Group items tagged educational-theory - CALL_IS_VSL

Jean Lave, Etienne Wenger and communities of practice - 0 views

www.infed.org/...communities_of_practice.htm

CoP research pedagogy teachers VSL

shared by TESOL CALL-IS on 04 Aug 09 - Cached

TESOL CALL-IS on 04 Aug 09

Article from the Informal Education Homepage. infed (the informal education homepage) was established in 1995 as an open, independent and not-for-profit site. Put together by a small group of educators, it is now accessed around 6 million times a year. Our aim is to provide a space for people to explore the theory and practice of informal education, social action and lifelong learning. We want to encourage educators and animateurs to develop ways of working and being that foster association, conversation and relationship.

<div class="cArrow"> </div><div class="cContentInner">Article from the Informal Education Homepage. infed (the informal education homepage) was established in 1995 as an open, independent and not-for-profit site. Put together by a small group of educators, it is now accessed around 6 million times a year. Our aim is to provide a space for people to explore the theory and practice of informal education, social action and lifelong learning. We want to encourage educators and animateurs to develop ways of working and being that foster association, conversation and relationship.</div>

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elearnspace. Connectivism: A Learning Theory for the Digital Age - 3 views

elearnspace.org/...connectivism_self-amused.htm

pedagogy connectivism teacher-training teachers VSL

shared by TESOL CALL-IS on 30 Nov 09 - Cached

TESOL CALL-IS on 30 Nov 09

"In the original 2004 article I stated: "The pipe is more important than the content within the pipe. Our ability to learn what we need for tomorrow is more important than what we know today. A real challenge for any learning theory is to actuate known knowledge at the point of application" (Conclusion section, � 1). I find Verhagen�s (2006) critique falls at precisely this point. The core of what I wrote in the initial article is still valid: that learning is a network phenomenon, influenced (aided) by socialization and technology. Two years is a lifetime in the educational technology space. Two years ago, web 2.0 was just at the beginning of the hype cycle. Blogs, wikis, and RSS�now prominent terms at most educational conferences�were still the sandbox of learning technology geeks. Podcasting was not yet prominent. YouTube didn't exist. Google had not released its suite of web-based tools. Google Earth was not yet on the desktops of children and executives alike�each thrilled to view their house, school, or business in satellite images. Learning Management Systems still held the starting point of most elearning initiatives. Moodle was not yet prominent, and the term PLEs (personal learning environments) did not exist. In two years, our small space of educational technology evolved�perhaps exploded is a more accurate term."

<div class="cArrow"> </div><div class="cContentInner">"In the original 2004 article I stated: "The pipe is more important than the content within the pipe. Our ability to learn what we need for tomorrow is more important than what we know today. A real challenge for any learning theory is to actuate known knowledge at the point of application" (Conclusion section, � 1). I find Verhagen�s (2006) critique falls at precisely this point. The core of what I wrote in the initial article is still valid: that learning is a network phenomenon, influenced (aided) by socialization and technology. Two years is a lifetime in the educational technology space. Two years ago, web 2.0 was just at the beginning of the hype cycle. Blogs, wikis, and RSS�now prominent terms at most educational conferences�were still the sandbox of learning technology geeks. Podcasting was not yet prominent. YouTube didn't exist. Google had not released its suite of web-based tools. Google Earth was not yet on the desktops of children and executives alike�each thrilled to view their house, school, or business in satellite images. Learning Management Systems still held the starting point of most elearning initiatives. Moodle was not yet prominent, and the term PLEs (personal learning environments) did not exist. In two years, our small space of educational technology evolved�perhaps exploded is a more accurate term."</div>

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Educational Leadership:Technology-Rich Learning:Students First, Not Stuff - 0 views

www.ascd.org/...Students-First,-Not-Stuff.aspx

pedagogy educational-theory teacher-training VSL

shared by TESOL CALL-IS on 30 Apr 13 - No Cached

TESOL CALL-IS on 30 Apr 13

""Always on" access has created an abundance of learning potentials that scarcely existed even a decade ago. "No, this is not the picture most of us painted for ourselves when we went into education. Most of us went into teaching understanding that school was pretty much the only education game in town, the place where kids came to get information, where, at the end of the day, we were responsible for disseminating the knowledge, we assessed whether our students got it, and we stamped it "an education." For that vast majority of kids (and for us, too) who attended a brick-and-mortar school, that's been the unbending, monolithic vision of schooling for 150 years. "So what do we do when that vision begins, finally, to be undermined?" Technology is changing what it means to be educated. Thoughtful article.

