|Scooped by Lisa Purvin Oliner|
Graduate Students Prepared to Know and Track More
Within Behaviorism, Cognitivism, Constructivism & Connectivism, a Wikispaces Classroom, four variations in instructional design are described in some detail with a well-referenced chart, definitions, videos, and hyperlinks. The facilitator presents in some depth a) how learning occurs using each theory as a lens, b) what factors influence learning, c) what the role of memory is, d) how the transfer of knowledge occurs, and finally, e) what types of learning are best explained by each theory.
Of particular interest is the description of Connectivism that is a skill students are not acquiring to a sufficient degree before they graduate from secondary school. This is because most curricula designers and pedagogy planners view research papers and projects as sufficient guidance to keep up with new knowledge in the multiple fields they will need to follow to stay current. Like no other time in history has keeping abreast of new information been so complicated, changeable, and quality-source reliant.
For these reasons, students should have strategies in place to sort the truth from myth, the obsolete from invention, and status quo from worthwhile endeavor. Critical Media Literacy is not enough to ensure students can distinguish the meaningful from the manipulative. They must also be able to see what they need to know and then make connections (i.e. “connecting specialized nodes”) that may change as ideas morph with discovery and innovation. Then they will need to cull that information in manageable and rational ways. It will be their “capacity to know more” that will make their paths ahead tenable.