Followed your link to the Mind Map web site. The purple makes the words harder to see at my age. I would suggest putting them in "BOLD" or going for a lighter color. Found a couple of typos: Board (bored), used on (one).
A question: why use the Smart Board only as a reward and a method of teaching when you state that you have an abundance of tools, resources and lessons?
Saturday, July 24, 2010
Connectivism Module 4 Assignment
Module 4
Assignment
Introduction
My contention as to whether Connectivism is or is not a learning theory will be based upon the belief that I do not find connections in Siemens’ theory that would support the idea that his explanations will lead to a learning theory.
Argument
• What are the essential criteria for something to be a learning theory?
Driscoll conceptualizes a Learning Theory as, “A set of constructs linking Results or changes in performance, Means-Hypothesized structures and processes responsible for learning, and Inputs-resources or experiences that trigger learning.” (Driscoll, 2005, p 1). She also believes that there is a process to theory building involving,
Making assumptions about the nature of knowledge and how one comes ‘to know’; asking questions from curiosity or discrepant events; conducting systematic observations; proposing explanations of observed events; deriving working hypotheses from proposed explanations; conducting research to test hypotheses; comparing results with hypotheses and initial theory; and revising theory and conducting additional research. (p. 5).
Therefore; a learning theory to Driscoll is, “A set of psychological concepts that are linked together while observing any changes in behavior against ideas thought of prior to the changes occurring.” (p. 9). In connection with this she states that a learning theory is comprised of three basic components:
The results: What are these changes in performance to be explained by the theory?
The means: What are the processes by which the results are brought about (including any hypothesized structures that these procedures are assumed to operate on)?
The inputs: What triggers the processes to occur? What are the resources or experiences that form the basis for learning? (p. 9).
Theory as defined by Johnson and Christensen (2008, p. 63), “An explanation or explanatory system that discusses how a phenomenon operates and why it operates as it does”, by making sense of the purpose of current knowledge through integration and summarization of the knowledge.
Trochim and Donnelly (2007, p. 241) defines grounded theory as, “Good research strategizes and reflects theories that one is investigating.” While hypothesizing specific theoretical expectations one should incorporate these into the design of the theory.
Connectivism, by Siemens (2004), is:
The integration of principles explored by chaos, network, and complexity and self-organization theories. Learning is a process that occurs when nebulous environments of shifting elements – not entirely under the control of the individual.
Connectivism is driven by the understanding that decisions are based on rapidly altering foundations. New information is continually being acquired. The ability to draw between important and unimportant information is vital. The ability to recognize when new information alters the picture based on decisions made yesterday is also crucial.
From my perspective, Connectivism is trying to fill in the “blanks” of information not viable through behaviorism, constructivism, or cognitivism and thus making “connections” between how one learns then utilizes this information in learning new material, making it less a theory and more of an adoptive method of explaining the system of learning, similar to the workings of a computer: input, evaluation [this is where connectivism applies], and then output.
• What are the essential criteria for something to be an instructional theory?
Driscoll, using Reigeluth’s (1983) definition of instructional theory as identifying methods that will provide the conditions under which learning goals will most likely be attained. (Driscoll, 2005, p. 352).
Siemens (2006, p. 39), Connectivism is a “process of creating networks”, where information is not directly related to what one must learn about, but could be useful at some time in the future; those bits of information in the “shade, along continuums, and blurred boundaries” to create a new reality.
Saettler (2004, p. 346-347), describes Gagne` and Brigg’s Theory of Instruction as:
Major categories of human capabilities that are outcomes of learning being (1) verbal information, (2) intellectual skills, (3) cognitive strategies, (4) attitudes, and (5) motor skills. By proposing that each category requires a different set of conditions for effective learning, and assumed the information –processing model of learning and memory, with the system model being characterized by instruction designed for specific goals and objectives; the development of instruction employs diverse media; and pilot tryouts, materials revision, and field testing of materials constitute an integral part of the design process. In other words, instructions ‘a human undertaking whose purpose is to help people learn.’
The reason Connectivism does not meet the criteria for an instruction learning theory since it merely makes connections in the methods by which learners integrate and formalize their learning with extraneous bits of information.
• What are the differences between a learning theory and an instructional theory?
The differences between a learning theory and an instructional theory are:
A learning theory must answer the questions, “What are the results being observed that pertained to a change in learning from that which was first theorized? How does this change occur within the individual as theorized by the observer? What experiences or other basis can be identified as the factor(s) leading to the change in the learning situation?” Whereas, the instructional learning is a method(s) that are used by the student to take the information presented, interpreting the information, evaluating it against known information and then creating a new information database from which to work from.
Here, Siemens’ so-called theory fails to take into consideration that other learning theories are based upon rote memory based in psychology as opposed to his connectivism theory with memory initiated through usage of technological devices that merely links the blank spaces left by rote theories.
• What is connectivism?
Connectivism is an integration of principles of chaos, network, complexity and self-organization theories. Here, Siemens states these are a collection of theories from the start, not something that is original. Learning is a process that occurs when unformulated environments of shifting elements – not entirely under the control of the individual.
