Associated keynote talk can be found on YouTube: https://www.youtube.com/watch?v=slIITVfOhXg&t=1433s
On February 18, 2022, I delivered a rather interesting and important talk online to a group of 60ish educators, researchers, and practitioners on teaching with Moodle in MoodleMoot Japan 2022. If the following keywords interest you, you should not miss this video: ontology, epistemology, psychology, educational paradigms, learning theories, and pedagogy. This video also for the first time introduces an original untested learning theory called by me "creation-based learning (CBL)". I embrace the learning paradigms of #constructivism and #connectivism. I also am a strong fan of constructionism. I hope CBL will be one step further to promote active learning online. In this video, I also raised the idea of "sustainable learning behaviors" and raised the attention of the public towards sustainable learning behaviors of creating, maintaining, recycling, renewing, and sharing knowledge using networked digital technologies.
Flip the Classroom in ELT: Gimmick or RevolutionDon Hinkelman
Is the current movement to "flip the classroom" an important revolution or a trendy gimmick? Don Hinkelman and Goh Kawaii present their views from a Japan perspective in the field of English Language Teaching (ELT). In the overview of flipped teaching, many images borrowed from other presentations.
Trends in educational technology and learning with increasing values (1)Advanced Academy
Teaching with increased value technology engages students on a greater level and boosts learning indicators, as evidenced by a recent study conducted with city students. Increased value applications were accustomed to testing how they impacted learning motivation. The effect showed that the skills motivating attention, satisfaction, and self-confidence increase, and these results are significant.
Innovating Pedagogy 2019.
This series of reports explores new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation.
Flip the Classroom in ELT: Gimmick or RevolutionDon Hinkelman
Is the current movement to "flip the classroom" an important revolution or a trendy gimmick? Don Hinkelman and Goh Kawaii present their views from a Japan perspective in the field of English Language Teaching (ELT). In the overview of flipped teaching, many images borrowed from other presentations.
Trends in educational technology and learning with increasing values (1)Advanced Academy
Teaching with increased value technology engages students on a greater level and boosts learning indicators, as evidenced by a recent study conducted with city students. Increased value applications were accustomed to testing how they impacted learning motivation. The effect showed that the skills motivating attention, satisfaction, and self-confidence increase, and these results are significant.
Innovating Pedagogy 2019.
This series of reports explores new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation.
From the Pearson Platforms OEB workshop entitled Education 3.0. Blurb:
The era of Web 3.0 promises great opportunities for personalisation in our lives and in education. However, is education ready to embrace the opportunities? Students will demand that it does. Educators must separate the technologies that really add value from those that don’t. Join us as we discuss educational practices and theories from past to present and beyond. We will show you practical examples of resources that are meeting the strategic and pedagogic needs of education today.
Effective and Engaging Learning Environments Chantel Dunn
Scenario - You have recently joined the staff of a school that is about to undergo major renovations. The principal of the school not only wants to redevelop the school physically, but also wants to ensure that the new learning spaces are able to provide pedagogically sound environments for both students and staff. You have been given the task to research the five key learning spaces and to create a presentation for your colleagues about these spaces prior to the start of the renovations.
Quote before the presentation begins:
“Hello everyone, Today I will be discussing how to effectively re-develop our schools learning spaces addressing both the physical and pedagogical aspects. I am from the drama department and I will be speaking about how to effectively design our new drama classrooms to engage and teach our high schools drama students. I will also be talking about 5 different learning spaces that we need to consider as a school to benefit our students”.
Presentation in the ISATT conference in Tartu, Estonia, 2014
Teachers and the use of digital technologies: from technological deficit to methodological deficit. Fernando Albuquerque Costa, Institute of Education, University of Lisbon, Portugal
The work presented herein is the result of a reflection over recent years on how Information and Communication Technology (ICT) is used in curricular practices by teachers and educators at different educational levels, and the most appropriate strategies for their professional development in this field in particular.
Given the diversity of the curricular areas in which the technologies may be used, the different phases and stages of teachers’ careers, and the wide range of perspectives they have about what teaching and learning comprises, and how to incorporate ICT into this process, we always considered it strange that these multiple factors were not specifically incorporated into teacher training.
