The culmination of my quest for more powerful learning grounded in theory and research came when recently I conducted an experiment in pushing constructionism into the digital age.
Constructionism is based on two types of construction. First, it asserts that learning is an active process, in which people actively construct knowledge from their experience in the world. People don’t get ideas; they make them. This aspect of construction comes from the constructivist theory of knowledge development by Jean Piaget. To Piaget’s concept, Papert added another type of construction, arguing that people construct new knowledge with particular effectiveness when they are engaged in constructing personally meaningful products.
Imagine my surprise and joy when I realized that I had arrived at constructionism prior to knowing that such a theory even existed. I believe that thousands of other educators are unknowingly working within the constructionist paradigm as well. Although many within the Maker movement are aware that it has it’s roots in constructionism, the movement is gaining impressive momentum without the majority of Makers realizing that there is a strong theoretical foundation behind their work.
After I came to understand this connection between my practices and the supporting theoretical framework I was better able to focus and refine my practice. Even more importantly, I felt more confident and powerful in forging ahead with further experiments in the learning situations I design for my learners.
As far as technology itself and education is concerned, technology is basically neutral. It’s like a hammer. The hammer doesn’t care whether you use it to build a house or whether on torture, using it to crush somebody’s skull, the hammer can do either.
If we’re matching the learning theories and instructional strategies with existing social conditions, we’ve really got some work to do.
Existing theories, including Connectivism, Constructivism, Communal Constructivism, and the above idea of rhizomatic learning, freely allude to both the potency and inherent chaos of crowds. Direct instruction depends on the credibility of both teacher and curriculum from the perspective of the learner, and, more optimistically, on homogeneous schema of learners across a classroom.
Rhizomatic learning is not interested in your data-driven instructional strategy you’re hoping to use in operation of an outcomes-based and backwards-designed learning system.
After all, you–or someone before you–has parsed the universe itself into but a handful of “content areas,” listed exactly what students should come to know, and then placed 30 students by age and geographic location and asked that you lead them all to “proficiency” of each standard, no matter their background, will to learn, unique interests, or, more critically, existing schema.
And the key to make all of this magic happen? Pre-assessment and resultant data to constantly monitor and revise planned instruction. Data doesn’t lie.
If you haven’t tried a free MOOC, I’d do it sooner than later. In recent weeks, the whole MOOC project took a hit when a University of Pennsylvania study found what was becoming empirically obvious — that MOOCs generally have very low participation and completion rates, and what’s more, most of the students taking the courses are “disproportionately educated, male, [and] wealthy,” and from the United States. This study, combined with other disappointing experiments and findings, will likely make universities think twice about sinking money into creating MOOCs (they can cost anywhere from $15,000 to $50,000 to develop). It might take another 6-12 months to see the shift. But I’d hazard a guess that this January might be the peak of the free MOOC trend. Enjoy them while they last. Whatever their shortcomings, they can be quite informative, and you can’t beat the price.
Teachers all over America are faced with this challenge of keeping students engaged in the classroom when their world outside of school is one of constant engagement and stimulation. Knowing the world outside of our institutional walls is only one step in addressing modern learning styles. How to act and adjust schools today is the next step in making the classroom of today ready for tomorrow.
There is a time when only Power Point was used for creating presentations and slides. But now there are so many advanced sites and wonderful Apps are easily available in the internet. If you are planning to create an eye-catching and outstanding presentation then have a look at this collection. In this collection you will find 40+ superb sites and Apps that surely help you to creating your masterpiece and most important is they all are easy to use.
With these sites and Apps you can make your presentation more stunning and eye-catching. Check this out and get to pick one and do not forget to share your precious opinion with us via comment section is below. Enjoy and stay creative everyone.
If you are interested in finding out how to create your own digital e-book and discovering some of the problems I come across and some of the resources I find to overcome these problems, then you can follow my digital magazine on Flipboard, where I’ll be sharing some of the ups and downs and insights into the project.
What exactly do these terms mean? How much online content is the right amount? What sorts of sites and apps should we be using? How can we convincingly recommend new technologies to students who are more technologically savvy than we are? Do we need a radical rethink of the way we present information to learners?
To survive in a time of rapidly changing technology, colleges and universities need to change their existing business models. Each higher education institution needs to develop a strategy that will take advantage of the opportunities presented by technology-enhanced learning to expand its educational mission and provide flexibility for its students.
"Coupled with a pencil and a notepad, a tablet or smartphone–and all the apps and networks they give you access too–can make for a powerful combination. Below are 25 of the best research apps for iPad and Android to get you–and them–started."
"Educational apps are everywhere yet it is hard to find the appropriate ones for classroom inclusion. This exactly why we have created iPad Resources section in this blog, just to help you find your way through the cloud. We are also adding the booklet below to that section. This is basically a collection of some of the best iPad apps special education. These apps are organized into different categories from Math to Sign Language."