Connectivism is driven by the understanding that decisions are based on rapidly altering foundations. New information is continually being acquired. The ability to draw between important and unimportant information is vital. The ability to recognize when new information alters the picture based on decisions made yesterday is also crucial. Therefore, the theory is ever-changing whereas the other theories, based in psychology, are self-sustaining and never change, only the environment changes.
• Why does Siemens believe connectivism is a new learning theory for a digital age?
Siemens believes his theory of connectivism is a theory because it is the only explanation of learning that changes due to the usage of technology, whereas all other theories were based in psychological means using rote memory.
• Provide three sound reasons why connectivism could be a learning theory.
Not withstanding the reasons that I have included in my argument against connectivism being a learning theory, it could be stated, and disregarding the psychological aspects of other learning theories, that connectivism is a theory based upon the one source of definition that it is based upon the learning acquired through technological devices making it a one-of-a-kind theory.
Connectivism uses multiple methods of learning not inhibited like behaviorism, cognitivism, and constructivism to behaviors, thinking, and how one construct’s new learning from previously learned learning.
Connectivism does close in on the totality of learning that goes on within the mind of the learner to achieve the learning change required by city, state, and national criteria.
• Provide three sound reasons why connectivism might not be a learning theory.
Connectivism is trying to fill in the “blanks” of information not viable through behaviorism, constructivism, or cognitivism and thus making “connections” between how one learns then utilizes this information in learning new material, making it less a theory and more of an adoptive method of explaining the system of learning, similar to the workings of a computer: input, evaluation [this is where connectivism applies], and then output, from my viewpoint.
The reason Connectivism does not meet the criteria for an instruction learning theory since it merely makes connections in the methods by which learners integrate and formalize their learning with extraneous bits of information.
Siemens’ theory fails to take into consideration that other learning theories are based upon rote memory based in psychology as opposed to his connectivism theory with memory initiated through usage of technological devices that merely links the blank spaces left by rote theories.
Conclusion
Learning is not a concept that is easily defined due to the multitude of avenues in which a student can learn or is required to learn. Theories prior to Siemen were all psychologically-based whereas Siemens’ is not, merely technologically-based. Siemen, as far as I can determine from the readings and material available to me fails to uphold the definition of a theory and instructional theory by lacking a base of determination from which to work from other than technology. It does not qualify as an instructional theory being that it is a means to “connect” concepts to other concepts not enlarging the concept of learning for the learner directly, but indirectly plus the ability of being able to integrate information that does not necessarily apply to a given problem but can be used at some point under different conditions and environments.
Siemen, from connectivism.ca (2010, p. 7, para 3/7), states “content should be tied to objectives and learning profiles, if not, meaning is nothing if it does not develop the learner into gaining the ability to produce personal content rather than being forced-fed content from the instructor. In his terms teachers are the curators of information and students are the creators.” Siemens (2010, p. 23, para 7/9), “A community or group is defined by its connections – how people are connected to each other and to the world outside is provided through a shaping influence on possible connections we draw between concepts, information sources, world views, and other people.” According to Siemens when “connections begin to solidify, becoming dogma, that is rigid, they fail to represent information continuously evolving through a chaotic and shifting world outside.”
Siemens (2010, p. 25, para 1/3), “Connections are … fragmented information that is woven and remade through global social interactions. We don’t make sense of our complex world as individuals. We make dense through connections with these connections creating our identity helping us to gain a sense of belonging and humanity.”
Looking at the role of the teacher/instructor/professor, Siemen (2010, p. 27 para 2),
The teacher plays numerous roles in the traditional classrooms a role-model, encourager, supporter, guide, and synthesizer, but most importantly, a teacher offers discipline in selecting the textbook, determining and sequencing lectures and planning activities to offer coherence to the subject matter. But when a learner has control of the tools of conversation, they also control the conversation(s) in which they choose to engage.
Teachers, under Siemens, would be amplifiers (to Tweet or re-tweet), curators (knowledge keepers), wayfinding socially-driven sense-maker (finding the way through spacious amounts of information using technology such as Blogs using social systems as filters), aggregating (disregarding the usage of RSS feeds the collective ability of technology to determine how one can improve what is being done based upon past experiences), filtering (use of the first three concepts), modeling (teaching and demonstrating the using of apprenticeships whereas learning is practice and reflection of learned concepts), and persistent presence (presenting summary comments, synthesizes discussions, provides critical perspectives, and directs learner to resources they may not have previously encountered).
In conclusion, Siemens’ theory is not a theory but a means of inclusion that allows one to connect missing pieces of information to that of behaviorism, cognitivism, and constructivism that is based solely on the use of technology and not a psychological explanation of events of procurement of information and behavioral changes that accompanies such change.
References
Driscoll, M. P. (2005). Psychology of Learning for Instruction. (Third Ed.). Pearson Education Inc. Boston
Johnson, B. and Christensen, L. (2008). Educational Research: Quantitative, Qualitative, and Mixed Approaches. (Third Ed.). Sage Publications Los Angeles
Saettler, P. (2004). The Evolution of American Educational Technology. Information Age Publishing Greenwich, CT
Siemens, G. (2006). Knowing Knowledge.