This training on offer is usually non-systematised and does not take into account the teachers’ different characteristics and patterns of working with ICT. In the belief that these differences may be of capital importance for the impact on each teacher’s classroom practices, we propose a framework of thinking that allows us to identify and categorise four different patterns of working with ICT towards goals of a curricular nature.
Each pattern found matches each of the four quadrants defined by cross-referencing two orthogonal axes, one represented by the continuum referring to the “teacher’s teaching model” (constructivist to traditional), and another represented by the continuum referring to the “type of technology use” (teacher’s technology to pupil’s technology).
This approach leads to the conclusion that not only do clear differences exist among the four patterns of working with the technologies, but also the two types of deficit found are of a differing nature: one which is usually described as technological deficit and another that we call methodological deficit. The latter has more important implications from the curricular point of view, as it leads us to a more demanding intervention in terms of professional development, both for teachers and for those responsible for teacher training.
Learning with New Technologies: Encouraging and Scaffolding Activities & Expl...Hatch Early Learning
Dr. Nicola Yelland of Victoria University shares her experience with the use of technology in classrooms around the world and how educators can use technology to tailor learning in their own classrooms.
Learning How to Learn: Information Literacy for Lifelong MeaningEmpatic Project
EMPATIC International Workshop - Vocational Sector
Presentation by: Mersini Moreleli-Cacouris
Assistant Professor
Dept. of Library Science and Information Systems
Alexander Technological Educational Institute of Thessaloniki
“The aim of this session is to enhance your reflection in preparation for the assignment by sharing your evaluations and responding to others. You will present your three extended, reflective lesson evaluations, focusing on your pedagogical issue or question and making explicit links to theory and research. You should draw on a wide range of reading that will reflect your knowledge and understanding of the curriculum area, of teaching and learning issues and of reflective practice.”
Presentation at THE DIGITAL UNIVERSITY
A SYMPOSIUM IN CELEBRATION OF CHEC’S 20TH ANNIVERSARY
30 OCTOBER 2013
CO-HOSTED BY THE UNIVERSITY OF THE WESTERN CAPE
FETC 2012: Interactive Whiteboard Content for Early LearnersHatch Early Learning
Interactive whiteboards combined with developmentally appropriate content leads to preschool literacy and math success. Presented at FETC 2012 by Dr. Lilla Dale McManis and Tryna King.
Innovative Blended Learning: Promoting a Paradigm ShiftKelsey Skaggs
Presented by Brian Coffey and Brian Seymour.
Blended learning is more than an buzzword: it is a revolutionary way to engage students in deeper learning. Experience blended learning from the perspective of two practitioners who are changing the way their schools teach. Discuss the importance of using technology as a strategic instructional tool and how to create an atmosphere that encourages educators to truly innovate their learning environments.
From the Pearson Platforms OEB workshop entitled Education 3.0. Blurb:
The era of Web 3.0 promises great opportunities for personalisation in our lives and in education. However, is education ready to embrace the opportunities? Students will demand that it does. Educators must separate the technologies that really add value from those that don’t. Join us as we discuss educational practices and theories from past to present and beyond. We will show you practical examples of resources that are meeting the strategic and pedagogic needs of education today.
Effective and Engaging Learning Environments Chantel Dunn
Scenario - You have recently joined the staff of a school that is about to undergo major renovations. The principal of the school not only wants to redevelop the school physically, but also wants to ensure that the new learning spaces are able to provide pedagogically sound environments for both students and staff. You have been given the task to research the five key learning spaces and to create a presentation for your colleagues about these spaces prior to the start of the renovations.
Quote before the presentation begins:
“Hello everyone, Today I will be discussing how to effectively re-develop our schools learning spaces addressing both the physical and pedagogical aspects. I am from the drama department and I will be speaking about how to effectively design our new drama classrooms to engage and teach our high schools drama students. I will also be talking about 5 different learning spaces that we need to consider as a school to benefit our students”.
Presentation in the ISATT conference in Tartu, Estonia, 2014
Teachers and the use of digital technologies: from technological deficit to methodological deficit. Fernando Albuquerque Costa, Institute of Education, University of Lisbon, Portugal
The work presented herein is the result of a reflection over recent years on how Information and Communication Technology (ICT) is used in curricular practices by teachers and educators at different educational levels, and the most appropriate strategies for their professional development in this field in particular.
