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Dropouts & Moocs: Researchers explore who is taking MOOCs and why so many drop out

Dropouts & Moocs: Researchers explore who is taking MOOCs and why so many drop out | E-Learning and Online Teaching | Scoop.it
Researchers are trying to understand why the vast majority of students fail to finish free online classes and who is signing up for the classes to begin with.
One widely quoted dropout figure for students in massive open online courses is 90 percent. The number would be staggeringly high for a traditional class and has been used to cast doubt on the promise of MOOCs.
The number is simple to come up with: take the number of users who register for a course and compare it to the number still participating at the end. But is it fair?
Dennis T OConnor's insight:

If attrition rates are the measure of an online class then MOOCs fail.

However, attrition is just one measure (and not the best measure) of a massive open online class.

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John Bostock's curator insight, June 26, 9:07 AM

About time we stirred the MOOC pot again - some interesting discussion following the article itself.

Carol Hancox's curator insight, August 3, 8:43 PM

If attrition rates are the measure of an online class then MOOCs fail.

However, attrition is just one measure (and not the best measure) of a massive open online class.

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Storyboard That - Free Trial for Teachers

Storyboard That - Free Trial for Teachers | E-Learning and Online Teaching | Scoop.it
Digital Storytelling in Your Classroom
From first grade to graduation Storyboard That has engaging class activities for your classroom.
Dennis T OConnor's insight:

Looks like a clever story-board system with an affordable site license for teachers and schools. The teacher trial allows you to test things out. They also offer a free account.  Worth considering! 


These are the folks that provide Photos for Class, the great database of open source images that come with a built in attribution. 

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Bobbi Dunham's curator insight, March 29, 9:32 PM

Cool. Incredibly easy to use. Another creative tool with appeal.

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George Siemens: Dual Layer Mooc? Interesting Spin.

George Siemens: Dual Layer Mooc? Interesting Spin. | E-Learning and Online Teaching | Scoop.it
You recently launched the DALMOOC, which you created with a focus on improving the social experience of learners – can you tell me a bit about the structure and format you have chosen?

We call it a dual layer MOOC, but we don’t mean that in a binary sense, it’s more like saying there are two pathways to take. You can either take a structured pathway – the way that you see with a lot of MOOCs that are run, say, on Cousera or edX – and that’s a heavy teacher focus with guidance. As in, you click through to the next level.

We’ve created a second level that we’re calling more of the ‘social layer’ and we’re basically asking students to engage with one another and to create artefacts that reflect their understanding and to share those artefacts.

In the learning process we need different cycles of scaffolding – there are times when you come across a new idea completely and you can’t really create and socialise around it effectively because you just don’t know anything. So, there may be a cycle by which the learner follows a traditional structure or pathway but as soon as they become more confident they move into social and more emerging formats. In a way they’re oscillating between these two elements of the MOOC: structure and linear versus emergent and social.
Dennis T OConnor's insight:

The actual title of this article is: "

George Siemens: ‘Students need to take ownership of their learning’

I focused on Siemens design of multiple pathways through a MOOC.  His description of the design as "oscillating between these two elements of the MOOC: structure and linear versus emergent and social." triggers some interest. 


Social engagement in any online class is a precious and memorable experience. 

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ExtensionEngine's curator insight, November 29, 2014 7:34 AM

"A lot of what’s wrong with MOOCs stems from how they emulate traditional classrooms" - @gsiemens

Bibhya Sharma's curator insight, November 29, 2014 7:35 PM

Dual layered MOOC.  I do see the obvious benefits. 

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Overcoming the Motivation Challenge in eLearning: 5 Things You Can Do

Overcoming the Motivation Challenge in eLearning: 5 Things You Can Do | E-Learning and Online Teaching | Scoop.it
Motivation in eLearning can best be described with a U-shaped curve: novelty and enthusiasm produce high drive at the beginning, but it drops off sharply thereafter, only increasing when the end of the course is in sight. It is up to you to boost and maintain your students' motivation throughout the course, so that they will get the most out of it. Unless they have the motivation to focus and sit through the entire course, they learn nothing at all.

Though every student responds differently, here are some fundamental guidelines you can use to keep your learners motivation levels high from that first splash to the finish line.
Dennis T OConnor's insight:

Engagement is the name of the game. These 5 tips apply to the traditional classroom, mobile learning, blended classrooms and 100% online classes. 

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Becky Roehrs's curator insight, October 29, 2014 11:07 AM

Creating bite-sized learning lessons is key..