Siemens, G. (2004). Connectivism: A Learning Theory for the Digital Age. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm
Siemens, G. (210). Various Topics. Retrieved from http://www.connectivism.ca/
Trochim, M. K. and Donnelly, J. P. (2007). The Research Methods Knowledge Base. (Third Ed.). Thompson Custom Publishing Mason, OH
Assignment
Introduction
My contention as to whether Connectivism is or is not a learning theory will be based upon the belief that I do not find connections in Siemens’ theory that would support the idea that his explanations will lead to a learning theory.
Argument
• What are the essential criteria for something to be a learning theory?
Driscoll conceptualizes a Learning Theory as, “A set of constructs linking Results or changes in performance, Means-Hypothesized structures and processes responsible for learning, and Inputs-resources or experiences that trigger learning.” (Driscoll, 2005, p 1). She also believes that there is a process to theory building involving,
Making assumptions about the nature of knowledge and how one comes ‘to know’; asking questions from curiosity or discrepant events; conducting systematic observations; proposing explanations of observed events; deriving working hypotheses from proposed explanations; conducting research to test hypotheses; comparing results with hypotheses and initial theory; and revising theory and conducting additional research. (p. 5).
Therefore; a learning theory to Driscoll is, “A set of psychological concepts that are linked together while observing any changes in behavior against ideas thought of prior to the changes occurring.” (p. 9). In connection with this she states that a learning theory is comprised of three basic components:
The results: What are these changes in performance to be explained by the theory?
The means: What are the processes by which the results are brought about (including any hypothesized structures that these procedures are assumed to operate on)?
The inputs: What triggers the processes to occur? What are the resources or experiences that form the basis for learning? (p. 9).
Theory as defined by Johnson and Christensen (2008, p. 63), “An explanation or explanatory system that discusses how a phenomenon operates and why it operates as it does”, by making sense of the purpose of current knowledge through integration and summarization of the knowledge.
Trochim and Donnelly (2007, p. 241) defines grounded theory as, “Good research strategizes and reflects theories that one is investigating.” While hypothesizing specific theoretical expectations one should incorporate these into the design of the theory.
Connectivism, by Siemens (2004), is:
The integration of principles explored by chaos, network, and complexity and self-organization theories. Learning is a process that occurs when nebulous environments of shifting elements – not entirely under the control of the individual.
Connectivism is driven by the understanding that decisions are based on rapidly altering foundations. New information is continually being acquired. The ability to draw between important and unimportant information is vital. The ability to recognize when new information alters the picture based on decisions made yesterday is also crucial.
From my perspective, Connectivism is trying to fill in the “blanks” of information not viable through behaviorism, constructivism, or cognitivism and thus making “connections” between how one learns then utilizes this information in learning new material, making it less a theory and more of an adoptive method of explaining the system of learning, similar to the workings of a computer: input, evaluation [this is where connectivism applies], and then output.
• What are the essential criteria for something to be an instructional theory?
Driscoll, using Reigeluth’s (1983) definition of instructional theory as identifying methods that will provide the conditions under which learning goals will most likely be attained. (Driscoll, 2005, p. 352).
Siemens (2006, p. 39), Connectivism is a “process of creating networks”, where information is not directly related to what one must learn about, but could be useful at some time in the future; those bits of information in the “shade, along continuums, and blurred boundaries” to create a new reality.
Saettler (2004, p. 346-347), describes Gagne` and Brigg’s Theory of Instruction as:
Major categories of human capabilities that are outcomes of learning being (1) verbal information, (2) intellectual skills, (3) cognitive strategies, (4) attitudes, and (5) motor skills. By proposing that each category requires a different set of conditions for effective learning, and assumed the information –processing model of learning and memory, with the system model being characterized by instruction designed for specific goals and objectives; the development of instruction employs diverse media; and pilot tryouts, materials revision, and field testing of materials constitute an integral part of the design process. In other words, instructions ‘a human undertaking whose purpose is to help people learn.’
The reason Connectivism does not meet the criteria for an instruction learning theory since it merely makes connections in the methods by which learners integrate and formalize their learning with extraneous bits of information.
• What are the differences between a learning theory and an instructional theory?
The differences between a learning theory and an instructional theory are:
A learning theory must answer the questions, “What are the results being observed that pertained to a change in learning from that which was first theorized? How does this change occur within the individual as theorized by the observer? What experiences or other basis can be identified as the factor(s) leading to the change in the learning situation?” Whereas, the instructional learning is a method(s) that are used by the student to take the information presented, interpreting the information, evaluating it against known information and then creating a new information database from which to work from.
Here, Siemens’ so-called theory fails to take into consideration that other learning theories are based upon rote memory based in psychology as opposed to his connectivism theory with memory initiated through usage of technological devices that merely links the blank spaces left by rote theories.
• What is connectivism?
Connectivism is an integration of principles of chaos, network, complexity and self-organization theories. Here, Siemens states these are a collection of theories from the start, not something that is original. Learning is a process that occurs when unformulated environments of shifting elements – not entirely under the control of the individual.
