This is a comparison of Instructivist and constructivist pedagogical approaches and their applications in different situations, which make clear the comparative advantages of both approaches. Instructivist learning, places the teacher in authority while the constructivist shifted authority to no one in particular but shared responsibilities between learner and teacher in such a manner that the teacher no longer assumes the responsibilities of the passage of information/knowledge to the learner but only guides him to discover the ‘objective truth’ out there and in the attainment of learning objectives. Teaching and Learning process was redefined in the light of ‘new’ understanding in teaching and learning and practical applications of these pedagogical approaches were considered. I presented a study guide (Appendix 1) as an example of socio-constructivist pedagogy where emphasis in on learning rather than on teaching.
The study examined how blogging can help build teachers' computer-assisted language teaching skills. Twenty English teachers from five smart schools participated by forming an online community via blogs. Through posting blog entries about their teaching practices and interacting with each other, the teachers gained new technical skills and pedagogical knowledge for teaching in technology-rich environments. Blogging exposed teachers to skills like basic ICT competence and integrating tools like PowerPoint in their lessons. It also allowed for collaboration and sharing between teachers as they discussed challenges of using technology. The findings showed that blogging enhanced the teachers' skills and confidence in incorporating IT applications in their teaching.
What's the big deal about Blended Learning - Models, Results and ChallengesTerry Anderson
This document discusses blended learning models, results, and challenges. It begins by providing context about Athabasca University, a fully online Canadian university. It then discusses definitions of blended learning, which generally involve a mix of online and face-to-face learning. Research shows that blended learning can improve student achievement and satisfaction compared to solely face-to-face or online instruction when implemented well. However, blended learning also presents challenges related to design, facilitation, and assessing student work. The document concludes by discussing how universities may need to adapt physical campus spaces and services to complement online and blended learning.
Teaching and Learning has always been a highly social activity. Technology ha...Denise Morgan
Teaching and learning has always been a highly social activity, but technology may be changing this. While technology enables exciting new possibilities for communication and collaboration, it is not always used to its full advantage in online environments. Some online learners report having little to no interaction with teachers or peers. However, interaction is key to successful e-learning. The role of the teacher is to facilitate interaction through engaging content and opportunities for collaboration, while learners are active participants in constructing their own understanding. Effective e-learning requires consideration of learning styles as well as usability and learner-centered design.
11.a review study on e learning for the empowerment ofAlexander Decker
This document summarizes research on e-learning and its potential to empower teaching and learning in higher education. It discusses the basic concepts of e-learning and different modalities such as individual self-paced online/offline learning and group-based synchronous/asynchronous learning. It emphasizes pedagogical designs for e-learning like scenario-based learning, problem-based learning, and case-based learning which optimize learning by integrating media and engaging learners in real-world activities. The document concludes that such designs can play a big role in effective teaching and learning through e-learning.
A review study on e learning for the empowerment ofAlexander Decker
This document summarizes research on e-learning and its potential to empower teaching and learning in higher education. It discusses the basic concepts of e-learning and different modalities such as individual self-paced online/offline learning and group-based synchronous/asynchronous learning. It emphasizes pedagogical designs for e-learning like scenario-based learning, problem-based learning, and case-based learning which optimize learning by integrating media and engaging learners in real-world activities. The document concludes that such designs can play an important role in teaching and learning through e-learning by motivating learners and representing authentic real-world contexts.
Adaptive Remediation Solutions Design Framework and Implementation for Studen...iosrjce
E-learning has established a critical presence in the 21st century learning environment. With the rise
of convergence technologies, different models of e-learning have emerged obliterating the barriers of time and
space and delivering deep learning. Teaching-learning interplay has been further enhanced because of novel
interactive process centric interventions and e-tutoring is emerging as an effective teaching learning solution.
Specifically, the paper addresses the current e-learning challenges by designing and implementing Adaptive
Remediation Solutions Framework to e-tutoring. The e-tutoring Adaptive Remediation Solutions Framework
deals with improvement of the overall learning experience by identifying the gap and adopting Learning to
learn driven remedial interventions with the specific cognitive requirements of the learner traditionally not
catered to in a standard (conventional) e-learning environment. The paper ascertains the improvement in the
student success rate by early identification of learners at-risk followed by timely, continuous and multi-tiered
teaching-learning interventions. Convergence Technology (CT) enabled Educational Technology (ET) has been
leveraged to offer innovative pedagogies by matching learning model in Adaptive Remediation Solutions
Framework with learners abilities & differentiated assessment. This has been evaluated through data obtained
from an e-learning course offered by a leading e-learning institute. The results clearly demonstrate that the
Adaptive Remediation Solutions Framework assists in creating an effective learning environment resulting in
improved student success rate.