Given the diversity of the curricular areas in which the technologies may be used, the different phases and stages of teachers’ careers, and the wide range of perspectives they have about what teaching and learning comprises, and how to incorporate ICT into this process, we always considered it strange that these multiple factors were not specifically incorporated into teacher training.
This training on offer is usually non-systematised and does not take into account the teachers’ different characteristics and patterns of working with ICT. In the belief that these differences may be of capital importance for the impact on each teacher’s classroom practices, we propose a framework of thinking that allows us to identify and categorise four different patterns of working with ICT towards goals of a curricular nature.
Each pattern found matches each of the four quadrants defined by cross-referencing two orthogonal axes, one represented by the continuum referring to the “teacher’s teaching model” (constructivist to traditional), and another represented by the continuum referring to the “type of technology use” (teacher’s technology to pupil’s technology).
This approach leads to the conclusion that not only do clear differences exist among the four patterns of working with the technologies, but also the two types of deficit found are of a differing nature: one which is usually described as technological deficit and another that we call methodological deficit. The latter has more important implications from the curricular point of view, as it leads us to a more demanding intervention in terms of professional development, both for teachers and for those responsible for teacher training.
Learning with New Technologies: Encouraging and Scaffolding Activities & Expl...Hatch Early Learning
Dr. Nicola Yelland of Victoria University shares her experience with the use of technology in classrooms around the world and how educators can use technology to tailor learning in their own classrooms.
Learning How to Learn: Information Literacy for Lifelong MeaningEmpatic Project
EMPATIC International Workshop - Vocational Sector
Presentation by: Mersini Moreleli-Cacouris
Assistant Professor
Dept. of Library Science and Information Systems
Alexander Technological Educational Institute of Thessaloniki
“The aim of this session is to enhance your reflection in preparation for the assignment by sharing your evaluations and responding to others. You will present your three extended, reflective lesson evaluations, focusing on your pedagogical issue or question and making explicit links to theory and research. You should draw on a wide range of reading that will reflect your knowledge and understanding of the curriculum area, of teaching and learning issues and of reflective practice.”
Presentation at THE DIGITAL UNIVERSITY
A SYMPOSIUM IN CELEBRATION OF CHEC’S 20TH ANNIVERSARY
30 OCTOBER 2013
CO-HOSTED BY THE UNIVERSITY OF THE WESTERN CAPE
FETC 2012: Interactive Whiteboard Content for Early LearnersHatch Early Learning
Interactive whiteboards combined with developmentally appropriate content leads to preschool literacy and math success. Presented at FETC 2012 by Dr. Lilla Dale McManis and Tryna King.
Innovative Blended Learning: Promoting a Paradigm ShiftKelsey Skaggs
Presented by Brian Coffey and Brian Seymour.
Blended learning is more than an buzzword: it is a revolutionary way to engage students in deeper learning. Experience blended learning from the perspective of two practitioners who are changing the way their schools teach. Discuss the importance of using technology as a strategic instructional tool and how to create an atmosphere that encourages educators to truly innovate their learning environments.
Epistemic fluency perspectives in teaching and learning practice: Learning to...Lina Markauskaite
Summary
Capacities to drive collective learning, address jointly complex practical challenges and create innovative solutions are seen essential for future graduates. How to prepare students to lead complex collaborative learning, change and innovation projects? How to assist them to develop knowledge and skills needed for resourceful teamwork with other people who have different expertises, experiences, and interests?
Systems, Change and Learning is a blended graduate course in the Maters of the Learning Sciences and Technology program that aims to develop students’ capacities to lead complex organisational learning and educational innovation projects. Rooted in systems theories, cybernetics and the learning sciences, this course: 1) introduces students to the theoretical approaches and methods for understanding complexity, facilitating individual learning and managing change, and 2) provides them with practical experiences to engage in systems inquiry and collaborative innovation design projects.
The course draws on the second-order pedagogy and grants students’ agency to design not only the innovation, but also their own learning and innovation process and environment. Students choose complex real life organisational learning or educational change challenges and, over the course of the semester, work in small innovation teams by analysing an encountered problematical situation, modelling possible scenarios and developing innovative solutions. As a result, each team creates a practical guide for Change and Innovation Managers who will be tasked with implementing the proposed innovation in an organisational setting.