Connectivism is driven by the understanding that decisions are based on rapidly altering foundations. New information is continually being acquired. The ability to draw between important and unimportant information is vital. The ability to recognize when new information alters the picture based on decisions made yesterday is also crucial. Therefore, the theory is ever-changing whereas the other theories, based in psychology, are self-sustaining and never change, only the environment changes.
• Why does Siemens believe connectivism is a new learning theory for a digital age?
Siemens believes his theory of connectivism is a theory because it is the only explanation of learning that changes due to the usage of technology, whereas all other theories were based in psychological means using rote memory.
• Provide three sound reasons why connectivism could be a learning theory.
Not withstanding the reasons that I have included in my argument against connectivism being a learning theory, it could be stated, and disregarding the psychological aspects of other learning theories, that connectivism is a theory based upon the one source of definition that it is based upon the learning acquired through technological devices making it a one-of-a-kind theory.
Connectivism uses multiple methods of learning not inhibited like behaviorism, cognitivism, and constructivism to behaviors, thinking, and how one construct’s new learning from previously learned learning.
Connectivism does close in on the totality of learning that goes on within the mind of the learner to achieve the learning change required by city, state, and national criteria.
• Provide three sound reasons why connectivism might not be a learning theory.
Connectivism is trying to fill in the “blanks” of information not viable through behaviorism, constructivism, or cognitivism and thus making “connections” between how one learns then utilizes this information in learning new material, making it less a theory and more of an adoptive method of explaining the system of learning, similar to the workings of a computer: input, evaluation [this is where connectivism applies], and then output, from my viewpoint.
The reason Connectivism does not meet the criteria for an instruction learning theory since it merely makes connections in the methods by which learners integrate and formalize their learning with extraneous bits of information.
Siemens’ theory fails to take into consideration that other learning theories are based upon rote memory based in psychology as opposed to his connectivism theory with memory initiated through usage of technological devices that merely links the blank spaces left by rote theories.
Conclusion
Learning is not a concept that is easily defined due to the multitude of avenues in which a student can learn or is required to learn. Theories prior to Siemen were all psychologically-based whereas Siemens’ is not, merely technologically-based. Siemen, as far as I can determine from the readings and material available to me fails to uphold the definition of a theory and instructional theory by lacking a base of determination from which to work from other than technology. It does not qualify as an instructional theory being that it is a means to “connect” concepts to other concepts not enlarging the concept of learning for the learner directly, but indirectly plus the ability of being able to integrate information that does not necessarily apply to a given problem but can be used at some point under different conditions and environments.
Siemen, from connectivism.ca (2010, p. 7, para 3/7), states “content should be tied to objectives and learning profiles, if not, meaning is nothing if it does not develop the learner into gaining the ability to produce personal content rather than being forced-fed content from the instructor. In his terms teachers are the curators of information and students are the creators.” Siemens (2010, p. 23, para 7/9), “A community or group is defined by its connections – how people are connected to each other and to the world outside is provided through a shaping influence on possible connections we draw between concepts, information sources, world views, and other people.” According to Siemens when “connections begin to solidify, becoming dogma, that is rigid, they fail to represent information continuously evolving through a chaotic and shifting world outside.”
Siemens (2010, p. 25, para 1/3), “Connections are … fragmented information that is woven and remade through global social interactions. We don’t make sense of our complex world as individuals. We make dense through connections with these connections creating our identity helping us to gain a sense of belonging and humanity.”
Looking at the role of the teacher/instructor/professor, Siemen (2010, p. 27 para 2),
The teacher plays numerous roles in the traditional classrooms a role-model, encourager, supporter, guide, and synthesizer, but most importantly, a teacher offers discipline in selecting the textbook, determining and sequencing lectures and planning activities to offer coherence to the subject matter. But when a learner has control of the tools of conversation, they also control the conversation(s) in which they choose to engage.
Teachers, under Siemens, would be amplifiers (to Tweet or re-tweet), curators (knowledge keepers), wayfinding socially-driven sense-maker (finding the way through spacious amounts of information using technology such as Blogs using social systems as filters), aggregating (disregarding the usage of RSS feeds the collective ability of technology to determine how one can improve what is being done based upon past experiences), filtering (use of the first three concepts), modeling (teaching and demonstrating the using of apprenticeships whereas learning is practice and reflection of learned concepts), and persistent presence (presenting summary comments, synthesizes discussions, provides critical perspectives, and directs learner to resources they may not have previously encountered).
In conclusion, Siemens’ theory is not a theory but a means of inclusion that allows one to connect missing pieces of information to that of behaviorism, cognitivism, and constructivism that is based solely on the use of technology and not a psychological explanation of events of procurement of information and behavioral changes that accompanies such change.
References
Driscoll, M. P. (2005). Psychology of Learning for Instruction. (Third Ed.). Pearson Education Inc. Boston
Johnson, B. and Christensen, L. (2008). Educational Research: Quantitative, Qualitative, and Mixed Approaches. (Third Ed.). Sage Publications Los Angeles
Saettler, P. (2004). The Evolution of American Educational Technology. Information Age Publishing Greenwich, CT
Siemens, G. (2006). Knowing Knowledge.