This document summarizes a study that examined how weblogs were used to create communities of learning among students in a higher education course. The study found that the 76 students formed into groups of 6-7 students and each group created a weblog. By contributing to and interacting on each other's weblogs, the students were able to share knowledge, provide peer support and encouragement, and work towards common learning goals as a community. The weblogs allowed the students to learn from each other in a way that transcended boundaries and helped develop their identities as members of the learning community. The study concluded that communities of learning can result in significant student learning when supported by technologies like weblogs.
This document discusses design elements that should be considered when developing online learning environments. It identifies several key elements, including online modules that use multimedia to engage students, a study guide that outlines course content and structure, a course schedule, announcement boards, student profiles, interaction tools like discussion boards and chat rooms, online assessment, and class management tools. The document emphasizes that online courses need more than just uploading textbooks - they require careful instructional design considering elements like content, learning activities, and learner support.
The study examined how blogging can help build teachers' computer-assisted language teaching skills. Twenty English teachers from five smart schools participated by forming an online community via blogs. Through posting blog entries about their teaching practices and interacting with each other, the teachers gained new technical skills and pedagogical knowledge for teaching in technology-rich environments. Blogging exposed teachers to skills like basic ICT competence and integrating tools like PowerPoint in their lessons. It also allowed for collaboration and sharing between teachers as they discussed challenges of using technology. The findings showed that blogging enhanced the teachers' skills and confidence in incorporating IT applications in their teaching.
What's the big deal about Blended Learning - Models, Results and ChallengesTerry Anderson
This document discusses blended learning models, results, and challenges. It begins by providing context about Athabasca University, a fully online Canadian university. It then discusses definitions of blended learning, which generally involve a mix of online and face-to-face learning. Research shows that blended learning can improve student achievement and satisfaction compared to solely face-to-face or online instruction when implemented well. However, blended learning also presents challenges related to design, facilitation, and assessing student work. The document concludes by discussing how universities may need to adapt physical campus spaces and services to complement online and blended learning.
Teaching and Learning has always been a highly social activity. Technology ha...Denise Morgan
Teaching and learning has always been a highly social activity, but technology may be changing this. While technology enables exciting new possibilities for communication and collaboration, it is not always used to its full advantage in online environments. Some online learners report having little to no interaction with teachers or peers. However, interaction is key to successful e-learning. The role of the teacher is to facilitate interaction through engaging content and opportunities for collaboration, while learners are active participants in constructing their own understanding. Effective e-learning requires consideration of learning styles as well as usability and learner-centered design.
11.a review study on e learning for the empowerment ofAlexander Decker
This document summarizes research on e-learning and its potential to empower teaching and learning in higher education. It discusses the basic concepts of e-learning and different modalities such as individual self-paced online/offline learning and group-based synchronous/asynchronous learning. It emphasizes pedagogical designs for e-learning like scenario-based learning, problem-based learning, and case-based learning which optimize learning by integrating media and engaging learners in real-world activities. The document concludes that such designs can play a big role in effective teaching and learning through e-learning.
A review study on e learning for the empowerment ofAlexander Decker
This document summarizes research on e-learning and its potential to empower teaching and learning in higher education. It discusses the basic concepts of e-learning and different modalities such as individual self-paced online/offline learning and group-based synchronous/asynchronous learning. It emphasizes pedagogical designs for e-learning like scenario-based learning, problem-based learning, and case-based learning which optimize learning by integrating media and engaging learners in real-world activities. The document concludes that such designs can play an important role in teaching and learning through e-learning by motivating learners and representing authentic real-world contexts.
Adaptive Remediation Solutions Design Framework and Implementation for Studen...iosrjce
E-learning has established a critical presence in the 21st century learning environment. With the rise
of convergence technologies, different models of e-learning have emerged obliterating the barriers of time and
space and delivering deep learning. Teaching-learning interplay has been further enhanced because of novel
interactive process centric interventions and e-tutoring is emerging as an effective teaching learning solution.
Specifically, the paper addresses the current e-learning challenges by designing and implementing Adaptive
Remediation Solutions Framework to e-tutoring. The e-tutoring Adaptive Remediation Solutions Framework
deals with improvement of the overall learning experience by identifying the gap and adopting Learning to
learn driven remedial interventions with the specific cognitive requirements of the learner traditionally not
catered to in a standard (conventional) e-learning environment. The paper ascertains the improvement in the
student success rate by early identification of learners at-risk followed by timely, continuous and multi-tiered
teaching-learning interventions. Convergence Technology (CT) enabled Educational Technology (ET) has been
leveraged to offer innovative pedagogies by matching learning model in Adaptive Remediation Solutions
Framework with learners abilities & differentiated assessment. This has been evaluated through data obtained
from an e-learning course offered by a leading e-learning institute. The results clearly demonstrate that the
Adaptive Remediation Solutions Framework assists in creating an effective learning environment resulting in
improved student success rate.
