Group items tagged

instruction that attempts to control the learner’s responses and environment

acquisition

learning goal is enculturation

Enculturation results from interactions among people, objects, and culture in a collective effort to solve problems, create products, or perform service

Carrying on a dialogue tells the student that she/he is an equal member of the community.

Conversation, discourse, talking, chat, dialogue, exchange, banter, discussion, communication, dissertation, critique, and exposition

The activation of discourse is everything

applicable to their needs when they need them, motivating learning

This convergence of tools, practice, and theory enables teachers and students to discuss, plan, create, and implement unique strategies for providing instruction within a unique environment.

enablers

Learners are collaborators in the learning process and have an equal role in setting goals.

They make most of the decisions related to what to learn, how to study, and which resources to use.

Teachers pass on information to the learner. The clearer the information the more the learner will acquire.

Evaluation is a critical strategy within traditional learning environments

Teachers focus on interacting at a metacognitive level with the learners. They help students analyze their learning deficits through questioning.

Insufficient learning or failure

Tools enable learners to contribute to the community.

learners who want to learn what they need as fast as they can to apply within their community of practice

Tools are not objects of instruction.

Scott Grabinger

Instructional Design for Sociocultural Learning Environments

Models, such as ADDIE, are most useful in the systematic planning of major revisions of an existing course or the creation of a new course. However, traditional university academics spend relatively little time in systematic planning activities prior to teaching an existing course (Lattuca and Stark 2009). A significant reason for this is that academics are not often required to engage in the development of new courses or major overhauls of existing courses (Stark and Lowther 1988). The pre-dominant practice is teaching an existing course, often a course the academic has taught previously. When this happens, academics spend most of their time fine tuning a course or making minor modifications to material or content

actual teaching and learning that occurs is more in line with the teacher’s implicit internalised knowledge and not that described in published course descriptions