Siemens, G. (2004). Connectivism: A Learning Theory for the Digital Age. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm
Siemens, G. (210). Various Topics. Retrieved from http://www.connectivism.ca/
Trochim, M. K. and Donnelly, J. P. (2007). The Research Methods Knowledge Base. (Third Ed.). Thompson Custom Publishing Mason, OH
Thursday, July 22, 2010
Connectivism
In Module 4 for this week, I wrote: What we are discussing here refers more to the way that Connectivism is relabeling concepts instituted in the Social constructivism. Another concept, taking the economic view of Toffler, and utilizing it as a key to changing the learning with technology of Toffler’s Third Age or rather connecting the two concepts as closely as possible to make it more feasible to the educational intellectual. Since Toffler’s three ages deal mainly with economics and how all other areas of a person’s life relates to that age and the change in the economics. But, yes, there are relevancies that exist with connectivism. Siemens talks of Chaos theory as it relates to education and technology usage. Chaos, per Siemens, is the breakdown of being predictable as evidenced in “complicated arrangements that initially defy order.”(2004, p. 3).
“Connectivism is the integration of principles explored by chaos, network, and complexity and self-organization theories. Connectivism is driven by the understanding that decisions are based on rapidly altering foundations.”(Siemens, 2004, p. 2).
Do people learn differently? No, it is just being expanded upon from the constructivists and given a new term of knowledge learning. The connectivists are trying to interpret what is going on in the learner’s head as it relates to behavioral changes in knowledge gathering.
How should the role of the educator change to aid learners develop connections? What connections do learners need? Siemens believes, “learning and knowledge rests in diversity”, meaning teachers should not be limiting discussions to what the teacher believes, but should include all opinions, within reason. (p. 4). Learning may be found, according to Siemens, outside the student and in the available technologies. For instance, the use of computers, net pads, phones, etc. (p. 4). “Nurturing and maintaining connections is needed to facilitate learning.” (p.4). Siemen believes, “the ability to see connections between concepts, facts, and ideas is a core skill.” (p. 4). This provides the teacher with more creativity that needs to be utilized to encourage students to think, “Outside the box” at how different concepts relate to one another.
“Connectivism is the integration of principles explored by chaos, network, and complexity and self-organization theories. Connectivism is driven by the understanding that decisions are based on rapidly altering foundations.”(Siemens, 2004, p. 2).
Do people learn differently? No, it is just being expanded upon from the constructivists and given a new term of knowledge learning. The connectivists are trying to interpret what is going on in the learner’s head as it relates to behavioral changes in knowledge gathering.
How should the role of the educator change to aid learners develop connections? What connections do learners need? Siemens believes, “learning and knowledge rests in diversity”, meaning teachers should not be limiting discussions to what the teacher believes, but should include all opinions, within reason. (p. 4). Learning may be found, according to Siemens, outside the student and in the available technologies. For instance, the use of computers, net pads, phones, etc. (p. 4). “Nurturing and maintaining connections is needed to facilitate learning.” (p.4). Siemen believes, “the ability to see connections between concepts, facts, and ideas is a core skill.” (p. 4). This provides the teacher with more creativity that needs to be utilized to encourage students to think, “Outside the box” at how different concepts relate to one another.
Monday, July 19, 2010
Module 3: Constructivist and Learning
A constructivist learning theory definition - "a learning theory that claims indiivduals actively construct new knowledge from their experience rather than acquiring knowledge from outside to within the learner."
"Knowledge is individually constructed through interactions with the environment and others (cognitive) and is co-constructed through interactions with others (social)." Retrieved from http://sites.google.com/site/constructivism512/Home/definitions-and-theorists
Piaget's area of research was development of mathematical and logical concepts using the principles of:
1. "Children will provide different explanations of reality at different stages of cognitive development.
2. Cognitive development is facilitatated by providing activities or situations that engage leaners and require adaption, assimilations, and accomodations.
3. Learning materials and activities should involve the appropriate level of motor or mental operations for a child of a given age; avoid asking students to perform tasks that are beyond their current cognitive capabilities.
4. Use teaching methods that actively involve students and present challenges."
Vygotsky's area of research was the content of language learning in children using the principles of:
1. "Cognitive development is limited to a certain range at any given age.
2. Full cognitive development requires social interaction."
Bruner's reasearch dealt with "child development research amd originated from a conference focused on science and math learning." Bruner used the principles:
1. Instruction must be concerned with experiences and contexts that make the student willing and able to learn (readiness).
2. Instruction must be structured so that it can be easily grasped by the student (spiral organizations).
3. Instruction should be designed to facilitate extrapolation and or fill in the gaps (going beyond the information given)."
