. 1 (January/February 2008): 16–32 John Seely Brown and Richard P. John Seely Brown is a Visiting Scholar and Advisor to the Provost at the University of Southern California (USC) and Independent Co-Chairman of a New Deloitte Research Center. Comments on this article can be posted to the web via the link at the bottom of this page. More than one-third of the world’s population is under 20. —Sir John Daniel, 1996 The world has become increasingly “flat,” as Tom Friedman has shown. If access to higher education is a necessary element in expanding economic prosperity and improving the quality of life, then we need to address the problem of the growing global demand for education, as identified by Sir John Daniel.3 Compounding this challenge of demand from college-age students is the fact that the world is changing at an ever-faster pace. Social Learning vs.

Situated learning Situated learning was first proposed by Jean Lave and Etienne Wenger as a model of learning in a community of practice. At its simplest, situated learning is learning that takes place in the same context in which it is applied. Lave and Wenger (1991)[1] argue that learning should not be viewed as simply the transmission of abstract and decontextualised knowledge from one individual to another, but a social process whereby knowledge is co-constructed; they suggest that such learning is situated in a specific context and embedded within a particular social and physical environment. Lave and Wenger[edit] Lave and Wenger assert that situated learning "is not an educational form, much less a pedagogical strategy".[2] However, since their writing, others have advocated different pedagogies that include situated activity: Many of the original examples from Lave and Wenger[1] concerned adult learners, and situated learning still has a particular resonance for adult education. See also[edit]

Die 20 besten Social Learning Tools » Artikel » Absolit Egal ob Online-Umfragen, Web-Conferencing, Gruppenarbeit oder Film- und Podcast-Erstellung – für alles gibt es Gratistools. Hier sind die wichtigsten. Jane Hart hat auf Ihrer Website C4LPT eine Liste der “Top 100 Tools for Learning” zusammengestellt. Auch diese Dienste sollten Sie jedoch einmal ansehen, wenn Sie sie noch nicht kennen:Slideshare: Präsentationen für andere verfügbar zu machen und in die Website einbauen.Google Reader: RSS-Reader, um immer aktuell informiert zu sein.WordPress: Das führende System, um eigene Blogs einzurichten.Flickr: Die führende Bilddatenbank, um eigene Bilder für andere verfügbar zu machen. Hier sind ein paar Dinge, die nicht jeder nutzt, die aber ganz praktisch sind Was fehlt, ist Doodle, ein sehr einfaches Tool für Abstimmungen von Terminen oder Themen. Be Sociable, Share!

bozarthzone Virtual learning environment A virtual learning environment (VLE), or learning platform, is an e-learning education system based on the web that models conventional in-person education by providing equivalent virtual access to classes, class content, tests, homework, grades, assessments, and other external resources such as academic or museum website links. It is also a social space where students and teacher can interact through threaded discussions or chat. It typically uses Web 2.0 tools for 2-way interaction, and includes a content management system. Virtual learning environments are the basic components of contemporary distance learning, but can also be integrated with a physical learning environment[1] which may be referred to as blended learning. Virtual learning can take place synchronously or asynchronously. In synchronous systems, participants meet in “real time”, and teachers conduct live classes in virtual classrooms. Major Components Of Virtual Learning Environment[edit] Similar terms[edit] Purpose[edit]

Social Networking: Bridging Formal and Informal Learning by Clark N. Quinn "The recognition that learning is 80% informal suggests that we need to support natural connections between people who can help one another. And we can distribute that support between employees, partners, or customers. You can see real benefits, but you’ve got to have a way to think about them!" There’s been much justifiable excitement about social media recently; are you on top of it? The recognition that learning is 80% informal suggests that we need to support natural connections between people who can help one another. And we can distribute that support between employees, partners, or customers. There are lots of social networking tools with weird-sounding names: blogs, wikis, Twitter (also known as micro-blogs), Ning, Facebook, and more. Things are not getting slower: we are seeing decreasing time to market for products and services, more information coming in, and fewer resources with which to cope. Informal learning payoffs in real life What’s the value of a discussion? Issues

Personal learning environment Personal Learning Environments (PLE) are systems that help learners take control of and manage their own learning.[1] This includes providing support for learners to: Set their own learning goals.Manage their learning, both content and process.Communicate with others in the process of learning. A PLE represents the integration of a number of "Web 2.0" technologies like blogs, Wikis, RSS feeds, Twitter, Facebook, etc. around the independent learner. ROLE supports openness by designing a ROLE Reference implementation - infrastructure that supports assembled widget bundles with communication channels, authentication and authorization mechanisms, services for activity tracking and analysis and access to psycho-pedagogical user profiles. An independent group in the US has created a preliminary consortium for the PLE and is currently looking for a group of motivated representatives to create a panel to better define standards and procedures of implementing a PLE. See More[edit] References[edit]

Building a Performance Ecosystem By combining the power of the human brain with technology in a way that facilitates work, collaboration and communication, leaders can turn learning into multifaceted performance support. The competitive landscape is more dynamic than ever, and the defining success factors have shifted. Things are moving faster, and organizations have to be more nimble, responding to changes in their audiences, competitors and the context of work. Former Thomson Reuters CLO Charles Jennings highlights the 70:20:10 framework for thinking about organizational learning: 10 percent of what we need to know to do our jobs comes from courses, 20 percent from mentoring or coaching, and 70 percent is learned on the job through independent initiative. Lots of the opportunities to improve come through the network, through the people we learn with and from. The Coherent OrganizationThis is called the coherent organization.

El largo camino hacia las TIC En los últimos años dentro de las tareas de formación con el profesorado un tema estrella es la introducción de las TIC en las aulas, la integración con los contenidos de la materia y su utilización como herramienta de aprendizaje. Al proponer y diseñar estas tareas hay siempre un aspecto que nos parece preocupante: la necesidad de buscar propuestas que sean adecuadas para los diferentes ritmos y niveles de capacitación digital del profesorado. El mundo digital va tan deprisa y es tan cambiante que parte del profesorado corre el riesgo de quedarse atrás si no acertamos a ofrecerle propuestas didácticas que pueda asimilar y hacer suyas. Crédito de la imagen Este tema es una preocupación recurrente que ha aflorado en diferentes ocasiones en las reflexiones que trasladamos a la red. El primer paso es tener una actitud positiva. 1ª Parada: enriquece lo analógico con lo digital: Utiliza en clase la prensa digital para trabajar algunos temas. Puedes crear una webquest para tus alumnos.

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