The main emphasis is on fostering expansive learning and deliberative innovation culture trough cultivating systems thinking, design practice and responsive action. Through engaging in systemic inquiry, innovation design tasks and authentic teamwork, students develop a number of graduate attributes that are critical for joint learning and knowledge-informed, responsive action in modern workplaces, such as analytical and integrative thinking, effective teamwork, multidisciplinary and intercultural competencies.
Evaluations show that this course promotes deep student engagement and brings about transformative learning experiences. It is now offered as an elective in two other interdisciplinary masters programs.
What is Heutagogy? And And how can we use it to help develop self-determined ...Lisa Marie Blaschke
Today's employees must readily adapt to quickly changing and complex work environments, and employers are looking to educational institutions to produce employment-ready students who will hit the ground running. Learning to learn has become an overarching theme, and as a result, interest in the theory of heutagogy, or the study of self-determined learning, is on the rise. This webinar would provide an overview of the theory as well as research- and practice-based examples of how we can help guide our students along the pedagogy-andragogy-heutagogy (PAH) continuum to become more self-determined learners.
British Educational Research Association Conference 2009 presentation about the Arts as a Tool for Learning Across the Curriculum initiative funded by the Scottish Arts Council in the School of Education, Aberdeen University.
Technology to the Rescue: Appropriate Curriculum for Gifted Students....................................................................... 1
Dr. Susan L. Zimlich
Perceptions of ESL Program Management in Canadian Higher Education: A Qualitative Case Study .................. 13
Sarah Elaine Eaton
Korean University Students‟ Perceptions of Teacher Motivational Strategies............................................................. 29
Michael Heinz and Chris Kobylinski
Visualising the Doctoral Research Process: An Exploration into Empirical Research Processes of Emerging
Researchers ............................................................................................................................................................................ 42
Kwong Nui Sim and Russell Butson
Student Experiences of a Blended Learning Environment.............................................................................................. 60
Jase Moussa-Inaty
“We Need to Give the Profession Something that No One Else Can”: Swedish Student Teachers‟ Perceptions and
Experiences of their Preschool Teacher Training Programme ........................................................................................ 73
Birgitte Malm
Impact of Language Input on Comprehensiveness of Reading Material among Students in Saudi Arabia ............ 88
Mohammed Abdulmalik Ali
Teacher Conduct: A Survey on Professional Ethics among Chinese Kindergarten Teachers .................................... 98
Zhaolin Ji
Nursing Students‟ Experiences of Using Adobe Connect in a First-year Professional Nursing Course ............... 114
Liz Ditzel (RN, PhD) and Anna Wheeler (RN)
Ossiannilsson oeb18 how to create innovative learning spacesEbba Ossiannilsson
My workshop at #OEB18 on Innovative Learning Spaces. some 40 delegates from all over the world participated in a very active and interactive workshop for 4 hrs. It was just so much energy and great conversations. Just loved it <3
Quality assessment in systematic literature reviewJingjing Lin
This tutorial is to introduce the definition, process, and tools of quality assessment in the systematic literature review.
If you are new to my channel, you can check out the previous events together with this one to get started with the systematic literature review as a research approach.
EP11 Systematic Literature Review Planning: workflow, literature scoping, and review protocol (https://youtu.be/qukb-VytjxQ)
EP12 Develop search strategy: fishing relevant literature for your research (https://youtu.be/9cH5I03jbg0)
EP13 Literature screening: inclusion and exclusion
(https://youtu.be/BCdveqka-E4)
You can browse other previous research sharing in this YouTube list of mine (https://www.youtube.com/playlist?list...)
Please kindly subscribe if you want to be reminded when I have new videos published on YouTube.
What is Mahara?
What can you experience as a user in Mahara?
What is ePortfolio?
What functions does Mahara have?
All answers can be found in this short video.
Re-use: This resource is produced by Jingjing Lin, at Center of IT-based Education, Toyohashi University of Technology. It is licensed
under Attribution-ShareAlike 4.0 International.
The slides are in Chinese. It is the presentation material of Dr. Jingjing Lin when giving lecture to a group of visiting undergraduates of film production major from Chongqing University.
