A Learning Framework for the Digital Age


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Web-based learning is emerging as the second strand of education, where the teacher or parent becomes a learner facilitator, the web becomes the classroom and the learner becomes increasingly autonomous. Borrowing from different learning theories this presentation suggests a learning framework for the digital age.

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A Learning Framework for the Digital Age

  1. 1. A Learning TheoryFramework for the Digital Age for - enlightened Parents - enthusiastic Teachers - autonomous Learners
  2. 2. Web-based LearningThe Second Strand of Education The world has changed and become more networked... What is needed is not a newtheory for the digital age, but a model thatintegrates the different theories to guide the design of online learning materials. - Dr. Mohamed Ally at Athabasca University
  3. 3. SummaryWhat is the Second Strand of Education?Elements of the Second Strand Learner Facilitator: Understand the learner, Curate & Filter content, Bring Coherence, Co-explore & Co- create Web as a Classroom Role of the Learner What learning theories applyCautions
  4. 4. What is theSecond Strand of Education?
  5. 5. The first strand isformal education Formal Education
  6. 6. To understand the Second Strand, an analogy Our understanding of solar system has changed… From Earth-centric…
  7. 7. to Sun-centric…
  8. 8. to Mass-centric
  9. 9. Likewise our view on education is changing… Teacher- centric… From Earth-centric…
  10. 10. Learner- centric…to Sun-centric…
  11. 11. Connection -centric lto Mass-centric - Learners - Mentors - Content - Conversation
  12. 12. This ‘Web-based Learning’ is the Second Strand of Education Web-based Learning Connection-centric - Learners - Mentors - Content Formal - Conversation Education(Ref: ‘Connective Learning’- Siemens and Downes)
  13. 13. Elements of the Second Strand1. The Teacher (or Parent) becomes a ‘Learner Facilitator’2. Web becomes the Classroom3. Autonomous Learner 13
  14. 14. 1. Role of Learner Facilitator in the Second Strand of Education
  15. 15. Web-based Learning 1.0 One-on-one relationship between learner and web- y based learning content. Learner Facilitator, understanding the unique needs of the learner, helps the learner navigate the web, curating and filtering content, co-exploring and leading to deeper comprehension.
  16. 16. Role of Learner FacilitatorRole ofTraditionalTeacher Learner Maturity
  17. 17. Role of Learner Facilitator Learner facilitator facilitates web- based learning Web-based Learning Learner Maturity
  18. 18. Role of Learner Facilitator Guided Web-based Learning Learning + Facilitation Learner Maturity
  19. 19. 1. Role of the Learner Facilitator a) Understand the specific needs of the learner b) Curate and Filter appropriate content c) Bring coherence d) Co-explore and co-create 19
  20. 20. a) Learner Facilitator should “Understand the Learner”... Understand specific learner needs Understand type of intelligence Understand learner’s preferred style of learning Understand learner motivation From ‘extrinsic’ to ‘intrinsic‘ motivation (fire-up a yearning to learn) 20
  21. 21. ...Learning Theories useful for LearnerFacilitator to “Understand the Learners” Howard Gardner’s Multiple Intelligences Theory Piaget’s Stage Development Theory ARCS Theory of Motivation Motivation 3.0 - Autonomy, Mastery, Purpose 21
  22. 22. b) Learner Facilitator as ‘Curator’ and ‘Filter’ of learning content... Guide the learner navigate the huge content available on the web by Curating content Filtering appropriate content 22
  23. 23. ...Learning Theories useful for LearnerFacilitator “Curate and Filter” content Cognitive Learning Theory - build learning muscle; acquire, assimilate, retain and retrieve knowledge Curate appropriate free content . E.g. MIT World, MIT OCW, Google Scholar, iTunes University, OpenYale, Khan Academy 23
  24. 24. ...Learning Theories useful for LearnerFacilitator “Curate and Filter” content Social Learning Theory - ‘more knowledgeable other’ (MKO) Filter content using - Wisdom of the Crowd (e.g. Amazon - people who read this also read), Rating of content, Social Bookmarking (Digg, Reddit) 24
  25. 25. c) Learner Facilitator should help “Gain Coherence”... Knowledge on the web is highly fragmented, learner facilitator should help the learner make sense and gain coherence Facilitate the Learner gain deeper understanding - from knowledge to application 25
