Embedding Experiential Learning and Constructivism into E-learning Courseware. of the pattern. Placing the two pedagogical theorieswithin the pedagogical framework gives the ‘Teachingstrategies’ section a clear structure for use withinstructional design.Embedding pedagogical theories into a “design forpedagogy” pattern document is a complex task in itself.The “pattern pack” addresses difficulties encountered bypattern writers in formulating the design solutions interms of the learning theories and pedagogicalframework and uses a “hands on” experiential approachto do so. Figure 1: The design for pedagogy pattern structure fore-learning. CCK12 What if the models are right In this All models are wrong Keith sets the tone and proposes that all models are wrong and some are useful. Here are the slides referred to: Are models right or wrong? I think models are just forms of representation that may metaphorically represent what work under a certain context, based on certain interactions in the teaching and learning environment, and findings from empirical research or theoretical hypothesis. Sometimes, these models could rightly describe the state of the art of learning in a particular situation, but would be hard to generalize in other scenarios, when time changes and new information and technology emerges. What may be a useful and helpful model would always relate to active, engaging learning.
everything elearning: eLearning Categories Categories of eLearning October 18, 2004 George Siemens Introduction One of the biggest challenges in discussing elearning arises from different understandings of the field. Most often, we attach our experiences and career to our conversations, presenting an image of elearning that reflects what we have encountered. For an instructional designer, elearning often means courses or learning materials directed at meeting an objective within the larger scope of program development. Learning: Theory and Research - Social Constructivism Learning: Theory and Research The level of potential development is the level at which learning takes place. It comprises cognitive structures that are still in the process of maturing, but which can only mature under the guidance of or in collaboration with others. Background View of Knowledge View of Learning View of Motivation Implications for Teaching Background Social constructivism is a variety of cognitive constructivism that emphasizes the collaborative nature of much learning. Social constructivism was developed by post-revolutionary Soviet psychologist Lev Vygotsky.
Teaching strategies If you have dropped into this Course Design Tutorial from somewhere else, you might wish to start at the introduction, overview, or table of contents. If you are working through the tutorial, you should have completed Part 2.1 before beginning this section. At this stage of the tutorial, you have set overarching goals, organized content, and developed a course plan with ideas for how to give students the practice that will make it possible for them to achieve the course goals. In this section of the tutorial, you will make choices about what you will have students do in order to learn the course content and practice the goals.
The Many Faces of Constructivism., Educational Leadership, 1999 Although most constructivist classrooms feature active, social, and creative learning, different kinds of knowledge (inert, ritual, conceptually difficult, and foreign) invite varied constructivist responses, not one standard approach. Constructivism is pragmatic and should be viewed as a toolbox for problems of learning; teachers should use whatever works. (Contains 16 references.) (MLH)
Don’t Lecture Me: Rethinking How College Students Learn Flickr:AllHails At the star-studded Harvard Initiative on Learning and Teaching (HILT) event earlier this month, where professors gathered to discuss innovative strategies for learning and teaching, Harvard’s professor Eric Mazur gave a talk on the benefits of practicing peer instruction in class, rather than the traditional lecture. The idea is getting traction. Social Learning Theory: Understanding Bandura's Theory of Learning What is Social Learning Theory? The social learning theory proposed by Albert Bandura has become perhaps the most influential theory of learning and development. While rooted in many of the basic concepts of traditional learning theory, Bandura believed that direct reinforcement could not account for all types of learning. While the behavioral theories of learning suggested that all learning was the result of associations formed by conditioning, reinforcement, and punishment, Bandura's social learning theory proposed that learning can also occur simply by observing the actions of others. His theory added a social element, arguing that people can learn new information and behaviors by watching other people.
Education Theory/Constructivism and Social Constructivism - UCD - CTAG "Constructivism is the philosophical and scientific position that knowledge arises through a process of active construction."(Mascolol & Fischer, 2005) "As long as there were people asking each other questions, we have had constructivist classrooms. Constructivism, the study of learning, is about how we all make sense of our world, and that really hasn’t changed."(Brooks, 1999) Background The Difference Between Instructivism, Constructivism, And Connectivism - We spend so much time in education trying to make things better. Better policies. Better technology. Better standards. Andragogy & Experiential Learning The approach taken to adult learning reflects the concept of andragogy as developed by Malcom Knowles and the cycle of experiential learning as advocated by David Kolb. Andragogy influences the ways in which individuals are treated in the program. Experiential learning influences the development of training plans and learning activities. Andragogy