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robert morris

Education Theory/Constructivism and Social Constructivism - UCD - CTAG - 56 views

www.ucdoer.ie/...vism_and_Social_Constructivism

shared by robert morris on 08 Dec 14 - No Cached
  • Deep roots classical antiquity. Socrates, in dialogue with his followers, asked directed questions that led his students to realize for themselves the weaknesses in their thinking.
    • Manuel Condoleon
      Manuel Condoleon on 08 Dec 14
       
      Good link to Socrates
    • robert morris
      robert morris on 08 Dec 14
       
      I think this is the essence of teaching and learning - asking questions, for nothing is really true.
  • Emphasis is on the collaborative nature of learning and the importance of cultural and social context.
    • robert morris
      robert morris on 08 Dec 14
       
      I agree - context, and culture play a very important role. And this might change from corner to corner, it can change quickly, neighbours etc
  • Believed that constructivists such as Piaget had overlooked the essentially social nature of language and consequently failed to understand that learning is a collaborative process.
  • ...25 more annotations...
  • Constructivist learning environments provide multiple representations of reality
  • Multiple representations avoid oversimplification and represent the complexity of the real world
  • Constructivist learning environments emphasize authentic tasks in a meaningful context rather than abstract instruction out of context.
  • Constructivist learning environments provide learning environments such as real-world settings or case-based learnin
  • Constructivist learning environments encourage thoughtful reflection on experience.
  • Constructivist learning environments support "collaborative construction of knowledge through social negotiation, not competition among learners for recognition.
  • Jonassen (1994)
  • There is no absolute knowledge, just our interpretation of it. The acquisition of knowledge therefore requires the individual to consider the information and - based on their past experiences, personal views, and cultural background - construct an interpretation of the information that is being presented to them.
  • Teaching styles based on this approach therefore mark a conscious effort to move from these ‘traditional, objectivist models didactic, memory-oriented transmission models’ (Cannella & Reiff, 1994) to a more student-centred approach.
  • Students ‘construct’ their own meaning by building on their previous knowledge and experience. New ideas and experiences are matched against existing knowledge, and the learner constructs new or adapted rules to make sense of the world
  • John Dewey (1933/1998) is often cited as the philosophical founder of this approach
  • while Vygotsky (1978) is the major theorist among the social constructivists.
  • Bruner (1990) and Piaget (1972) are considered the chief theorists among the cogn
  • Dewey
  • Piaget
  • John Dewey rejected the notion that schools should focus on repetitive, rote memorization & proposed a method of "directed living" – students would engage in real-world, practical workshops in which they would demonstrate their knowledge through creativity and collaboration
  • Piaget rejected the idea that learning was the passive assimilation of given knowledge. Instead, he proposed that learning is a dynamic process comprising successive stages of adaption to reality during which learners actively construct knowledge by creating and testing their own theories of the world.
  • A common misunderstanding regarding constructivism is that instructors should never tell students anything directly but, instead, should always allow them to construct knowledge for themselves. This is actually confusing a theory of pedagogy (teaching) with a theory of knowing. Constructivism assumes that all knowledge is constructed from the learner’s previous knowledge, regardless of how one is taught. Thus, even listening to a lecture involves active attempts to construct new knowledge.
  • social interaction lay at the root of good learning.
  • Bruner builds on the Socratic tradition of learning through dialogue, encouraging the learner to come to enlighten themselves through reflection
  • Careful curriculum design is essential so that one area builds upon the other. Learning must therefore be a process of discovery where learners build their own knowledge, with the active dialogue of teachers, building on their existing knowledge.
  • Social constructivism was developed by Vygotsky. He rejected the assumption made by Piaget that it was possible to separate learning from its social context.
    • robert morris
      robert morris on 08 Dec 14
       
      On Vgotsky`s side here - I don`t think you can forget the role of "social learning", peer to peer learning and the role of social interaction.
  • The basic tenet of constructivism is that students learn by doing rather than observing.
  • By the 1980s the research of Dewey and Vygotsky had blended with Piaget's work in developmental psychology into the broad approach of constructivism
  • 1. Discovery Learning (Bruner) In discovery learning, the student is placed in problem solving situations where they are required to draw on past experiences and existing knowledge to discover facts, relationships, and new information. Students are more likely to retain knowledge attained by engaging real-world and contextualised problem-solving than by traditional transmission methods. Models that are based upon discovery learning model include: guided discovery, problem-based learning, simulation-based learning, case-based learning, and incidental learning.
jodi tompkins