Donna Farren's curator insight, October 29, 2014 11:22 AM

Interesting and reassuring to know ideas I was learning 10+ years ago in graduate school are still the foundation of good elearning.

Bob MacKie's curator insight, October 29, 2014 12:54 PM
4. Engage students with each other is particularly important. Groupwork may not be initially greeted enthusiastically but online collaboration is the future. Often trepidation is replaced by appreciation of new found colleagues with a common interest.
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Design and Invent with your children: Family Creative Learning Workshops

Design and Invent with your children: Family Creative Learning Workshops | E-Learning and Online Teaching | Scoop.it

MIT:


Family Creative Learning is a workshop series that engages children and their parents to learn together — as designers and inventors — through the use of creative technologies. We designed the workshops to strengthen the social support and expertise of families with limited access to resources and experiences around computing.


Designed by:


Ricarose Roque, a PhD student with the Lifelong Kindergarten group at the MIT Media Lab, collaboratively designs the workshops with educators and coordinators in schools and community organizations like Boys and Girls Clubs.

Dennis T OConnor's insight:

Parents looking online for a bit of guidance on how to help their children learn should look here!

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How To Get Into The 'Flow' In Your Classroom - Csikszentmihalyi !

How To Get Into The 'Flow' In Your Classroom -  Csikszentmihalyi ! | E-Learning and Online Teaching | Scoop.it

By Katie Lepi:


So just how do you learn to get into the flow in your classroom? The ever-lovely Mia MacMeekin made this handy graphic after watching a TED talk by Mihaly Csikszentmihalyi and reading his book. I haven’t read the book, but the TED talk is really inspiring. It is not specifically geared towards teaching or education, but talks about how to find fulfillment and happiness through immersion in activities – which he calls ‘flow’. If you’re interested in a bit of his backstory, you can read a bit about him here. Mia has extrapolated the ideas of his TED talk and applied them to the classroom.

Dennis T OConnor's insight:

Flow in the live classroom or in the online setting is both an art and a science. Here's a good overview of Flow with an info graphic that captures some of Mihaly Csikszentmihalyi's thinking. (Don't miss his inspiring TED Talk http://www.ted.com/talks/mihaly_csikszentmihalyi_on_flow

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Judih Weinstein Haggai's curator insight, July 17, 2014 12:17 AM

Remembering when my class and I were 'flowing'. Powerful and important. Keep it alive. All year long, not just at the beginning when the teacher has 'energy'....

After all - in the flow, energy flows!

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A Menagerie of Tools to Promote Student Engagement in Online Courses | The Sloan Consortium

A Menagerie of Tools to Promote Student Engagement in Online Courses | The Sloan Consortium | E-Learning and Online Teaching | Scoop.it

"This paper will present a collection of tools that can be effectively used to promote student engagement in an online environment."


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Why games are good for learning?

Why games are good for learning? | E-Learning and Online Teaching | Scoop.it

Via Beth Dichter
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Francesco G. Lamacchia's curator insight, November 21, 2013 11:48 AM

Giocando....s'impara! 

Julio Cirnes's curator insight, November 25, 2013 3:46 PM

Please teacher, more games!

Ryan McDonough's curator insight, July 7, 2014 8:19 AM

Self explanatory visual on the benefits of gaming as a means of learning. Outlined are the rewards, mastery, engagement, intensity, exercise, readiness, and competitiveness. These types of graphics need to be displayed in the classroom. There's always parents who are unsure of how gaming qualifies as teaching. Can't they just sit their kid in front of an iPad all day at home? Well, in the appropriate setting, with the right direction and guidance, games are certainly good for learning. Some people just don't know that from experience yet.

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Keeping Students Engaged in the Online Classroom | Faculty Focus

Keeping Students Engaged in the Online Classroom | Faculty Focus | E-Learning and Online Teaching | Scoop.it

By: Ronald C. Jones


As an online instructor, I can fulfill the minimum requirements of the university regarding interacting with students, or I can create a learning environment that facilitates student engagement in the classroom. Students enroll in online classes because of the need for scheduling flexibility, work-life-school balance, costs, and convenience. Although online learning holds many advantages, the potential drawbacks revolve around the lack of personal interaction between the instructor and student, as well as the student-to-student contact. Keeping students engaged in the course is a vital function of an effective instructor.

Dennis T OConnor's insight:

Strong commonsense advice.  To summarize; use the online teaching environment to connect to your students with empathy and compassion.


Do more than the minimum. Be a teacher. 

