Cognition Culture and Learning Project:Personal Learning Networks andConnectivismJames K. GreerEDUC 8401
Cognition, Culture and Learning Project:Personal Learning Networks and ConnectivismProject GoalSocialMediaBlogsDataBasesBooks &ArticlesBriefs &ReportsPapersDiscourseObservationGamesVideosOn-lineSitesRSSFeedsFrom institution-centric, one-size-fits-all constructivism toStudent-centric personal learning networks employing connectivism
Army units are faced with a myriad of complex problems:Apply cognition and culture to improve learning and problem solvingFor the benefit of societyCombattingTerrorismHumanitarianDisastersChallengingOperationalEnvironmentsDecliningResourcesCognition, Culture and Learning Project:Personal Learning Networks and ConnectivismProject Purpose
Identify the contributions of these four topics to learnersemploying personal learning networks with a connectivist approachCognition, Culture and Learning Project:21st Century Competencies – Thinking SkillsThinking Skills Cognitive Science Educational Neuroscience Learning Theories Constructivism Connectivism Culture
Cognitive science emphasizes brain, mind and external connectionsAnd both individual and collaborative learningCognition, Culture and Learning Project:21st Century Competencies – Thinking SkillsCognitive Science As cognitive load increases collaborative learning better than individual Groups as collaborative processing systems of individual memories Brain always searching for meaning through making connections Self-regulation and self-efficacy critical to learning Conceptual change theory – Learning changes perceptions
Educational Neuroscience presents both opportunities and challengesTo improving educational approachesCognition, Culture and Learning Project:21st Century Competencies – Thinking SkillsEducational Neuroscience Learning styles affect the impact of hypermedia on learning Mirror neurons affect learning new tasks; expert-novice approach Simply applying biological neuroscience is not enough;cultural learning and context must be accounted for potential for developing instructional theories based on neuroscience
Connectivism and constructionism enable student-centeredLearning employing personal learning networks and technologiesCognition, Culture and Learning Project:21st Century Competencies – Thinking SkillsLearning Theories Link social-constructivist, network and learning theories Metaliteracy and transliteracy inform connectivism Connectivism basis for learning in digital (virtual) spaces Student-centered interactivity; but still key role for instructor/facilitator Connectivism initially informal; gradually becoming formal
An effective collaborative learning culture can shapeAnd improve both individual and organizational learningCognition, Culture and Learning Project:21st Century Competencies – Thinking SkillsCulture Education discipline must adapt to emerging virtual culture Virtual learning communities assist overcomingVygotsky’s Zone of Proximal Development Organic structures, communications and shared responsibilitypromote organizational learning cultures Advantage of collaborative learning culture over transactionaleducation in universities
An effective collaborative learning culture can shapeAnd improve both individual and organizational learningCognition, Culture and Learning Project:21st Century Competencies – Thinking SkillsThemes Recurring across All Four Topics Individual nature of learning; including self-regulation andself-efficacy, both critical to personal learning networks Collaborative learning through connections to other learners isa 21st Century competency and promotes connectivism In personal learning networks and connectivism there remainsa critical role for the teacher and expert in the discipline Understanding cognitive and educational neuroscience can improveinstructional design
Cognition, Culture and Learning Project:21st Century Competencies – Thinking SkillsReferences – Cognitive ScienceKirschner, F., Paas, F. and Kirschner, P. (2009). A cognitive load approach tocollaborative learning: united brains for complex tasks. EducationalPsychology Review. 21, 31-42.Kruse, G. (1998). Cognitive science and its implications for education. Nationalassociation of Secondary school Principals. NASSP Bulletin. 82, 73-79.Schunk, D. (1998). An educational psychologist’s perspective on cognitiveneuroscience. Educational Psychology Review. 10(4), 411-417.Zembylas, M. (2005). Three perspectives on linking the cognitive and theemotional in science learning: Conceptual change, soci0-constructivism and poststructuralism. Studies in Science Education.41(1/2), 91-116.
Cognition, Culture and Learning Project:21st Century Competencies – Thinking SkillsReferences – Educational NeuroscienceChen, S. and Macredie, R. (2002). Cognitive styles and hypermedia navigation:development of a learning model. Journal of the American Society forInformation Science and Technology. 53(1), 3-15.Collins, J. (2007). The neuroscience of learning. Journal of NeuroscienceNursing. 39(5), 305-310.Schumacher, R. (2007). The brain is not enough: potentials and limits inintegrating neuroscience and pedagogy. Analyse and Kritik. 29(1), 38-46.Varma, S., McCandliss, B. and Schwartz, D. (2008). Scientific and pragmaticchallenges for bridging education and neuroscience. EducationalResearcher. 37(3), 140-152.
Cognition, Culture and Learning Project:21st Century Competencies – Thinking SkillsReferences – Learning TheoriesCouros, A (2006). Open, connected, social – implications for educational design.Campus Wide Information Systems. 26(3), 232-239.Dunaway, M. (2011). Connectivism: Learning theory and pedagogical practice fornetworked information landscapes. Reference Services Review. 39(4),675-685.Hogg, N. and Lomicky, C. (2012). Connectivism in post secondary on line courses.The Quarterly Review of Distance Education. 13(2), 95-114.Sangra, A. and Wheeler, S. (2013). New informal ways of learning: Or are weformalizing the informal? In: “Informalisation of Education” *onlinedossier]. Universities and Knowledge Society Journal(RUSC). Vol. 10, No1, pp. 286-293.
Cognition, Culture and Learning Project:21st Century Competencies – Thinking SkillsReferences – CultureGueverra, J. (2007). Repositioning for a virtual culture. On the Horizon. 15(3),139-144.Lim, C., Hung, D., Wong, P. and Hu, c. (2004). The pedagogical design of ICTintegration in online learning: A case study. International Journal ofInstructional Media. 31(1), 37-47.Rebelo, T. and Adelino, D (2010). Conditioning factors of an organizationallearning culture. Journal of Workplace Learning. 23(3), 173-194.Jaccaci, a. (1989). The social architecture of a learning culture. Training andDevelopment Journal. 43(11).