Constructionism Seymour Papert Seymour Papert defined constructionism in a proposal to the National Science Foundation entitled Constructionism: A New Opportunity for Elementary Science Education as follows: "The word constructionism is a mnemonic for two aspects of the theory of science education underlying this project. From constructivist theories of psychology we take a view of learning as a reconstruction rather than as a transmission of knowledge. Then we extend the idea of manipulative materials to the idea that learning is most effective when part of an activity the learner experiences as constructing is a meaningful product.".[2] As Papert and Idit Harel say at the start of Situating Constructionism, "It is easy enough to formulate simple catchy versions of the idea of constructionism; for example, thinking of it as 'learning-by-making'. Here is one type of theory that constructivist learning theory can be applied in a classroom setting. 1. 2. 3. 4. 5. Jump up ^ Cakir, M. (2008).
Lesson Plans - Who Am I? Grades K-2 Overview: In this lesson, students will learn about many different animals that live in deserts . They will learn what the animals look like and about characteristics that enable them to live in the harsh environment of desert habitats. Connections to the Curriculum: Geography, science, language, art Connections to the National Geography Standards: Standard 3: "How to analyze the spatial organization of people, places, and environments on Earth's surface" Standard 4: "The physical and human characteristics of places" Standard 8: "The characteristics and spatial distribution of ecosystems on Earth's surface" Time: Two to three hours Materials Required: Computer with Internet access Writing and drawing materials Objectives: Students will identify desert animals and the characteristics that enable them to adapt to the harsh environment; draw and/or color pictures of desert animals in their habitats; and create riddles from information about their animals. Geographic Skills:
Ed/ITLib DL → Communal Constructivism - a revistation in a multicultural context Society for Information Technology & Teacher Education International Conference, in Orlando, Florida, USA ISBN 978-1-880094-58-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA Abstract In this paper we describe an application of a twist on the theory of constructivism - communal constructivism where learners build knowledge not only with each other (social constructivism) but also for each other. We previously developed the theory while designing and implementing a Masters level course (in IT and Education) in Ireland and at the chalk face in an Irish primary school and this paper will explore the impact of the theory on a multicultural classroom at Concordia University in Canada. Students in the communally constructed course took part in a reflective research project in which they made extensive use of ICT, peer tutoring and other aspects of communal constructivism. Citation Nasra, R. (2006). OpenURL Keywords
Social constructivism Social constructivism is a sociological theory of knowledge that applies the general philosophical constructivism into social settings, wherein groups construct knowledge for one another, collaboratively creating a small culture of shared artifacts with shared meanings. When one is immersed within a culture of this sort, one is learning all the time about how to be a part of that culture on many levels. It is emphasised that culture plays a large role in the cognitive development of a person. Its origins are largely attributed to Lev Vygotsky. Social constructivism and social constructionism[edit] Social constructivism is closely related to social constructionism in the sense that people are working together to construct artifacts. A very simple example is an object like a cup. For a philosophical account of one possible social constructionist ontology, see the 'Criticism' section of Representative realism.[1] Social constructivism and philosophy[edit] See also[edit] References[edit]
Personal Learning Networks A personal learning network is an informal learning network that consists of the people a learner interacts with and derives knowledge from in a personal learning environment. In a PLN, a person makes a connection with another person with the specific intent that some type of learning will occur because of that connection.[1][2] The following is an excerpt from Dryden's and Vos' book on learning networks:[4] "For the first time in history, we know now how to store virtually all humanity's most important information and make it available, almost instantly, in almost any form, to almost anyone on earth. We also know how to do that in great new ways so that people can interact with it , and learn from it." Personal learning networks share a close association with the concept of personal learning environments. Aspects[edit] PLNs are becoming an important part of professional development in several fields with some businesses creating their own e-learning content and PLEs for their employees.
Wiki-based Collaborative Learning | EDUCAUSE CONNECT Dr. Irfan Naufal Umar Deputy Director, Centre for Instructional Technology and MultimediaUniversity of Science - Malaysia (USM.)Irfan@usm.my--------Waheeb Abdullah alsharabi,PhD. StudentUniversity of Science - Malaysia (USM.)waheebme@yahoo.com Wiki-based Collaborative LearningThe Effect of Wiki on students performance Nowadays, Internet is providing an extremely useful medium for collaboration and knowledge aggregation. Wiki at first sight, looks something strange and not in our minds at all, the concept that "any one can edit “is still something not sure of. There is ongoing debate about whether it is the use of a particular delivery technology or the design of the instruction that improves learning (Clark, 2001; Kozma, 2001). “Allowing everyday users to create and edit any page in a Web site is exciting in that it encourages democratic use of the Web and promotes content composition by non-technical users” (Leuf et al, 2001). Refrences Barton, M. (2004). Bonk, C. apprenticeship.