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Enhancing the Learner Experience: 3 Tips to Make eLearning More Engaging

Enhancing the Learner Experience: 3 Tips to Make eLearning More Engaging | E-Learning and Online Teaching | Scoop.it
Would you be interested in 3 Tips to Make eLearning More Engaging?


Many of our clients who are just getting into eLearning give us an enchanting reason for finally abandoning the libraries of presentation decks that they have been building for the past decade or so. They want to find a magical place where they can control and standardize the content, but still have learners engaged enough to care about the topic, remember the content, and improve their on-the-job performance. ELearning can do that. This is that magical place. 


Via JohnThompson
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Carlos Fosca's curator insight, June 28, 2013 5:16 PM

Interesantes consejos para mejorar el interés y lograr mayor compromiso de los estudiantes por los programas e-learning.

Cassandra Gadouas's curator insight, July 4, 2013 8:28 AM

I would use this to teach more about how thoughts create reality.

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Adult Education Research: Where’s the Money?

Adult Education Research:  Where’s the Money? | E-Learning and Online Teaching | Scoop.it

Interestingly, major American foundations have contributed millions of dollars to innovative delivery platforms such as Coursera and Udacity. As a result, millions have enrolled in Massive Open Online Courses (MOOCs), with an average class size of about 50,000. Yet, according to a recent study by Katy Jordon, less than 10 percent of learners complete current MOOC courses, and the majority of completion rates are in the two to eight percent range. Does this sound like effective adult education? No higher education institution would be able to attract applicants if it posted attrition rates of 92 to 98 percent.

Dennis T OConnor's insight:

Are MOOCs draining the foundation grant money pool leaving us without significant new research on adult learning?


How can we call a course with 98% attrition effective?

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Why Do Students Enroll in (But Don’t Complete) MOOC Courses? | MindShift

Why Do Students Enroll in (But Don’t Complete) MOOC Courses? | MindShift | E-Learning and Online Teaching | Scoop.it
Less than 10 percent of MOOC students, on average, complete a course. That's the conclusion of Katy Jordan of Open University, who published her analysis, pul

Via Nik Peachey
Dennis T OConnor's insight:

I've enrolled in several Moocs.  I've yet to finish one. 

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Patricia LeClaire's comment, April 8, 2013 12:50 PM
I've enrolled in two MOOC courses - partly because the topics were relevant to my work, but also to experience a MOOC from the "inside" as both a student and an instructional designer. I was particularly interested in opportunities for interaction (student-instructor, student-student, student-content, student-technology) and collaboration.

In one course, focused on a subject area with which I'm very familiar, students formed virtual groups around mutual interests and professional objectives, developed projects which were evaluated according to clear guidelines, and the projects were made available to all enrollees.. This course also had very active student-generated discussions on focused topics. What characterized this MOOC was the flexibility provided to the students for creating multiple ways to interact and collaborate.

The second MOOC focused on topics that were highly technical and mostly how-to with little discussion of why-to. Interaction among students was considerably less, and I was unsuccessful in either forming or joining a group (virtual or F2F local) to expand my understanding of context and implementation issues. While the content was interesting ( I particularly liked the video lectures and animations), I found it a much more isolating experience and did not complete the course.
ManufacturingStories's comment, April 8, 2013 8:33 PM
Pat, thanks for sharing those first hand experiences. Very valuable insights!
Dawne Tortorella's curator insight, April 10, 2013 8:02 PM

This blog post does discuss some reasons why students enroll in MOOCs, but doesn't really talk much about why they drop out. 

 

One big reason - FRUSTRATION.  When a learner gets stuck and can't get individualized meaningful feedback, it creates a failed learning experience. I think we discount how important those personal encounters are in helping learners.

 

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Engaging Ways to use Moodle

Engaging Ways to use Moodle | E-Learning and Online Teaching | Scoop.it

Via Moodle_UK, Paulo Castro Verbena, Luciana Viter, Gisele Brugger, LaiaJoana, Joan Queralt, michel verstrepen, clodclode, Juergen Wagner, Let's Learn IT
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Dominique Parrish's curator insight, April 6, 2013 6:22 PM

My institution has just moved to Moodle this presentation has some really practical tips to engage students in learning using this LMS

Chris Legg's curator insight, May 21, 2013 5:49 AM

Some moodle usage ideas

Pablo Prada's curator insight, July 5, 2013 2:46 AM

¿cómo puedo enganchar a mis estudiantes para que usen Moodle?

guia de practicas herramientas de la plataforma moodle para involucrar activamente a mis estudiantes

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Why Online Students Succeed

Why Online Students Succeed | E-Learning and Online Teaching | Scoop.it

By Brian Fleming:


Improving online student success can be overwhelming, but findings from a recent Eduventures study suggest that it is not as complicated as it seems.

