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Scoop.it!
Today, during a podcast interview, I was asked what it takes to be an educational thought leader. My response was, "courage." In this test driven, accountability-laden era of education, it takes courage to be an educator driven by authentic, constructivist, and student-centered values and practices. Courage: Courage is the choice and willingness to confront agony,… Learn more: https://gustmees.wordpress.com/2014/10/03/design-the-learning-of-your-learners-students-ideas/
Gust MEES's insight:
Today, during a podcast interview, I was asked what it takes to be an educational thought leader. My response was, "courage." In this test driven, accountability-laden era of education, it takes courage to be an educator driven by authentic, constructivist, and student-centered values and practices. Courage: Courage is the choice and willingness to confront agony,… Learn more: https://gustmees.wordpress.com/2014/10/03/design-the-learning-of-your-learners-students-ideas/ 
Scoop.it!
Presentation about moving from Education 1.0 to Education 3.0; from pedagogy to andragogy to heutagogy; from instructivism to constructivism to connectivism in
Gust MEES's insight:
Learn more:
- http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Education+3.0
- http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Heutagogy
- http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Constructivism...
- http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Connectivism
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Scoop.it!
The way that users have utilized the Internet has changed since its inception. References to Web 1.0, 2.0, and 3.0 allude to an evolved relationship with online information and interactivity. To be more specific, Education 3.0 relies on autonomous learners engaged in self-directed learning. Contrary to being laissez-faire, this student-centered learning model is, according to Instructional Psychologist Dr. Charles Reigeluth, “attainment-based” allowing for an “additional focus on thinking skills, creativity, personal qualities, and other 21st century skills.” ===> Reigeluth defends Education 3.0 saying, “We need to refocus education from sorting students to helping all students reach their potential.” <=== To describe what this looks like, Dr. Jackie Gerstein writes, “[Students] can engage in self-determined and self-driven learning where they are not only deciding the direction of their learning journey but they can also produce content that adds value and worth to the related content area or field of study.” Via Felix Jacomino, Gina Bruce
Gust MEES's insight:
Miguel Angel Perez Alvarez's comment,
August 13, 2015 12:16 AM
Dead link Why do you rescooped massively?
K_Lynam's comment,
August 14, 2015 4:08 PM
Thanks Chris Carter! Miguel Angel Perez Alvarez - if the question was directed to me - I rescoop to share with the teachers & others who follow me, but not the Scoopiteers I follow and to give the Scoopiteers credit - especially for items and sites I do not normally review myself. I don't consider it "massive rescooping", but curating and sharing as ScoopIt was meant to do...
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Presented at the 2010 AERA Conference...
Constructivism + Embodied Cognition = Enactivism: Theoretical and Practical Implications for Conceptual Change
AERA 2010 Conference: Constructivism + Embodied Cognition = Enactivism: Theoretical and Practical Implications for Conceptual Change Douglas L. Holton
- The objective of this paper is to explore specific theoretical and practical implications of recent research on embodied cognition and enactivism for the design of effective learning environments, especially those targeting conceptual change.
-The ultimate goal is to illustrate how enactivism and embodied cognition can help meet the criteria that often define scientific progress (Laudan, 1977), for the purpose of advancing educational research and development and constructivist theory. Namely, embodied cognition and enactivism may: \u2022 explain specific anomalies and inconsistencies in the data from experimental research on conceptual change and learning \u2022 suggest bridges for theoretical divides in conceptual change research (Vosniadou, 2007) \u2022 suggest innovative new instructional techniques \u2022 explain previously unexplained yet successful learning strategies and techniques \u2022 remove the need for certain theoretical constructs \u2022 and, provide a new foundation for existing theories of learning and cognition that suggests new lines of empirical research...
Read more, very interesting...
Via Ana Cristina Pratas
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Learn more:
https://gustmees.wordpress.com/2014/10/03/design-the-learning-of-your-learners-students-ideas/
https://gustmees.wordpress.com/2015/07/19/learning-path-for-professional-21st-century-learning-by-ict-practice/