<div class="cArrow"> </div><div class="cContentInner">""Always on" access has created an abundance of learning potentials that scarcely existed even a decade ago. "No, this is not the picture most of us painted for ourselves when we went into education. Most of us went into teaching understanding that school was pretty much the only education game in town, the place where kids came to get information, where, at the end of the day, we were responsible for disseminating the knowledge, we assessed whether our students got it, and we stamped it "an education." For that vast majority of kids (and for us, too) who attended a brick-and-mortar school, that's been the unbending, monolithic vision of schooling for 150 years. "So what do we do when that vision begins, finally, to be undermined?" Technology is changing what it means to be educated. Thoughtful article.</div>

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Problem-Based Learning in Language Instruction: A Constructivist Model. Eric Digest. - 0 views

www.ericdigests.org/...problem.htm

project-based constructivism content-based pedagogy research teachers VSL

shared by TESOL CALL-IS on 21 Apr 09 - Cached

The assumption of non-constructivist approaches to learning has been that as long as learners are provided with knowledge, they will be able to use it. Education based on that assumption is thus primarily concerned with transferring substance to the learner, and little importance is placed on the role of the learning activity. From a constructivist view, on the other hand, learning is the process of constructing knowledge - not merely obtaining it - in social environments (Brooks & Brooks, 1993). The theory of situated learning consistent with this view asserts that what we come to know and understand is fundamentally a product of the learning situation and the nature of the learning activity. Learning tasks should thus, as far as possible, be embedded in the target context and require the kind of thinking that would be done in real life (Brown et al., 1989; Lave & Wenger, 1991).
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TESOL CALL-IS on 21 Apr 09

Article on PBL: The assumption of non-constructivist approaches to learning has been that as long as learners are provided with knowledge, they will be able to use it. Education based on that assumption is thus primarily concerned with transferring substance to the learner, and little importance is placed on the role of the learning activity. From a constructivist view, on the other hand, learning is the process of constructing knowledge - not merely obtaining it - in social environments (Brooks & Brooks, 1993). The theory of situated learning consistent with this view asserts that what we come to know and understand is fundamentally a product of the learning situation and the nature of the learning activity. Learning tasks should thus, as far as possible, be embedded in the target context and require the kind of thinking that would be done in real life (Brown et al., 1989; Lave & Wenger, 1991).

<div class="cArrow"> </div><div class="cContentInner">Article on PBL: The assumption of non-constructivist approaches to learning has been that as long as learners are provided with knowledge, they will be able to use it. Education based on that assumption is thus primarily concerned with transferring substance to the learner, and little importance is placed on the role of the learning activity. From a constructivist view, on the other hand, learning is the process of constructing knowledge - not merely obtaining it - in social environments (Brooks & Brooks, 1993). The theory of situated learning consistent with this view asserts that what we come to know and understand is fundamentally a product of the learning situation and the nature of the learning activity. Learning tasks should thus, as far as possible, be embedded in the target context and require the kind of thinking that would be done in real life (Brown et al., 1989; Lave & Wenger, 1991).</div>

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10 Things I've Learned (So Far) from Making a Meta-MOOC - 0 views