Dennis T OConnor's insight:

Bottom line: back to basics... online teaching basics that is. 

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Is Praise Undermining Student Motivation?

Is Praise Undermining Student Motivation? | E-Learning and Online Teaching | Scoop.it
The failure of praise
Research has found that praise can actually undermine performance and self-esteem in many contexts. One study found that praise for intelligence leads to the belief by the recipient that their intelligence is fixed, and thus not something that they can influence through action or effort (Dweck, 2007). This is critical because intelligence is in fact malleable, and improved by taking risks. Students grow when they try something difficult that might lead to failure. Because failure is one of the most important tools for learning, growth requires a mindset that embraces challenge and the potential for failure.
Dennis T OConnor's insight:

I teach veteran teachers how to do something new.  My students are masters of their content. Most arrive with significant teaching skill and a good deal of anxiety at being out of their comfort zone. 


Any yet they persist. They take the RISK of failing and turn the opportunity into new learning.  


Of utmost importance in this article is the sound, research backed advice on how to give more effective feedback.  Indeed specific feedback trumps general praise.  This is an excellent and thought provoking read! 

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Elaine J Roberts, Ph.D.'s curator insight, January 10, 7:28 PM

"Positive and negative feedback are tied to objective standards of excellence, and give the message that the goal of education is to reach standards of excellence, not gain teacher approval." And there you have it.

Lisa Jones's comment, January 11, 8:27 AM
http://www.aft.org/periodical/american-educator/winter-2005-2006/ask-cognitive-scientist. Check out this article on praise. I found it to be very interesting and the parameters for praise given here are some good practices to follow when giving praise. It can be done with without undermining student motivation. Don't let "titles" get in the way...call it praise or feedback...we all need and instinctively give one form or the other. Both articles are a great read!
Simon Awuyo's curator insight, January 16, 2:26 AM

Praise is an incentive. Every one likes to be praised for work well done.

It enhances performance.

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Chilean Students invent mobile monitoring system to collect biomedical data

Dennis T OConnor's insight:

Learning is Global.  Entrepreneurship and the recognition of talent can change the world (one idea and one student at a time). 


Hear it from the source: http://vimeo.com/78736943


This is a feel good story. 

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Engage your students with #MysterySkype

Engage your students with #MysterySkype | E-Learning and Online Teaching | Scoop.it

Mystery Skype is an educational game, invented by teachers, played by two classrooms on Skype. The aim of the game is to guess the location of the other classroom by asking each other questions.

It's suitable for all age groups and can be used to teach subjects like geography, history, languages, mathematics and science.

Dennis T OConnor's insight:

Here's an online learning activity that will engage and energize your students. It would be a great back to school project. Skype in the Classroom will help you connect with other tech using teachers for a game based exchanged.


National and international connections are waiting to be made.


Jump in and have some fun.



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Dorothy Retha Cook's curator insight, February 9, 11:21 AM

Thanks be to you for the post and God for the educational increase.

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Visual Learning In The Classroom (Any Classroom Flipped or Traditional) - Edudemic

Visual Learning In The Classroom (Any Classroom Flipped or Traditional) - Edudemic | E-Learning and Online Teaching | Scoop.it

Humans thrive on visual stimuli, and interaction. We don’t want to hear about the latest tablet, or even read an article about it. We want to see it for ourselves.


More than that, we want to experience it for ourselves. We want to press all the buttons, test out the apps, and personalize every feature. Which experience teaches you more about the tablet—your conversation with someone who told you about it? Or the time you tried it for yourself? The latter, undoubtedly. Our strongest memories are created in the moments where we are actively participating. Humans are active learners by nature.

Dennis T OConnor's insight:

Although this article is aimed at the traditional classroom it also applies to blended/flipped and fully online learning environments.


GET YOUR HANDS ON has always worked-- how your reach across space has changed.

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Data Mining Exposes Embarrassing Problems for Massive Open Online Courses | MIT Technology Review

Data Mining Exposes Embarrassing Problems for Massive Open Online Courses | MIT Technology Review | E-Learning and Online Teaching | Scoop.it
Not only does student participation decline dramatically throughout the new generation of Web-based courses, but the involvement of teachers in online discussions makes it worse.