Retrieved from http://sites.google.com/site/constructivism512/Home/definitions-and-theorists
This split in the constructivist ideaolgies; one social and the other individual cognitive, provides skepticism as to either method being a viable teaching method. Is learning a social event or an individually constructed nature as experienced by the individual student? Is learning "an individual's reaction to the experience and to the process through which understandings are formed or an interaction with others; knowledge is seen entirely as a negatiated human construct?" Retrieved from http://sites.google.com/site/constructivism512/Home/definitions-and-theorists
Significant principles for Constructivist
1. "Learning is an active process
2. Students learn to learn as they learn
3. The crucial action of constructing meaning is mental; it happens in the mind
4. Learning involves language
5. Learing is a social activity
6. Learning is contexual
7. One needs knowledge to learn
8. It takes time to learn
9. Motivation is a key factor in learning."
Retrieved from http://explanatorium.edu/IFI/resources/constructivistlearning.html
Gagne was a behavioral constructivist following Skinner principles but maintaining the cognitive perspective learning was an individual effort to construct their own knoweledge. Bandura integrates various perspectives on learning who compliments Vygotsky. WHile Seymour Papert used technology in his consctruvist views from Piaget. Retrieved from http://wps.ablongman.com/ab_leverduffy_teachtech_2/23/6126/1568334.cw/index.html
Gardner, on the other hand, dealt primarily with "intelligences: - verbal-linguistic, logical-mathematical, visual-spatial, body-kinsethetic, musical-rhythmic, interpersonal, and intrapersonal" Retrieved from http://www.informallearning.com/archive/1999-0304-a.htm
"Knowledge is individually constructed through interactions with the environment and others (cognitive) and is co-constructed through interactions with others (social)." Retrieved from http://sites.google.com/site/constructivism512/Home/definitions-and-theorists
Piaget's area of research was development of mathematical and logical concepts using the principles of:
1. "Children will provide different explanations of reality at different stages of cognitive development.
2. Cognitive development is facilitatated by providing activities or situations that engage leaners and require adaption, assimilations, and accomodations.
3. Learning materials and activities should involve the appropriate level of motor or mental operations for a child of a given age; avoid asking students to perform tasks that are beyond their current cognitive capabilities.
4. Use teaching methods that actively involve students and present challenges."
Vygotsky's area of research was the content of language learning in children using the principles of:
1. "Cognitive development is limited to a certain range at any given age.
2. Full cognitive development requires social interaction."
Bruner's reasearch dealt with "child development research amd originated from a conference focused on science and math learning." Bruner used the principles:
1. Instruction must be concerned with experiences and contexts that make the student willing and able to learn (readiness).
2. Instruction must be structured so that it can be easily grasped by the student (spiral organizations).
3. Instruction should be designed to facilitate extrapolation and or fill in the gaps (going beyond the information given)."
Retrieved from http://sites.google.com/site/constructivism512/Home/definitions-and-theorists
This split in the constructivist ideaolgies; one social and the other individual cognitive, provides skepticism as to either method being a viable teaching method. Is learning a social event or an individually constructed nature as experienced by the individual student? Is learning "an individual's reaction to the experience and to the process through which understandings are formed or an interaction with others; knowledge is seen entirely as a negatiated human construct?" Retrieved from http://sites.google.com/site/constructivism512/Home/definitions-and-theorists
Significant principles for Constructivist
1. "Learning is an active process
2. Students learn to learn as they learn
3. The crucial action of constructing meaning is mental; it happens in the mind
4. Learning involves language
5. Learing is a social activity
6. Learning is contexual
7. One needs knowledge to learn
8. It takes time to learn
9. Motivation is a key factor in learning."
Retrieved from http://explanatorium.edu/IFI/resources/constructivistlearning.html
Gagne was a behavioral constructivist following Skinner principles but maintaining the cognitive perspective learning was an individual effort to construct their own knoweledge. Bandura integrates various perspectives on learning who compliments Vygotsky. WHile Seymour Papert used technology in his consctruvist views from Piaget. Retrieved from http://wps.ablongman.com/ab_leverduffy_teachtech_2/23/6126/1568334.cw/index.html
Gardner, on the other hand, dealt primarily with "intelligences: - verbal-linguistic, logical-mathematical, visual-spatial, body-kinsethetic, musical-rhythmic, interpersonal, and intrapersonal" Retrieved from http://www.informallearning.com/archive/1999-0304-a.htm
Monday, July 12, 2010
Rheingold’s video
Reflect on Rheingold’s video, and then respond to the following:
Do you believe that humans have a basic instinct to “interact and work as a group,” as Rheingold proposed in his discussion of the evolution of Wikipedia as a collectively developed encyclopedia? How can technology facilitate collaboration among learners based on constructivist principles?
Under the right situations, yes, groups of people will come together to create for the benefit of all. There are examples in TV shows, for example Stargate Universe. They (civilians and Military) have to work together in order to stay alive in space unknown light years from Earth in an alien spacecraft. Most horror movies have groups that have to work together to stay alive from some rampaging person or animals or some other unknown risk. Not everyone can be a Rambo or the actor that played a vigilante knocking off bad people.
According to the skills we are using in our classes under educational technology most, if not all the "tools" we are using can work to the benefit of collaboration over the Internet.
Rheingold's use of the wikipedia can be collaborative, but since most colleges will not allow the use of the wikipeadia as a source document, it sort of cancels out the usage value.
