Content Knowledge Definition The term content knowledge refers to the body of knowledge and information that teachers teach and that students are expected to learn in a given subject or content area, such as English language arts, mathematics, science, or social studies. Content knowledge generally refers to the facts, concepts, theories, and principles that are taught and learned in specific academic courses, rather than to related skills—such as reading, writing, or researching—that students also learn in school. While the term may be considered unnecessary jargon by some, the use of “content knowledge” has grown significantly in recent decades, in large part because educators now commonly use the term as a shorthand way to articulate a useful technical distinction between “knowledge” and “skills” (see Debate below for further discussion). For related discussions, see core course of study, curriculum, and learning standards. Reform Debate Recommended APA Citation Format Example: Hidden curriculum (2014, August 26).
Connectivism as Epistemology Responding to questions from Vance McPherson 1) What is your response to Rita Kop's suggestion that connectivism is a new epistemology but not a new learning theory? As I understand Rita, she understands the pedagogical aspects of connectivism to have already been present in constructivism, and hence, connectivism is not proposing something new when it comes to giving guidance to instructional staff. There are overlaps to be sure, however: - criticisms of a teaching practice, which may be grounded if working in a constructivist perspective, are not grounded in a connectivist environment. Connectivism is *definitively* a learning theory, or more accurately, incorporates learning theories (specifically, theories about how connections are formed in networks). It suggests some teaching theories (I have capsulized them as 'to teach is to model and demonstrate' and suggested that connectivism argues for the creation of an immersive learning environment). 3) M. George and I have our debates.
Blog de t@d Bakhtin: Main Theories Key Terms in Bakhtin's Theory The Utterance or Word In Bakhtin's view, an expression in a living context of exchange--termed a "word" or "utterance"--is the main unit of meaning (not abstract sentences out of context), and is formed through a speaker's relation to Otherness (other people, others' words and expressions, and the lived cultural world in time and place). An utterance/word is marked by what Bakhtin terms "Addressivity" and "Answerability" (it is always addressed to someone and anticipates, can generate, a response, anticipates an answer). "I live in a world of others' words." Heteroglossia and Polyphony Dialogue/Dialogic/Dialogism Every level of expression from live conversational dialog to complex cultural expression in other genres and art works is an ongoing chain or network of statements and responses, repetitions and quotations, in which new statements presuppose earlier statements and anticipate future responses. Selections from Writings References & Bibliography -----.
An Introduction to Connective Knowledge Revised and Updated (minor corrections and typos only) and placed in MS-Word Document form, November 27, 2007. Click here. The version that follows below is the original (uncorrected) version). Yet another article, describing new forms of knowledge as probablistic, has crossed my desk today, and consequently it seems appropriate at this time to type a few words on the nature of distributed knowledge. It should go without saying that these are my own thoughts, and this discussion should not therefore be considered an authoritative reference on the subject. a. You probably grew up learning that there are two major types of knowledge: qualitative and quantitative. Distributed knowledge adds a third major category to this domain, knowledge that could be described as connective. This is more than just the existence of a relation between one entity and another; it implies interaction. This is why it is incorrect to represent distributed knowledge merely as a type of probabilistic knowledge.
Accueil information Ce site est un prolongement du guide de la formation universitaire à distance réalisé par la FIED sur commande de la Mission au numérique (MINES) du Ministère de l'enseignement supérieur et de la recherche. Ce guide, qui peut être téléchargé sur cette page, est le fruit d'un travail collectif d'acteurs engagés dans la formation à distance dans l'enseignement supérieur français. Il présente différentes facettes de la formation à distance universitaire dans leur variété mais aussi dans leur complexité. Ont participé à la rédaction de ce guide : En rédigeant ce guide à plusieurs mains, nous avons voulu montrer cette diversité au prix, quelquefois, de quelques redondances. Tous ces thèmes sont repris sur ce site. Jean Lave, Etienne Wenger and communities of practice contents: introduction · communities of practice · legitimate peripheral participation and situated learning · learning organizations and learning communities · conclusion · references · links · how to cite this article Many of the ways we have of talking about learning and education are based on the assumption that learning is something that individuals do. Furthermore, we often assume that learning ‘has a beginning and an end; that it is best separated from the rest of our activities; and that it is the result of teaching’ (Wenger 1998: 3). Jean Lave was (and is) a social anthropologist with a strong interest in social theory, based at the University of California, Berkeley. Etienne Wenger was a teacher who joined the Institute for Research on Learning, Palo Alto having gained a Ph.D. in artificial intelligence from the University of California at Irvine. Communities of practice In some groups we are core members, in others we are more at the margins. The domain. The community.
Things You Really Need to Learn Guy Kawasaki last week wrote an item describing 'ten things you should learn this school year' in which readers were advised to learn how to write five sentence emails, create powerpoint slides, and survive boring meetings. It was, to my view, advice on how to be a business toady. My view is that people are worth more than that, that pleasing your boss should be the least of your concerns, and that genuine learning means something more than how to succeed in a business environment. But what should you learn? Your school will try to teach you facts, which you'll need to pass the test but which are otherwise useless. In passing you may learn some useful skills, like literacy, which you should cultivate. Here, then, is my list. 1. The most common utterance at the scene of a disaster is, "I never thought..." The prediction of consequences is part science, part mathematics, and part visualization. This is where the math and science come in. People don't think ahead. 2. 3. 4. 5. 6. 7. 8. 9.