www.hybridpedagogy.com/...earned-from-making-a-meta-mooc

MOOC cMOOC online-learning pedagogy VSL

shared by TESOL CALL-IS on 09 Aug 15 - No Cached

Technology has a way of making people lose their marbles — both the hype and the hysteria we saw a year ago were ridiculous.  It is good that society in general is hitting the pause button. Is there a need for online education? Absolutely. Are MOOCs the best way? Probably not in most situations, but possibly in some, and, potentially, in a future iteration, massive learning possibilities well might offer something to those otherwise excluded from higher education (by reasons of cost, time, location, disability, or other impediments).
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Also, in the flipped classroom model, there is no cost saving; in fact, there is more individual attention. The MOOC video doesn’t save money since, we know, it requires all the human and technological apparatus beyond the video in order to be effective. A professor has many functions in a university beyond giving a lecture — including research, training future graduate students, advising, and running the university, teaching specialized advance courses, and moving fields of knowledge forward.
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My face-to-face students will learn about the history and future of higher education partly by serving as “community wranglers” each week in the MOOC, their main effort being to transform the static videos into participatory conversations.  
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...6 more annotations...
I’ve been humbled all over again by the innovation, ingenuity, and dedication of teachers — to their field, to their subject matter, and to anonymous students worldwide. My favorite is Professor Al Filreis of the University of Pennsylvania who teaches ModPo (Modern and Contemporary American Poetry) as a seminar.  Each week students, onsite and online, discuss a poem in real time. There are abundant office hours, discussion leaders, and even a phone number you can call to discuss your interpretations of the week’s poem. ModPo students are so loyal that, when Al gave a talk at Duke, several of his students drove in from two and three states away to be able to testify to how much they cherished the opportunity to talk about poetry together online. Difficult contemporary poets who had maybe 200 readers before now have thousands of passionate fans worldwide.
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Interestingly, MOOCs turn out to be a great advertisement for the humanities too. There was a time when people assumed MOOC participants would only be interested in technical or vocational training. Surprise! It turns out people want to learn about culture, history, philosophy, social issues of all kinds. Even in those non-US countries where there is no tradition of liberal arts or general education, people are clamoring to both general and highly specialized liberal arts courses.
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First let’s talk about the MOOC makers, the professors. Once the glamor goes away, why would anyone make a MOOC? I cannot speak for anyone else — since it is clear that there is wide variation in how profs are paid to design MOOCs — so let me just tell you my arrangement. I was offered $10,000 to create and teach a MOOC. Given the amount of time I’ve spent over the last seven months and that I anticipate once the MOOC begins, that’s less than minimum wage. I do this as an overload; it in no way changes my Duke salary or job requirement. More to the point, I will not be seeing a penny of that stipend. It’s in a special account that goes to the TAs for salary, to travel for the assistants to go to conferences for their own professional development, for travel to make parts of the MOOC that we’ve filmed at other locations, for equipment, and so forth. If I weren’t learning so much and enjoying it so much or if it weren’t entirely voluntary (no one put me up to this!), it would be a rip off. I have control over whether my course is run again or whether anyone else could use it.
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Interestingly, since MOOCs, I have heard more faculty members — senior and junior — talking about the quality of teaching and learning than I have ever heard before in my career.
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9. The best use of MOOCs may not be to deliver uniform content massively but to create communities and networks of passionate learners galvanized around a particular topic of shared interest. To my mind, the potential for thousands of people to work together in local and distributed learning communities is very exciting. In a world where news has devolved into grandstanding, badgering, hyperbole, accusation, and sometimes even falsehood, I love the greater public good of intelligent, thoughtful, accurate, reliable content on deep and important subjects — whether algebra, genomics, Buddhist scripture, ethics, cryptography, classical music composition, or parallel programming (to list just a few offerings coming up on the Coursera platform). It is a huge public good when millions and millions of people worldwide want to be more informed, educated, trained, or simply inspired.
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The “In our meta-MOOC” seems to me to be an over complication, and is in fact describing the original MOOC (now referred to as cMOOC) based around concepts of Connectivism (Downes & Siemens) itself drawing on Communities of Practice theory of learning (Wenger). This work was underway in 2008 http://halfanhour.blogspot.co.uk/2013/05/mooc-resurgence-of-community-in-online.html
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Situating the Zone of Proximal Development - 1 views

www.westga.edu/...marsh82.htm

constructivism Vygotsky pedagogy teachers teacher-training VSL

shared by TESOL CALL-IS on 12 Aug 12 - Cached

Social constructivist theory has advanced the notion that distance education is inferior, because effective learning is thought to require immersion in a cognitive apprenticeship under the guidance of a mentor. Effective learning is said to be situated in activity, context, and culture as a collaboration in a community of practice. Administrators and practitioners in distance education are confronted with a challenge to the efficacy of their endeavors. The authors briefly trace the evolution of social constructivism, the influence of Piaget and Vygotsky, and analyze the effects of contemporary social constructivism with implications for instructional theory and practice.
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TESL-EJ Issue 12.4 - 0 views

tesl-ej.org/toc.html

online_journal research pedagogy tools VSL

shared by TESOL CALL-IS on 13 Apr 09 - Cached

TESOL CALL-IS on 13 Apr 09

A refereed journal with a focus on the links between theory and practice. Reviews of classroom texts. Issues in language education. Regular columns on the Internet and Media. --EHS

