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.
Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning...
Heutagogy, a form of self-determined learning with practices and principles rooted in andragogy, has recently resurfaced as a learning approach after a decade of limited attention. In a heutagogical approach to teaching and learning, learners are highly autonomous and self-determined and emphasis is placed on development of learner capacity and capability with the goal of producing learners who are well-prepared for the complexities of today’s workplace. The approach has been proposed as a theory for applying to emerging technologies in distance education and for guiding distance education practice and the ways in which distance educators develop and deliver instruction using newer technologies such as social media.
Learn about how iOERs enhance, engage, and enable learning. This one of a kind book covers the best practices for finding, choosing, and using interactive learning materials.
Via Susan Bainbridge, roula haj-ismail
“ When we shared this image from the @buffer Twitter account recently, it got me thinking. The Tweet resulted in over 1,000 retweets, which somehow was an indication that a lot of people seemed to agree with this statement.”
Via Ana Cristina Pratas, Carmen Arias
"To be clear–learning can happen in the absence of technology. Integrated poorly, technology can subdue, distract, stifle, and obscure the kind of personal interactions between learner, content, peer, and performance that lead to learning results. But increasingly we live in a world where technology is deeply embedded into everything we do. Thinking about it simply in terms of “digital literacy” puts you about 5 years behind the curve. It’s really much more than that–less about being connected, and more about being mobile. There will be growing pains, and I’m sure educators that have brought in BYOD programs into their school can come up with 50 reasons it won’t work. But most of those 50 are a product of the continued poor fit that exists between schools and communities–the system and the humans it serves."
Via John Evans
This post is updated from an article we published in April. At the end of the day, teaching is about learning, and learning is about understanding. And as technology evolves to empower more diverse and...
Via Mary Perfitt-Nelson
“ January 25 marked the 40th anniversary of the world's most iconic role-playing games, Dungeons and Dragons. Even if you've never known the pleasure of wiling away an afternoon bashing Orcs with your 4d6 warhammer, odds are you or someone you know has internalized the mechanics of Dungeons and Dragons, either by actually rolling its unique polyhedral...”
Via Mat Loup
“ The famed psychologist explains why one is not the other though they are often confused.” 1. Individualize your teaching as much as possible. Instead of “one size fits all,” learn as much as you can about each student, and teach each person in ways that they find comfortable and learn effectively. Of course this is easier to accomplish with smaller classes. But ‘apps’ make it possible to individualize for everyone. Read more, a MUST!!! ...
Via Gust MEES, RandyEnglish, Mary Perfitt-Nelson
Childhood trauma left Roman Krznaric emotionally withdrawn. Since then, he has tried to repair the damage and his own children have taught him how to step into someone else's shoes Growing up, I knew this was the reason why I rarely felt other people's joys and found it equally hard to connect with their sorrows. But it was only a few years ago that I realised it was also the spur to my obsessive research into empathy: I was driven by an unconscious desire to recover the empathic self I had lost as a child. This realisation launched me on a personal quest to explore – and tackle – my empathy deficit through my family life. Roman Krznaric
Via Edwin Rutsch