:: The 4th Era ::

How The Activity Learning Theory Works 

Vygotsky’s earlier concept of mediation, which encompassed learning alongside others (Zone of Proximal Development) and through interaction with artifacts, was the basis for Engeström’s version of Activity Theory (known as Scandinavian Activity Theory). Engeström’s approach was to explain human thought processes not simply on the basis of the individual, but in the wider context of the individual’s interactions within the social world through artifacts, and specifically in situations where activities were being produced.

In Activity Theory people (actors) use external tools (e.g. hammer, computer, car) and internal tools (e.g. plans, cognitive maps) to achieve their goals. In the social world there are many artifacts, which are seen not only as objects, but also as things that are embedded within culture, with the result that every object has cultural and/or social significance.

Tools (which can limit or enable) can also be brought to bear on the mediation of social interaction, and they influence both the behavior of the actors (those who use the tools) and also the social structure within which the actors exist (the environment, tools, artifacts). For further reading, here is Engeström’s own overview of 3 Generations of Activity Theory development. The first figure shows Second Generation AT as it is usually presented in the literature.

Via Gust MEES, Jim Lerman

While acknowledging that the whole concept of self-determination – or ‘Google
learning’ as it has been called, pejoratively, in certain circles – is fraught with the potential for missing the point, being distracted into rabbit warrens or just getting bad information, we would like to emphasise that this is only a potential.

===> Any learning theory is only as good as the way in which it is applied and worked through, and we have seen it produce highly successful results where correctly applied, in the right circumstances. <===

Watch this space for chapter and verse, as we will soon be publishing case studies of several recent programmes that feature high levels of learner self-direction.

Learners are changing, learning is changing – and heutagogy can give important clues about rebalancing the burden of responsibilities and permissions in an always-on, networked, instructorless, post-course world.

Learn more:

- http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=andragogy

- http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Heutagogy

Via Gust MEES

For years, Finland has been the by-word for a successful education system, perched at the top of international league tables for literacy and numeracy.

.

Pasi Silander, the city’s development manager, explained: “What we need now is a different kind of education to prepare people for working life.

.

“Young people use quite advanced computers. In the past the banks had lots of  bank clerks totting up figures but now that has totally changed.

.

“We therefore have to make the changes in education that are necessary for industry and modern society.”

.

Subject-specific lessons – an hour of history in the morning, an hour of geography in the afternoon – are already being phased out for 16-year-olds in the city’s upper schools. They are being replaced by what the Finns call “phenomenon” teaching – or teaching by topic. For instance, a teenager studying a vocational course might take “cafeteria services” lessons, which would include elements of maths, languages (to help serve foreign customers), writing skills and communication skills.

.

More academic pupils would be taught cross-subject topics such as the European Union - which would merge elements of economics, history (of the countries involved), languages and geography.

.

Via Gust MEES, John Rudkin, Shaona Williams

The Federal Trade Commission (FTC) is aware we live in a connected world. Americans wear Fitbits, have Nest thermostats, use automated light systems from companies like Belkin and Philips, even have televisions that predict what they want to watch. But in a new report, the FTC has a warning: Existing privacy regulations don’t really cover the Internet of Things, and the Commission doesn’t really trust device manufacturers to do the right thing—or even be aware of the risks of collecting all that data.

In a staff report issued this week, the FTC warned that makers of connected health, home, and transportation devices could potentially leave their users vulnerable to data hacks. Most of all, the FTC is concerned that private information will be used to jack up users' insurance rates or deny them access to loans.

Learn more:

- http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=wearables

- http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Internet+of+Things

- http://www.scoop.it/t/securite-pc-et-internet/?tag=Internet+of+things

- http://globaleducationandsocialmedia.wordpress.com/2014/01/21/why-is-it-a-must-to-have-basics-knowledge-of-cyber-security-in-a-connected-technology-world/

Via Gust MEES

littleBits Premium Kit allows anyone to make their own electronic creations with no soldering, wiring, or programming required

Learn more:

- http://gustmees.wordpress.com/2014/08/24/coding-a-new-trend-in-education-and-a-big-responsibility/

- http://gustmees.wordpress.com/2014/08/20/maker-space-a-new-trend-in-education-and-a-big-responsibility/

- http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=makerspace

- http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Coding

Via Gust MEES

The Digital Youth Care Network is a network of European organisations offering online counselling for young people in difficult life situations.

Via Gust MEES, Lynnette Van Dyke, NikolaosKourakos