This Concept Map, created with IHMC CmapTools, has information related to: Learning Theory v5, Organisation Kolb, Psychology Vygotsky, Psychology Bloom, Piaget genetic epistemology, Psychology Skinner, Montessori constructivism, Dewey constructivism, radical constructivism Knowledge as mental representation: 1a. Knowledge is not passively received either through the senses or by way of communication; 1b. Knowledge is actively built up by the cognising subject; 2a. The function of cognition is adaptive, in the biological sense of the term, tending towards fit or viability; 2b Cognition serves the subject’s organization of the experiential world, not the discovery of an objective ontological reality., social constructivism connectivism, Taylor Organisation, Holt homeschooling, unschooling, constructivism radical constructivism, Kolb experiental learning, Montessori Montessori education, Social anthropology Lave & Wenger, Vygotsky zone of proximal development, Lave & Wenger situated learning, Education Illich, scientific pedagogy Education based on science that modified and improved the individual., communities of practice Groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly.
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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.
French startup Bunkr is focused on one simple task: killing PowerPoint. To achieve this goal, the company’s well-designed web app will help you collect visual content and organize it into slides. The result is a very visual HTML5 presentation that works on your computer, phone or tablet. You can export your work in PDF or PPT as well.
Instructivism is dead. Gone are the days of an authoritarian teacher transmitting pre-defined information to passive students. In the 1990s, constructivism heralded a new dawn in instructional desi...
Charles Newton's insight:
Stephen Downes said..."
I think this is a really good post even if I disagree with it. The premise is that while popular perception sees constructivism as replacing instructivism, and connectivism as replacing constructivism, in reality each of them has its place, and they should be viewed as complementary approaches rather than in conflict. So why do I disagree? Because while as pedagogies it is easy to imagine them being alternated, as theories they contradict each other. According to instructivism, knowledge can be transmitted. According to constructivism, knowledge is created via internal representations. I don't think either is true, and more, these aren't the sort of things that can be true in one moment and not true in the next."
"Google Search has finally added a simple way to search for images that have reuse rights!
First of all enter your search keyword, then click on Images. You will then see Search tools. Select this and it reveals Usage Rights with a drop down menu. The default is ‘not filtered by licence’. You can then choose one of four further options:
labelled for reuselabelled for commercial reuselabelled for reuse with modificationlabelled for commercial reuse with modification
Check the best match and you will then only see the images that have those rights."
"Can you predict academic success or whether a child will graduate? You can, but not how you might think.
"When psychologist Angela Duckworth studied people in various challenging situations, including National Spelling Bee participants, rookie teachers in tough neighborhoods, and West Point cadets, she found:
"One characteristic emerged as a significant predictor of success. And it wasn't social intelligence. It wasn't good looks, physical health, and it wasn't IQ. It was grit."
Jim Lerman's insight:
This is a wonderful article, full of excellent resource links.
It used to be that neuroscientists thought smart people were all alike. But now they think that some very smart people retain the ability to learn rapidly, like a child, well into adolescence.
“Until adolescence there are lots of new connections being made between neurons to store patterns and information collected from the environment,” Brant says.
The brain adds many synapses in the cortex. This comes at a time when the brain is especially responsive to learning. This is typically followed by cortical pruning in adolescence, as the brain shifts from hyperlearning mode.
Hewitt agrees: “The developing brain is a much more flexible organ than the mature brain.”
Learning doesn’t stop at adolescence, of course, but the “sensitive period” — where the brain is hyperlearning mode — does appear to come to an end. Learning new things gets harder.
"Commercial companies have claimed for years that computer games can make the user smarter, but have been criticized for failing to show that improved skills in the game translate into better performance in daily life1. Now a study published this week in Nature2 — the one in which Linsey participated — convincingly shows that if a game is tailored to a precise cognitive deficit, in this case multitasking in older people, it can indeed be effective."
"Augmented reality is transforming the educational landscape. It gives students an up close look at objects like never before, and gives them the platform to be creative in their learning. The uses and possibilities of augmented reality in education are only limited by one’s imagination. Magical effect, limitless power, and increased engagement, is what makes augmented reality the future of educational technology."