Connectivism Connectivism is a hypothesis of learning which emphasizes the role of social and cultural context. Connectivism is often associated with and proposes a perspective similar to Vygotsky's 'zone of proximal development' (ZPD), an idea later transposed into Engeström's (2001) Activity theory.[1] The relationship between work experience, learning, and knowledge, as expressed in the concept of ‘connectivity, is central to connectivism, motivating the theory's name.[2] It is somewhat similar to Bandura's Social Learning Theory that proposes that people learn through contact. The phrase "a learning theory for the digital age"[3] indicates the emphasis that connectivism gives to technology's effect on how people live, communicate and learn. Nodes and links[edit] The central aspect of connectivism is the metaphor of a network with nodes and connections.[4] In this metaphor, a node is anything that can be connected to another node such as an organization, information, data, feelings, and images.
E-learningConcepts and Practice - Google Recherche de Livres Social network service A social networking service (also social networking site or SNS) is a platform to build social networks or social relations among people who share interests, activities, backgrounds or real-life connections. A social network service consists of a representation of each user (often a profile), his or her social links, and a variety of additional services. Social network sites are web-based services that allow individuals to create a public profile, to create a list of users with whom to share connections, and view and cross the connections within the system.[1] Most social network services are web-based and provide means for users to interact over the Internet, such as e-mail and instant messaging. §History[edit] The most popular social networking sites by country Early social networking on the World Wide Web began in the form of generalized online communities such as Theglobe.com (1995),[15] Geocities (1994) and Tripod.com (1995). §Social impact[edit] §Features[edit] §Emerging trends[edit]
Ed/ITLib DL → Communal Constructivism: Students constructing learning for as well as with others. Society for Information Technology & Teacher Education International Conference, in Norfolk, VA ISBN 978-1-880094-41-9 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA Abstract We believe there is a need for an expanded definition of social constructivism that takes into account the synergy between the more recent advances in information technology - which are increasing our potential for communication and the ability to store a variety of data types - and advances in virtual learning environments. Citation Tangney, B., FitzGibbon, A., Savage, T., Mehan, S. & Holmes, B. (2001). OpenURL Keywords
Gary Hamel on Managing Generation Y - the Facebook Generation - Gary Hamel’s Management 2.0 ByGary Hamel The experience of growing up online will profoundly shape the workplace expectations of “Generation F” – the Facebook Generation. At a minimum, they’ll expect the social environment of work to reflect the social context of the Web, rather than as is currently the case, a mid-20th-century Weberian bureaucracy. If your company hopes to attract the most creative and energetic members of Gen F, it will need to understand these Internet-derived expectations, and then reinvent its management practices accordingly. Sure, it’s a buyer’s market for talent right now, but that won’t always be the case—and in the future, any company that lacks a vital core of Gen F employees will soon find itself stuck in the mud. With that in mind, I compiled a list of 12 work-relevant characteristics of online life. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.
Embrace the constructive uses of cell phones in the classroom for learning » Moving at the Speed of Creativity <div class="greet_block wpgb_cornered"><div class="greet_text"><div class="greet_image"><a href=" rel="nofollow"><img src=" alt="WP Greet Box icon"/></a></div>Hello there! If you are new here, you might want to <a href=" rel="nofollow"><strong>subscribe to the RSS feed</strong></a> for updates on this topic.<div style="clear:both"></div></div></div> An advertisement for MySpace Mobile was included with my latest bill from Cingular for my cell phone service: MySpace Mobile is a social networking mobile application offering an interactive, user-submitted network of friends, personal profiles, blogs, groups, photos and much more. Cell phones are already contentious in many schools. Having a cell phone can be an important thing, but there is no guarantee the cell lines will be open during an emergency.
An Introduction to Connective Knowledge ~ Stephen's Web ~ b You are not logged in. [] [] 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. Probabilistic knowledge is a type of quantitative knowledge. b. c. d. e. f. g.
"Creepy Treehouse" effect: Twitter & Facebook suck when they're required by your professor Fresh from the Chronicle of Higher Education's "Wired Campus" column comes the amazing discovery that college students DO NOT want to become friends with their professors on Facebook and they don't want to get "tweets" from their twittering profs. When Professors Create Social Networks for Classes, Some Students See a 'Creepy Treehouse'A growing number of professors are experimenting with Facebook, Twitter, and other social-networking tools for their courses, but some students greet an invitation to join professors’ personal networks with horror, seeing faculty members as intruders in their private online spaces. Recognizing that, some professors have coined the term “creepy treehouse” to describe technological innovations by faculty members that make students’ skin crawl. Here's an (abridged) definition of "creepy treehouse" from Jared Stein, director of instructional-design services at Utah Valley University: n. Students reject creepy treehouses for one reason: they are creepy.