Do you believe that humans have a basic instinct to “interact and work as a group,” as Rheingold proposed in his discussion of the evolution of Wikipedia as a collectively developed encyclopedia? How can technology facilitate collaboration among learners based on constructivist principles?
Under the right situations, yes, groups of people will come together to create for the benefit of all. There are examples in TV shows, for example Stargate Universe. They (civilians and Military) have to work together in order to stay alive in space unknown light years from Earth in an alien spacecraft. Most horror movies have groups that have to work together to stay alive from some rampaging person or animals or some other unknown risk. Not everyone can be a Rambo or the actor that played a vigilante knocking off bad people.
According to the skills we are using in our classes under educational technology most, if not all the "tools" we are using can work to the benefit of collaboration over the Internet.
Rheingold's use of the wikipedia can be collaborative, but since most colleges will not allow the use of the wikipeadia as a source document, it sort of cancels out the usage value.
Sunday, July 11, 2010
Margaret's Blog of Module 3
Just commented on Margaret's Module 3 Blog how I seemed to have grown up liking working alone over working in groups.
Saturday, July 10, 2010
Postings in Module 3 to date
Posted a reply to Dr Wenzel concerning differences between Dewey and Vygotsky according to Leigh O'Brien in the Educational Researcher June/July 2002, Vol 31, No. 5.
Monday, July 5, 2010
Something outside the regular but still technology
http://www.globe-net.com/articles/2010/july/3/flying-car-cleared-for-takeoff-.aspx?id=5331
FAA Grants Terrafugia Extra Takeoff Weight to Accommodate Road Safety Features
GLOBE-Net, July 1, 2010 - A new roadworthy vehicle capable of deploying wings and taking off down the airport runway is one step closer to reality following a ruling by the US Federal Aviation Agency (FAA) allow extra takeoff weight to accommodate motor vehicle safety rules.
Terrafugia, Inc., developer of the Transition Roadable Aircraft, or "Flying Car", has received an exemption from the FAA to allow the a maximum takeoff weight (MTOW) of 1430 pounds (650 kg).
This additional weight accommodates the structure and equipment necessary for compliance with the Federal Motor Vehicle Safety Standards (FMVSS) which are not found in other Light Sport Aircraft. Items such as airbags, an energy absorbing crumple zone, and a protective safety cage will increase safety both on the road and in the air.
Exclusively applicable to the Transition, the FAA's grant of an additional 110 pounds will allow a competitive useful load while providing a revolutionary level of crash safety in a Light Sport Aircraft.
Richard Gersh, vice president of business development for Terrafugia, said the Transition not only had to meet aircraft standards but it also needed to include US vehicle safety features like airbags, crumple zones and a roll cage, which added the weight.
'Now with the additional weight it not only gives us the additional flexibility but also will likely increase our payload,' he said.
With its wing folded up, the two-seater Transition can travel at highway speeds on any road using its front-wheel drive. The vehicle achieves a 4x4 comparable 30 miles per gallon and runs on high-test automotive unleaded petrol. Once it has arrived at the airport and enters onto the tarmac, it can fold down its electrically powered wings, engage its rear-facing propeller and take off down the runway.
According to specs on the Terrafugia web site, the Transition has a 115mph cruising speed in the air, a range of 460 miles and it can carry 450lb (204kg). It needs approximately a 518m runway to take off and it can fit inside a standard garage.
The primary target market for the Transition, which can be pre-ordered for about $194,000, will be existing pilots who 'may or may not have their own plane and want the added capabilities a road capable aircraft would give them.
'It's lower cost because they can keep the vehicle at their home,' he said. 'They can transit to and from both their destination airport and arrival airport.
'The value proposition is that should the weather turn adverse you now have an alternative that virtually no other general aviation pilot has and that is you can land the plane at the closest airport and drive under the weather.'
By giving pilots a convenient ground transportation option, the Transition reduces the cost, inconvenience, and weather sensitivity of personal aviation. In addition to the enhanced protection afforded by applying automotive crash safety technology to light planes, the Transition reduces the potential for an accident by allowing pilots to drive under bad weather instead of potentially flying into marginal conditions.
Classified as a Light Sport Aircraft, the Transition requires a Sport Pilot certificate to fly and is designed to drive on public highways.. A light sport aircraft license requires only 20 hours' flying time, which is much less than what is required to fly larger airplanes.
Terrafugia successfully completed flight and drive testing of its Proof of Concept Transition in 2009. Refundable airframe reservations are being accepted with first delivery scheduled for late 2011. The company has taken 70 orders for the car.
Computer graphics of the production prototype design will be unveiled at a press conference at 10:30 a.m. on July 26, 2010 at Terrafugia's exhibit at EAA AirVenture in Oshkosh, WI.
Terrafugia (terra-FOO-gee-ah), based in Woburn, MA, is comprised of a team of award-winning engineers who have been advancing the state of personal aircraft since 2006. Founded by five pilots who are graduates of MIT and supported by a world-class network of advisors and private investors, Terrafugia's mission is the innovative expansion of personal mobility. "Terrafugia" is Latin for "escape from land."