The Delphi Method and its Contribution to Decision-MakingJingjing Lin
Reading notes of the book Adler, M., & Ziglio, E. (Eds.). (1996). Gazing Into the Oracle: The Delphi Method and Its Application to Social Policy and Public Health. Bristol, PA: Kingsley.
Dr. Jingjing Lin, who finished her Ph.D. lately would like to share her fresh ideas about her research in Massive Open Online Courses and experiences as a previous Ph.D. student.
Define massive open online course: results from systematic review of 84 publi...Jingjing Lin
This presentation introduces a recent study of me. It reviews a total of 84 publications between 2008 and 2016 and provides a new definition of massive open online course.
Backlink's number one influencing factor of successful SEO, This presentation introduces its significant role, types, manifestators, strategies to win backlinks, and how to write a strong blog article with strong backlink impact. Hope you benefit from it.
Academic tourism and hospitality MOOCs: A review (2008-2015)Jingjing Lin
What have been the MOOC practices in hospitality and tourism between 2008 and 2015?
How to describe, develop or evaluate the instructional design in a MOOC?
What are the characteristics of academic MOOCs in hospitality and tourism produced between 2008 and 2015?
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How libraries can support authors with open access requirements for UKRI fund...
Crafting Hackerspaces with Moodle and Mahara: The Potential of Creation based Learning
1. Crafting Hackerspaces
with Moodle and Mahara:
The Potential of Creation-
based Learning
Dr. Jingjing Lin
豊橋技術科学大学 IT活用教育センター
Center for IT-based Education, Toyohashi University of Technology
7. “Of course, it was impossible to
connect the dots
looking forward when I was in
college. But it was very, very clear
looking backward 10 years
later…So you have to trust that the
dots will somehow connect in your
future. This approach has never let
me down, and it has made all the
difference in my life.”
Steve Jobs
2005, Stanford Commencement Address
12. Consumers of knowledge -> Creators of knowledge
Respect, recycle, and renew
No waste of works in school life
13. George Siemens
2013, interview at TVO
I think constructivism is a broad
organizing principle but not in all
fields. That is one of the big
problems in education. Sometimes
we talk about it like it is a unified
field but it’s a messy, chaotic,
stratified, and distinct field. When
we talk to a physicist, we will give
them often a different
epistemological view than when
you are talking to someone in
gender studies.
15. BRANCHES SUMMARY
biological psychology genes, neurons, cells, etc. as mechanism behind human and
animal behaviors and human psychological processes
behavioral psychology behavioral processes: stimulus-response
cognitive psychology mental processes: information processing model of mental
functioning
social psychology individual behaviors shape or are shaped by society (e.g.,
peer pressure, social norm, culture, stereotypes)
Psychoanalysis sexuality, repression, and the unconscious; therapeutic
techniques; mental disorders
humanistic psychology whole person; free will; self efficacy; self actualization;
hierarchy of needs
developmental psychology human development by life stage
Psychology
Science of mind and behaviour
16. Linkage
From ontology to pedagogy
Ontology
the science of existence/being/becoming/reality
Epistemology
the science of knowledge
Psychology
the science of mind and behaviors
Learning paradigms
patterns of theories on the learning process
Educational theories
scientific explanations of observations in teaching and
learning
Pedagogy
match teaching theories with practical considerations
such as students, contexts, and conditions
17. PARADIGMS SUMMARY THEORIES/THEORISTS
behaviorism black box; observable
behaviors; behavior change
(Thorndike’s cat / Pavlov’s dog /
Watson’s rabbit / Skinner’s box)
cognitivism unlock the box; information
system; languages; memory
Ebbinghaus Forgetting Curve;
Bloom’s taxonomies;
Ausubel’s advanced organizers
constructivism active and social learning; new
knowledge integrated into
already known; scaffolding;
experience and observation
Piaget: theory of cognitive development;
Vygotsky: zone of proximal
development
connectivism digital age: social learning
that is networked to people,
objects, technologies,
organizations
(George Siemens’s cMOOC;
Stephen Downes “Connectivism and
Connective Knowledge”)
Learning paradigms
Patterns of theories on the learning process
18. Theories
scientific explanation of
learning and teaching
observations
Students
backgrounds,
needs,
strength/
weakness,
etc.
