Aprendizaje para todos, por todos y acerca de casi todo Albert Bandura Albert Bandura (born December 4, 1925) is a psychologist who is the David Starr Jordan Professor Emeritus of Social Science in Psychology at Stanford University. For almost six decades, he has been responsible for contributions to many fields of psychology, including social cognitive theory, therapy and personality psychology, and was also influential in the transition between behaviorism and cognitive psychology. He is known as the originator of social learning theory and the theoretical construct of self-efficacy, and is also responsible for the influential 1961 Bobo doll experiment. A 2002 survey ranked Bandura as the fourth most-frequently cited psychologist of all time, behind B. F. Skinner, Sigmund Freud, and Jean Piaget, and as the most cited living one. Bandura is widely described as the greatest living psychologist, and as one of the most influential psychologists of all time. Personal life Bandura arrived in the US in 1949 and was naturalized in 1956.
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 Â© 2008 John Seely Brown and Richard P. Adler. Text illustrations Â© 2008 Susan E. Haviland. EDUCAUSE Review, vol. 43, no. 1 (January/February 2008): 16â€“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 worldâ€™s population is under 20. â€”Sir John Daniel, 1996 The world has become increasingly â€œflat,â€ 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) 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 Lave and Wenger assert that situated learning "is not an educational form, much less a pedagogical strategy". However, since their writing, others have advocated different pedagogies that include situated activity: Many of the original examples from Lave and Wenger concerned adult learners, and situated learning still has a particular resonance for adult education. See also
Bobo doll experiment The Bobo doll experiment was the collective name of the experiments conducted by Albert Bandura in 1961 and 1963 studying children's behavior after watching an adult model act aggressively towards a Bobo doll. There are different variations of the experiment. The most notable experiment measured the children's behaviour after seeing the model get rewarded, punished or experience no consequence for beating up the bobo doll. This experiment is the empirical demonstration of Bandura's social learning theory. The Bobo doll Bobo doll A Bobo doll is an inflatable toy that is about 5 feet tall and is usually made of a soft durable vinyl or plastic. Experiment in 1961 Method The participants in this experiment (Bandura, Ross & Ross 1961) were 36 boys and 36 girls from the Stanford University nursery school. For the experiment, each child was exposed to the scenario individually, so as not to be influenced or distracted by classmates. Results Criticism Variation 1:
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 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 Similar terms Purpose
Self-efficacy Self-efficacy is the extent or strength of one's belief in one's own ability to complete tasks and reach goals. Psychologists have studied self-efficacy from several perspectives, noting various paths in the development of self-efficacy; the dynamics of self-efficacy, and lack thereof, in many different settings; interactions between self-efficacy and self-concept; and habits of attribution that contribute to, or detract from, self-efficacy. This can be seen as the ability to persist and a person's ability to succeed with a task. As an example, self-efficacy directly relates to how long someone will stick to a workout regimen or a diet. High and low self-efficacy determine whether or not someone will choose to take on a challenging task or "write it off" as impossible. Self-efficacy affects every area of human endeavor. Theoretical approaches Social cognitive theory Social learning theory Self-concept theory Main article: Self-concept Attribution theory 1. 2.
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