For more information Visit http://www.terrafugia.com
Source 2: www.theengineer.co.uk
FAA Grants Terrafugia Extra Takeoff Weight to Accommodate Road Safety Features
GLOBE-Net, July 1, 2010 - A new roadworthy vehicle capable of deploying wings and taking off down the airport runway is one step closer to reality following a ruling by the US Federal Aviation Agency (FAA) allow extra takeoff weight to accommodate motor vehicle safety rules.
Terrafugia, Inc., developer of the Transition Roadable Aircraft, or "Flying Car", has received an exemption from the FAA to allow the a maximum takeoff weight (MTOW) of 1430 pounds (650 kg).
This additional weight accommodates the structure and equipment necessary for compliance with the Federal Motor Vehicle Safety Standards (FMVSS) which are not found in other Light Sport Aircraft. Items such as airbags, an energy absorbing crumple zone, and a protective safety cage will increase safety both on the road and in the air.
Exclusively applicable to the Transition, the FAA's grant of an additional 110 pounds will allow a competitive useful load while providing a revolutionary level of crash safety in a Light Sport Aircraft.
Richard Gersh, vice president of business development for Terrafugia, said the Transition not only had to meet aircraft standards but it also needed to include US vehicle safety features like airbags, crumple zones and a roll cage, which added the weight.
'Now with the additional weight it not only gives us the additional flexibility but also will likely increase our payload,' he said.
With its wing folded up, the two-seater Transition can travel at highway speeds on any road using its front-wheel drive. The vehicle achieves a 4x4 comparable 30 miles per gallon and runs on high-test automotive unleaded petrol. Once it has arrived at the airport and enters onto the tarmac, it can fold down its electrically powered wings, engage its rear-facing propeller and take off down the runway.
According to specs on the Terrafugia web site, the Transition has a 115mph cruising speed in the air, a range of 460 miles and it can carry 450lb (204kg). It needs approximately a 518m runway to take off and it can fit inside a standard garage.
The primary target market for the Transition, which can be pre-ordered for about $194,000, will be existing pilots who 'may or may not have their own plane and want the added capabilities a road capable aircraft would give them.
'It's lower cost because they can keep the vehicle at their home,' he said. 'They can transit to and from both their destination airport and arrival airport.
'The value proposition is that should the weather turn adverse you now have an alternative that virtually no other general aviation pilot has and that is you can land the plane at the closest airport and drive under the weather.'
By giving pilots a convenient ground transportation option, the Transition reduces the cost, inconvenience, and weather sensitivity of personal aviation. In addition to the enhanced protection afforded by applying automotive crash safety technology to light planes, the Transition reduces the potential for an accident by allowing pilots to drive under bad weather instead of potentially flying into marginal conditions.
Classified as a Light Sport Aircraft, the Transition requires a Sport Pilot certificate to fly and is designed to drive on public highways.. A light sport aircraft license requires only 20 hours' flying time, which is much less than what is required to fly larger airplanes.
Terrafugia successfully completed flight and drive testing of its Proof of Concept Transition in 2009. Refundable airframe reservations are being accepted with first delivery scheduled for late 2011. The company has taken 70 orders for the car.
Computer graphics of the production prototype design will be unveiled at a press conference at 10:30 a.m. on July 26, 2010 at Terrafugia's exhibit at EAA AirVenture in Oshkosh, WI.
Terrafugia (terra-FOO-gee-ah), based in Woburn, MA, is comprised of a team of award-winning engineers who have been advancing the state of personal aircraft since 2006. Founded by five pilots who are graduates of MIT and supported by a world-class network of advisors and private investors, Terrafugia's mission is the innovative expansion of personal mobility. "Terrafugia" is Latin for "escape from land."
For more information Visit http://www.terrafugia.com
Source 2: www.theengineer.co.uk
Saturday, July 3, 2010
Module 2 Posts and Replies
From my original posting for Module 2, I responded to Dr. Wenzel and Thomas.
Response to Amy
Toffler (2006) "Education remains locked behind in the classroom as it was back in the 70's, but through other parallel sources, education may move back to the home or other locations due to the spreading use of the Internet, WiFi, and cellular communications."
Toffler, A. and Toffler, H. (2006). Revolutionary Wealth. Alfred A. Knopf, publisher.
Response to Margaret
If the students "constructed" their own meaning that would come under constructivist theory?
Response to Dr Moller
Ill structured - Philosophy
Structured -hopefully, my project for Dr Pratt Chapter 7, APA Manual - GIGANTIC HA-HA-HA!
Response to Amy
Toffler (2006) "Education remains locked behind in the classroom as it was back in the 70's, but through other parallel sources, education may move back to the home or other locations due to the spreading use of the Internet, WiFi, and cellular communications."
Toffler, A. and Toffler, H. (2006). Revolutionary Wealth. Alfred A. Knopf, publisher.
Response to Margaret
If the students "constructed" their own meaning that would come under constructivist theory?
Response to Dr Moller
Ill structured - Philosophy
Structured -hopefully, my project for Dr Pratt Chapter 7, APA Manual - GIGANTIC HA-HA-HA!
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