<div class="cArrow"> </div><div class="cContentInner">A refereed journal with a focus on the links between theory and practice. Reviews of classroom texts. Issues in language education. Regular columns on the Internet and Media. --EHS</div>

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CoP Resources - 2 views

webpages.csus.edu/...CoP_Resources.html

CoP theory teachers teacher-training pedagogy VSL

shared by TESOL CALL-IS on 19 Jul 11 - Cached

TESOL CALL-IS on 19 Jul 11

"This is a partially annotated list of references to a chapter in Hubbard and Levy's book on CALL for teachers: Hanson-Smith, E. 2006. Communities of practice for pre- and in-service teacher education, in P. Hubbard & M. Levy, Eds., Teacher Education in CALL, pp. 301-315. Amsterdam: John Benjamins."

<div class="cArrow"> </div><div class="cContentInner">"This is a partially annotated list of references to a chapter in Hubbard and Levy's book on CALL for teachers: Hanson-Smith, E. 2006. Communities of practice for pre- and in-service teacher education, in P. Hubbard & M. Levy, Eds., Teacher Education in CALL, pp. 301-315. Amsterdam: John Benjamins."</div>

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CoP Resources - 0 views

webpages.csus.edu/...CoP_Resources.html

teachers theory pedagogy teacher-training VSL

shared by TESOL CALL-IS on 19 Jul 11 - Cached

TESOL CALL-IS on 19 Jul 11

A frequently updated list of partially annotated references to a chapter in Hubbard and Levy's book on CALL for teachers: Hanson-Smith, E. 2006. Communities of practice for pre- and in-service teacher education, in P. Hubbard & M. Levy, Eds., Teacher Education in CALL, pp. 301-315. Amsterdam: John Benjamins.

<div class="cArrow"> </div><div class="cContentInner">A frequently updated list of partially annotated references to a chapter in Hubbard and Levy's book on CALL for teachers: Hanson-Smith, E. 2006. Communities of practice for pre- and in-service teacher education, in P. Hubbard & M. Levy, Eds., Teacher Education in CALL, pp. 301-315. Amsterdam: John Benjamins.</div>

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George Siemens on Social Learning Networks: From Theory to Practice | Xyleme Voices - 0 views

www.xyleme.com/...28

pedagogy web2.0 connectivism podcasting teachers VSL

shared by TESOL CALL-IS on 28 Aug 11 - Cached

TESOL CALL-IS on 28 Aug 11

"In this podcast, George argues that traditional courses, where students rely on the educator to structure their learning experience, rob the learner of an enormous part of the learning experience. So, he makes the case for social learning networks and he explains how educational institutions and corporate enterprises can embrace social media & social networks as part of the big shift towards informal and on-demand learning. "

<div class="cArrow"> </div><div class="cContentInner">"In this podcast, George argues that traditional courses, where students rely on the educator to structure their learning experience, rob the learner of an enormous part of the learning experience. So, he makes the case for social learning networks and he explains how educational institutions and corporate enterprises can embrace social media & social networks as part of the big shift towards informal and on-demand learning. "</div>

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Educational Psychology Interactive: Cognitive Development - 0 views

www.edpsycinteractive.org/...piaget.html

research brain-based teacher-training teachers pedagogy neuroscience VSL

shared by TESOL CALL-IS on 09 Oct 12 - No Cached

TESOL CALL-IS on 09 Oct 12

A good synopsis of Piaget's Theory of Cognitive Development

<div class="cArrow"> </div><div class="cContentInner">A good synopsis of Piaget's Theory of Cognitive Development</div>

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A Very Good Checklist for Assessing 21st Century Learning Skills ~ Educational Technolo... - 2 views

www.educatorstechnology.com/...d-checklist-for-assessing.html

learning-theory rubric assessment teacher-training VSL

shared by TESOL CALL-IS on 09 Aug 15 - No Cached

TESOL CALL-IS on 09 Aug 15

"What I like the most about this chart is the fact that it emphasizes the social and affective component in learning, something which is often overlooked in today's digitally-focused learning paradigms. These mechanical skill-based and market-oriented paradigms reduce students to 'cheerful robots' and view pedagogy as 'merely a skill, technique, or disinterested method' to teach pre specified subject matter' (Giroux, 2011). Instead, education should be viewed as an important locomotive not only for gainful employment but also for 'creating the formative culture of beliefs, practices, and social relations that enable individuals to wield power, learn how to govern, and nurture a democratic society that takes equality, justice, shared values, and freedom seriously.(Kindle Location, 67 from "On Critical Pedagogy")." The checklist is also quite short.