National Constitution Center: Which Founder Are You? - 58 views

www.constitutioncenter.org/FoundersQuiz

constitution history interactive government socialstudies

shared by jodi tompkins on 17 Sep 10 - Cached
  • jodi tompkins on 17 Sep 10
     
    Find out which President you are most like.
Tracy Tuten

Reading and the Web - Texts Without Context - NYTimes.com - 28 views

www.nytimes.com/...21mash.html

sme NYTimes technology Web 2.0 critic mashup

shared by Tracy Tuten on 08 Apr 10 - Cached
  • In his deliberately provocative — and deeply nihilistic — new book, “Reality Hunger,” the onetime novelist David Shields asserts that fiction “has never seemed less central to the culture’s sense of itself.”
  • Mr. Shields’s book consists of 618 fragments, including hundreds of quotations taken from other writers like Philip Roth, Joan Didion and Saul Bellow — quotations that Mr. Shields, 53, has taken out of context and in some cases, he says, “also revised, at least a little — for the sake of compression, consistency or whim.”
  • It’s also a question, as Mr. Lanier, 49, astutely points out in his new book, “You Are Not a Gadget,” of how online collectivism, social networking and popular software designs are changing the way people think and process information, a question of what becomes of originality and imagination in a world that prizes “metaness” and regards the mash-up as “more important than the sources who were mashed.”
  • ...2 more annotations...
  • Mr. Lanier’s book, which makes an impassioned case for “a digital humanism,” is only one of many recent volumes to take a hard but judicious look at some of the consequences of new technology and Web 2.0. Among them are several prescient books by Cass Sunstein, 55, which explore the effects of the Internet on public discourse; Farhad Manjoo’s “True Enough,” which examines how new technologies are promoting the cultural ascendancy of belief over fact; “The Cult of the Amateur,” by Andrew Keen, which argues that Web 2.0 is creating a “digital forest of mediocrity” and substituting ill-informed speculation for genuine expertise; and Nicholas Carr’s book “The Shallows” (coming in June), which suggests that increased Internet use is rewiring our brains, impairing our ability to think deeply and creatively even as it improves our ability to multitask.
  • Steven Johnson, a founder of the online magazine Feed, for instance, wrote in an article in The Wall Street Journal last year that with the development of software for Amazon.com’s Kindle and other e-book readers that enable users to jump back and forth from other applications, he fears “one of the great joys of book reading — the total immersion in another world, or in the world of the author’s ideas — will be compromised.” He continued, “We all may read books the way we increasingly read magazines and newspapers: a little bit here, a little bit there.”
  • Tracy Tuten on 08 Apr 10
     
    Highly insightful and developed argument for how Web 2.0 is changing how we process information, learn, and develop opinions. 
webExplorations

YouTube - TEDxNYED - Will Richardson - 03/05/2011 - 65 views

www.youtube.com/watch

ctl video

shared by webExplorations on 26 Apr 11 - No Cached
  • A parent of two middle school-aged children, Will Richardson has been blogging about the intersection of social online learning networks and education for the past 10 years at Weblogg-ed.com. He is a former public school educator for 22 years, and is a co-founder of Powerful Learning Practice, a unique long-term, job-embedded professional development program that has mentored over 3,500 teachers worldwide in the last four years.
  • webExplorations on 26 Apr 11
     
    A Tedx video describing the state of education today and giving several examples of teaching for learning instead of teaching to the exam. A powerful 14 minute presentation.
Keicha Kempsey

Beowulf: An Anglo-Saxon Epic Poem - 26 views

www.gutenberg.org/...16328-h.htm

shared by Keicha Kempsey on 09 Jul 11 - No Cached
  • Spear-Danes’
    • Keicha Kempsey
      Keicha Kempsey on 09 Jul 11
       
      The Spear-Danes are the Scyldings (Hrothgar's tribe)--central characters in Beowulf. They are variously referred to as Beorht-Dene (Bright-Danes), Éast-Dene (East-Danes), Gár-Dene (Spear-Danes), Hring-Dene (Ring-Danes), Norð-Dene (North-Danes), Súð-Dene (South-Danes), West Dene (West Danes), Scyldings (after their eponymous founder) and Ingwine (lit. 'friends of Ing [=OE. Frea / ON. Freyr ]')
  • Beowulf
    • Keicha Kempsey
      Keicha Kempsey on 09 Jul 11
       
      This is a different Beowulf from the eponymous hero of the poem. This is Béowulf Scyldinga or Béowulf the Dane, presumably equivalent to Beow(a) or Béaw of the geneaologies:-- the Parker MS of the Anglo-Saxon Chronicle has Beaw as the son of Scyld.
Ruth Howard

What G+ is really about (pst!!! it's not social) - first-time tech founder's posterous - 1 views

firsttimetechfounder.posterous.com/eally-about-pst-its-not-social

first-time founder social tech posterous G+ what is it not?

shared by Ruth Howard on 18 Jul 11 - No Cached
  • Ruth Howard on 18 Jul 11
     
    Imagine social ok understand compare w FB and Twitter etc but go further imagine Microsoft and Apple and Google and FB etc but! It's all in cloud and it's all G+ we just use mobile browsers Apps and yikes never leave The Big G Kahuna....
Maggie Tsai

CR2.0 Event / Diigo Webinar: Introducing the Diigo Educator Account - 1 views

www.classroom20.com/...social-bookmarking

diigo educator

shared by Maggie Tsai on 16 Nov 08 - Cached
  • Maggie Tsai, co-founder of Diigo and her special guest, Jennifer Dorman, will demo and discuss the first phase of "Diigo Educator Account:" a suite of features that makes it easy for teachers to get their entire class of students or their peers started on collaborative research using Diigo's web annotation and social bookmarking technology. For reference: Peggy Steffens - "Diigo ~ 21st Century Tool for Research, Reading, and Collaboration" http://www.amphi.com/~technology/techtalks/online/nov08/bestpract.htm Thursday, November 20, 2008 at 5:00 PM Pacific / 8:00 PM Eastern / 1:00 AM GMT (on Friday)
  • Maggie Tsai on 16 Nov 08
     
    If you are already using Diigo and like to learn more about the new educator features or join us to share your classroom experiences, or if you are new to Diigo, and want to learn why you might consider doing so and how to get started, come join us at on Nov. 20 evening.
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