Contexts
social, cultural, and
political factors
Resources
space,
technologies,
tools,
logistics, etc.
Pedagogy
match teaching theories with practical considerations
Knowledge holder
Knowledge recipient
Facilitator
Agent
19.
20. Wife bad command:
Translated into code:
Husband bought six cartons of milk.
Go to buy milk.
If there are
eggs, buy six.
21. Husband bought 6 eggs and 1 carton of milk.
Wife good command:
Buy 1 carton of
milk. Buy six eggs
if the store has
them.
Translated into code:
22.
23. Constructionism
• A theory of learning, teaching and design
• Creating mental models by students to understand the world
around them.
• Knowledge is better gained when students construct/make
physical and manipulative artifacts that can be shared to the
world.
• The importance of tools, media, and context in the
construction of knowledge
• Built on constructivism and connected to experiential learning
Learning by making
24. Papert is considered the father of the
maker movement. Constructionism is
the theory of learning that undergirds
the maker movement’s focus on
problem solving and digital and
physical fabrication.
(Martinez & Stager, 2013; Halverson & Sheridan, 2014)
Seymour Papert
(1928-2016)
西摩·帕特
25. Maker movement
A cultural trend to empower individuals to become both creator and consumer of things
learning-by-doing (active learning) in a social environment.
informal, networked, peer-led, and shared learning motivated by fun and
self-fulfilment
life-long learning and cross-generational learning
production of tangible artefacts that solve a need in makers’ everyday lives
feedback from the production and from peers
risk-taking, trial and error, celebrating mistakes and failures as positive
learning outcomes
(Sharples et al., 2013)
26. Computers in the Classroom: Mindtools for Critical Thinking
mindtool concept
Learning from technology: Teachers stored information in a
technology as its media. Students accessed, perceived, and attempted
to understand the stored information by interacting with the
technology.
Learning with technology: Technologies should not be knowledge-
informing tools but knowledge-construction tools.
Mindtools are computer applications used by learners to represent
what they know, necessarily engage them in critical thinking about the
content they are studying.
Semantic organization tools, dynamic modelling tools, systems modelling tools,
information interpretation tools, visualization tools, knowledge construction tools,
conversation tools, etc.
(Jonassen, 1996)
27. facilitate learning by asking students to make tangible products
maker-based instruction
identify students’ inspiration, interests, and interactions
provide tools, materials, and resources
cocreate design goals with students
form iterative design cycle of tasks
foster cycle of prototyping, failure, and refinement
assist formation of meaningful inquiry questions
facilitate value beyond the lab environment
(McKay & Glazewski, 2016)
28. facilitate learning by asking students to create on-subject content
content creation based learning
a case study from an academic writing class for 40 master’s students in medical
education in Iran
a 16-chapter book on instructional design was created by students
only one student failed the class
no unsatisfied student
(Moonaghi & Shariati, 2018)
29. students showcase their learning progress through the iterative
creation and assessment of digital artifacts or products
artifact-generated learning
existing web-based technologies can be used by students to generate artifacts or
products in groups or to showcase their own learning process in new ways
group co-create learning by producing an artifact together
co-design level of engagement is the most desirable
inspired by Jonassen (1996)
(Jahnke, Meinke-Kroll, Todd, & Nolte, 2020)
30. Constructivism
Constructionism
Connectivism
Creation-based
learning (CBL)
Since 1955 Since 1980s Since 2004 Since 2021
Learning paradigm
Learning theory
Learning paradigm
Learning theory
(untested)
Active and social
learning; new
knowledge integrated
into already known;
scaffolding; experience
and social observation
Constructing a
meaningful product in
the real world makes
learning knowledge an
easier process.
Digital age: social
learning that is
networked to people,
objects, technologies,
organizations.
Knowledge resides in
the network.
Students create digital
reusable self-explaining
educational artifacts to
construct, represent,
preserve, share, reuse,
and update their
databases of
knowledge.
44. References
Ahrens, S. (2017). How to Take Smart Notes: One Simple Technique to Boost Writing, Learning and Thinking–for Students, Academics and
Nonfiction Book Writers. Sönke Ahrens.
Bailey, P. H. (1997). Finding your way around qualitative methods in nursing research. Journal of advanced nursing, 25(1), 18-22.