<div class="cArrow"> </div><div class="cContentInner">"What I like the most about this chart is the fact that it emphasizes the social and affective component in learning, something which is often overlooked in today's digitally-focused learning paradigms. These mechanical skill-based and market-oriented paradigms reduce students to 'cheerful robots' and view pedagogy as 'merely a skill, technique, or disinterested method' to teach pre specified subject matter' (Giroux, 2011). Instead, education should be viewed as an important locomotive not only for gainful employment but also for 'creating the formative culture of beliefs, practices, and social relations that enable individuals to wield power, learn how to govern, and nurture a democratic society that takes equality, justice, shared values, and freedom seriously.(Kindle Location, 67 from "On Critical Pedagogy")." The checklist is also quite short.</div>

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BuaNews Online homepage - 1 views

www.buanews.gov.za/view.php

digital_divide Africa VSL

shared by TESOL CALL-IS on 09 Oct 12 - Cached

Date: 09 Sep 2005 Title: Mini labs take science to rural schools --------------------------------------------------------------- By Kulani Mavunda Bethal - Rural high school pupils in Mpumalanga will now have access to well-equipped mini science laboratories. The mini laboratories are small, compact, durable boxes that weigh no more than 15kg and do not need electricity. They also come with printed and electronic manuals, as well as equipment and chemicals for the Grade 8 and 9 Natural Science curricula. "The mini labs are designed to bridge the gap between secondary and tertiary education by stimulating an interest in science," said provincial education spokesperson Thomas Msiza. He said the mini labs were donated by a marketing company called the Bright Idea Project. "The new laboratories will allow pupils to put theory into practical learning," he said. Mini-labs have already been donated to Lekete and KwaMhlanga high schools. Co-owner of the Bright Idea Project, Isaac Johnson, said the manuals would eventually be translated in all eleven languages and cater for grades four to nine. "Language will not be a barrier," he said. "We envisage the mini lab to be a standard item in all under-resourced schools, in both rural and metropole regions, within the next two years." On Friday, eight more mini labs, worth R48 000, will be handed over to Ikhethelo Secondary School in Mzinoni near Bethal. - BuaNews
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The High Cost of Neuromyths in Education | Edutopia - 0 views

www.edutopia.org/...myths-in-education-judy-willis

learning-styles learning-theory neuroscience pedagogy VSL

shared by TESOL CALL-IS on 13 Feb 15 - No Cached

TESOL CALL-IS on 13 Feb 15

"No reliable research has ever demonstrated that instruction designated as appropriate for any "tested" learning style is effective because it matches that style. The research is missing several important control validations. For example, there are no statistically valid studies comparing the response of a mixed-learning-style control group with the results of a learning-style-matched group. To qualify as "effective," there must be support of claims that superior outcomes are the direct result of teaching to individual learning styles and not a general result to the instruction. There is no evidence that "visual learners" have better outcomes to instruction designed for "visual learners" than do mixed-style learners taught using the same instruction. Without comparison groups, the before and after results could simply mean that the particular instruction is the most effective method for teaching that specific content to all students (Pashler, et al)." Excellent blog debunking some of the neuromyths that instruction is guided by, particularly in the public school system of the U.S.

<div class="cArrow"> </div><div class="cContentInner">"No reliable research has ever demonstrated that instruction designated as appropriate for any "tested" learning style is effective because it matches that style. The research is missing several important control validations. For example, there are no statistically valid studies comparing the response of a mixed-learning-style control group with the results of a learning-style-matched group. To qualify as "effective," there must be support of claims that superior outcomes are the direct result of teaching to individual learning styles and not a general result to the instruction. There is no evidence that "visual learners" have better outcomes to instruction designed for "visual learners" than do mixed-style learners taught using the same instruction. Without comparison groups, the before and after results could simply mean that the particular instruction is the most effective method for teaching that specific content to all students (Pashler, et al)." Excellent blog debunking some of the neuromyths that instruction is guided by, particularly in the public school system of the U.S.</div>

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Why Kids Need Schools to Change | MindShift - 0 views

blogs.kqed.org/...hy-kids-need-schools-to-change

educational-theory teacher-training pedagogy VSL