  26. 26. ...Learning Theories useful for LearnerFacilitator create “Coherence” Cognitive Learning Theory - information processing, change in mental schemata, transfer from short- term to long-term Add Context to information Online Mindmaps Graphic Organisers 26
  27. 27. ...Learning Theories useful for LearnerFacilitator create “Coherence” Constructivist Learning Theory - inquiry based learning, discovery learning, active participation Webquests Blog, Twitter - learner shares what is being learnt in own words, which leads to deeper comprehension 27
  28. 28. d) Learner Facilitator as a “Co-Explorer and Co-Creator” Sage-on-stage > Guide-by-the-side > Co-explorer Learner Facilitator actively participates and ‘co-creates’ with the learners 28
  29. 29. ...Learning Theories useful for LearnerFacilitator as “Co-Explorer and Co-Creator” Social Learning Theory - Guided Learning, Scaffolding, Fading, Zone of Proximal Development, Self-Efficacy Co-explore learning content as a guide , providing scaffolding and enhancing the Self-Efficacy of the learner Blog, Twitter - learner shares what is being learnt in own words, which leads to deeper comprehension 29
  30. 30. ...Learning Theories useful for LearnerFacilitator as “Co-Explorer and Co-Creator” Constructivist Learning Theory - inquiry based learning, discovery learning, active participation Young Learners - guided participation in learning communities like ‘Scratch’ (MIT) Inquiries that require game-based learning (e.g. serious gaming, simulations (e.g. Gizmo Learning) 30
  31. 31. ...Learning Theories useful for LearnerFacilitator as “Co-Explorer and Co-Creator” Humanism Learning Theory - learning from with-in Write blogs, tweets Self-publish books - e.g. Lulu, Create Space, iBookStore 31
  32. 32. 2. Web as a Classroomin the Second Strand of Education
  33. 33. Web-based Learning 2.0 Web 2.0 h makes online Social Learning possible
  34. 34. Importance ofOnline Social Learning
  35. 35. 21st CenturyWhat you know
  36. 36. 21st Century n ow t ok d n ee y ou at WhWhat you know
  37. 37. 21st Century n ow t ok d n ee y ou at Wh GAP!What you know
  38. 38. 21st Century Fill the ‘gap’ by using kn ow cknowledge of to d nee your you h at network / W connectionsWhat you know
  39. 39. WEB-BASED SOCIAL LEARNING l “I store I kn owledge y n eed in m friends” w k no Fill the ‘gap’ by to using knowledge d n ee c of your web- ou ty based network / W ha connectionsWhat you know
  40. 40. a) Lessons from VygotskyOnline Collaborative Learning Environment Enhance ‘Zone of Proximal Development’ Connect with many ‘More Knowledgeable Others’ 40
  41. 41. b) Lessons from Albert BanduraOnline Collaborative Learning Environment Social Constructivism - Modelling Attention Retention Replication Motivation Enhance ‘Self-Efficacy’ 41
  42. 42. c) Lessons from Lave and WengerOnline Collaborative Learning Environment Situated Learning Contextual Learning Legitimate Peripheral Participation 42
  43. 43. 3. Role of Autonomous Learner in the Second Strand of Education
  44. 44. Learning Cycle in the Second Strand
  45. 45. hSecond Strand facilitates Cognitivist Learning
  46. 46. a) Web-based Cognitivist Learning www.AcademicEarth.org www.KhanAcademy.org www.JusticeHarvard.org www.Scribd.com www.Slideshare.com iTunes University MIT World (video lectures) 46
  47. 47. Second Strand facilitatesConstructivist and Social Learning h
  48. 48. b) Web-based Constructivist Learning John Seely Brown’s thinking Online Study Groups Learning by tinkering Learning through play Marinating in the problem space 48
  49. 49. b) Web-based Constructivist Learning Online conversations for coherence and deep understanding - TED.com lectures and conversations Serious Gaming www.EnergyVille.com UNICEF games like Ayiti World without Oil ‘Apps’ for mobile phones 49
  50. 50. Web-based Learning - CAUTIONS! Nicolas Carr’s views Internet is making us ‘hunter gatherers’ rather than ‘cultivators’ Skimming is becoming the dominant mode of thinking Every medium develops some cognitive skills at the expense of others Cognitive Overload Multitasking and hypertext environment of the web, implies break in our concentration burdens or wipes our working memory 50
  51. 51. Good Reads and References George Siemen’s Blog: http://www.connectivism.ca/ Connectivism and Connective Knowledge MOOC - http://cck11.mooc.ca/ Stephen Downes’ website: http://www.downes.ca/news/index.html John Seely Brown’s website: http://www.johnseelybrown.com/ The Encyclopaedia of Informal Education : http://www.infed.org/index.htm Learning Theories: http://www.learning-theories.com/ Learning Theories: http://tip.psychology.org/theories.html 51
  52. 52. Author: Atul PantEmail: atul.pant@timelesslifeskills.co.uk