Easterby-Smith, M., Thorpe, R., & Jackson, P. R. (2012). Management research. Sage.
Löfgren, K. (2013). Introduction to the word and the concept. Accessed on February 16, 2013 via
https://www.youtube.com/watch?v=XTsaZWzVJ4c
Sharples, M., McAndrew, P., Weller, M., Ferguson, R., FitzGerald, E., Hirst, T., & Gaved, M. (2013). Maker Culture: Learning by making, Innovating
Pedagogy (pp. 33–36).
Aflalo, E. (2021). Students generating questions as a way of learning. Active Learning in Higher Education, 22(1), 63–75.
https://doi.org/10.1177/1469787418769120
Knight, J. (2010). Distinguishing the learning approaches adopted by undergraduates in their use of online resources. Active Learning in Higher
Education, 11(1), 67–76. https://doi.org/10.1177/1469787409355873
Clinton, V., & Kelly, A. E. (2020). Student attitudes toward group discussions. Active Learning in Higher Education, 21(2), 154–164.
https://doi.org/10.1177/1469787417740277
Islim, O. F. (2018). Technology-supported collaborative concept maps in classrooms. Active Learning in Higher Education, 19(2), 131–143.
https://doi.org/10.1177/1469787417723231
Baker, K. M. (2016). Peer review as a strategy for improving students’ writing process. Active Learning in Higher Education, 17(3), 179–192.
https://doi.org/10.1177/1469787416654794
Duarte, P. (2015). The use of a group blog to actively support learning activities. Active Learning in Higher Education, 16(2), 103–117.
https://doi.org/10.1177/1469787415574051
45. References
McKay, C. S., & Glazewski, K. D. (2016). Designing maker-based instruction. In Instructional-Design Theories and Models, Volume IV (pp. 161-
188). Routledge.
Demirbilek, M. (2015). Social media and peer feedback: What do students really think about using Wiki and Facebook as platforms for peer
feedback? Active Learning in Higher Education, 16(3), 211–224. https://doi.org/10.1177/1469787415589530
Prescott, J. (2014). Teaching style and attitudes towards Facebook as an educational tool. Active Learning in Higher Education, 15(2), 117–128.
https://doi.org/10.1177/1469787414527392
Prestridge, S. (2014). A focus on students’ use of Twitter – their interactions with each other, content and interface. Active Learning in Higher
Education, 15(2), 101–115. https://doi.org/10.1177/1469787414527394
Papert, S. (1990). Children, computers and powerful ideas. New York: Basic Books, 10, 1095592.
Jahnke, I., Meinke-Kroll, M., Todd, M., & Nolte, A. (2020). Exploring artifact-generated learning with digital technologies: Advancing active
learning with co-design in higher education across disciplines. Technology, Knowledge and Learning, 1-30.
Halverson, E. R., & Sheridan, K. (2014). The maker movement in education. Harvard educational review, 84(4), 495-504.
Martinez, S. L., & Stager, G. (2013). Invent to learn. Making, Tinkering, and Engineering in the Classroom. Torrance, Canada: Construting Modern
Knowledge.
Moonaghi, H. K., & Shariati, K. (2018). Content creation based learning: scholarship of teaching and learning. Research and Development in
Medical Education, 7(1), 52-57.
46. Visual credits
Credit
George Siemens interview screenshot from 2013, interview at TVO
Image source: The 5 Learning Theories by The Art of Personal Growth
Image sources: Connectivism from genial.ly, based on Chetty, D. (2013). Connectivism: Probing Prospects for a Technology-
Centered Pedagogical Transition in Religious Studies. Alternation, 10, 172-199.
Image sources: What is a MOOC? by Dave Cormier.
World map political ISO by Egs under the license of CC SA 3.0
Stanford on YouTube
My Obsidian Graph by Shawn Steuer by December 3, 2020
Ahrens, 2017 Book cover photo by Amazon
A tiny section of the structure of the Zettelkasten: Each node is a note. Image by Sebastian
Anchored instruction’s graphic is based on the Anchor graphic by Evan Glazer under the license of CC BY-SA 4.0
World map: https://commons.wikimedia.org/wiki/File:A_large_blank_world_map_with_oceans_marked_in_blue.PNG#file
Colours matching: https://coolors.co/