Via JohnThompson
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JohnThompson's curator insight, December 28, 2013 9:37 AM

This data study seems to be conflicted in its analysis of teacher participation in the online discussions. At one point, the paper states the above but in the conclusion it states, " We showed, for example, that the teaching staff's active participation in the discussion increases the discussion volume but does not slow down the decline in participation." So does teacher participation help or hurt? Read the PDF doc yourself and see what you think. Also, the study needs to provide examples of what passes for discussion topics/threads in the courses that are analyzed. At first glance, it seems those discussions are seriously lacking in many ways to start, as it appears they're more "Q&A" discussions rather than the more traditional discussions that actually invited back-n-forth comments. Might be interesting for these researchers to analyze participation involvement in different types of discussions.

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Student Satisfaction in blended, distance and online learning environments

This video is about Student Satisfaction in online learning. Many SS findings are directly applicable to student engagement.


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8 Online Games for Inspiring Students

8 Online Games for Inspiring Students | E-Learning and Online Teaching | Scoop.it
Eight brilliant online games that can engage, inspire and equip students with the tools and ambition to approach a whole host of exciting careers and paths.

Via Beth Dichter
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TopMBA's comment, December 5, 2013 1:48 PM
Great scoop! You may also enjoy this article: http://www.topmba.com/blog/online-game-offers-scholarship-route-simon-mba-mba-news
TopMBA's comment, December 5, 2013 1:48 PM
Great scoop! You may also enjoy this article: http://www.topmba.com/blog/online-game-offers-scholarship-route-simon-mba-mba-news
TopMBA's comment, December 5, 2013 1:48 PM
Great scoop! You may also enjoy this article: http://www.topmba.com/blog/online-game-offers-scholarship-route-simon-mba-mba-news
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5 Ways To Really Connect With Online Students - Edudemic

5 Ways To Really Connect With Online Students - Edudemic | E-Learning and Online Teaching | Scoop.it
In this world of increased online education, it's important for students and instructors to really know how to connect with online students.

Via John Clayton, Peter Mellow, Monica Goddard
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John Clayton's curator insight, July 1, 2013 2:41 PM

As we start the new NZ semester it is timely to reflect on some basic tips for ensuring our learners have a great blended learning experience 

Kathleen Gradel's curator insight, July 21, 2013 12:14 PM

Yes, yes, yes. These 5 ways "nail" the essentials. Embedded deep in these ideas is maintaining and promoting the human-ness in all of our digtal connections.

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I Came, I Saw, I Learned...: Free eBook: 68 Tips for eLearning Engagement and Interactivity

I Came, I Saw, I Learned...: Free eBook: 68 Tips for eLearning Engagement and Interactivity | E-Learning and Online Teaching | Scoop.it

"Covered among the tips:

Creating engaging content

Creating an engaging interface

Using interactivity to drive engagementUsing media and visual design effectively

Using games for learning

Measuring engagement and learning"

 

You can download a free eBook.


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Merrill on Instructional Design

This is a brief introduction to Dr. Merrill's thoughts about instructional design.
Dennis T OConnor's insight:

Here's a video lecture from David Merrill a long time pro in ID.   He reminds us to show, not tell, and to offer quality opportunities for quality application.  Motivation (based in learning) Plus Substance is the key.  

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John Seely Brown on Motivating Learners (Big Thinkers Series)

Published on Mar 6, 2013

Innovative thinker John Seely Brown, known for his ideas for merging digital culture and education, shares lessons educators can learn from surfers, gamers, and artists on how passion and competitive hunger can drive intrinsic motivation.

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Tracy18's curator insight, March 19, 2013 6:46 AM

Such an inspiration and a very insightful man. We have been stuck in a 'Teacher says so' learning environment for generations and a shift is occuring whereby students are embracing change and using technolgy in a constructivist manner to further their own education, students are embracing change much more readily than teachers who still seem reluctant. 

Sample Student's comment, March 25, 2013 10:42 PM
I first discovered John Seely Brown when completing my M.Ed - http://people.ucsc.edu/~gwells/Files/Courses_Folder/ED%20261%20Papers/Situated%20Cognition.pdf. This view on learning rang, and still rings truth as one of the core theories that underpin my beliefs. It is timeless. In an age where learners' contexts are often more deterministic than the classroom, the interdependence of activity, culture and concept is, as you point out so well, a fundamental principle of social constructivism. In the age of technology, as information becomes so available to all, our learning cultures have shifted to one in which the learner is empowered to lead their own learning. And so this model, presented before the age of social technology, still predicts, anticipates, and explains learning.

University of Wisconsin Stout: Interested in online teaching and learning?

Information about our Graduate Certificate in Online Teaching and Learning.