This document summarizes a study that examined how weblogs were used to create communities of learning among students in a higher education course. The study found that the 76 students formed into groups of 6-7 students and each group created a weblog. By contributing to and interacting on each other's weblogs, the students were able to share knowledge, provide peer support and encouragement, and work towards common learning goals as a community. The weblogs allowed the students to learn from each other in a way that transcended boundaries and helped develop their identities as members of the learning community. The study concluded that communities of learning can result in significant student learning when supported by technologies like weblogs.
This document discusses design elements that should be considered when developing online learning environments. It identifies several key elements, including online modules that use multimedia to engage students, a study guide that outlines course content and structure, a course schedule, announcement boards, student profiles, interaction tools like discussion boards and chat rooms, online assessment, and class management tools. The document emphasizes that online courses need more than just uploading textbooks - they require careful instructional design considering elements like content, learning activities, and learner support.
This document discusses key attributes that create an effective online learning experience from the perspective of adult learners. It identifies that asynchronous learning environments allow learners to participate on their own schedule. It also discusses how technology participatory practices like games and simulations can engage learners and promote collaboration. Effective communication tools that facilitate interaction between instructors and students are also important. The document emphasizes the importance of staying relevant by embracing new technologies and updating course materials to meet current learning needs.
Here are some key points to discuss about communal constructivism and e-learning:
Why is making it social valuable?
- Learning from and contributing to others expands one's knowledge beyond what can be learned individually. It encourages collaboration and knowledge-sharing. Learning becomes a communal effort rather than an isolated one.
Which is better? Getting it from a peer... Or getting it from a teacher?
- Getting it from a peer may promote more equal engagement and discussion as peers tend to communicate on a more similar level. However, teachers bring expertise and can provide guidance, feedback and correct misunderstandings. An ideal approach combines both peer and teacher interactions.
How to design Multi-user Object Oriented systems (MO
Paulina Kuforiji, Columbus State University
Florence Wakoko-Studstill, Columbus State University
Bonita Williams, Columbus State University
Harriet Nabushawo, Makerere University
Increasing Completion Rates through a Self-Service Online Learnng StrategyJo Jenson
This document discusses a self-service online learning strategy to increase completion rates. It proposes a blended learning approach combining online modules, industry placements, webinars, and workshops. This self-service model aims to provide a proactive, motivational learning experience through customization and incorporating the four types of interactions identified as critical for online learner success: learner-to-content, learner-to-instructor, learner-to-learner, and learner-to-interface. The strategy is designed around a virtual learning environment using augmented reality to engage diverse learners and support self-directed learning across multiple learning styles.
Portfolio in Educational Technology 2 By: Ronalyn Dalojo and Roxan LagrosaXanne Lagrosa
This portfolio shows our learning in educational technology. Also, it contains our opinions about the use of technology in education which makes the teaching-learning process more effective.
E-learning is part of the biggest change in training since the invention of the chalkboard or perhaps the alphabet.
The development of computers and electronic communications has removed barriers of space and time. We can obtain and deliver knowledge anytime anywhere.
Online classes are consistently imparting and improving knowledge of learners separated by geographical distances.
Classroom management refers to the actions and strategies that teachers use to maintain order in a
classroom. A Virtual classroom is an asynchronous-based online learning environment that delivers course
materials to learners and provides collaboration and interaction using an asynchronous-based forum as
the main platform to support the learners’ independent study. In a physical classroom there is physical
contact between the students and the instructor. This makes it easy for the instructor to enforce rules that
are intended for effective classroom management. This physical contact is elusive in a virtual classroom
and yet effective classroom management is desired. Virtual classroom is useful to the students for revision
exercise; as a backup for physical classroom contact. This paper proposes a conceptual model using
existing virtual tool to bring about an effective classroom management strategies in a Virtual classroom.
Personal learning environments (PLEs) allow individuals to access, aggregate, and manipulate digital artifacts of their ongoing learning experiences. A PLE is a collection of tools, both online and offline, that enable learners to connect, create, and share content with communities of interest and practice. Learners can use PLEs to collaborate with others, share information, connect with peers and experts, and reflect on their learning. PLEs recognize that learning occurs both formally and informally through a variety of tools chosen by the learner.
Self-directed & lifelong Learning in the Information age: Can PLEs help?Nona Press
This presentation offers a perspective on what it means for individuals to learn in the information age and examines challenges concerning learner control and self-direction. Supporting learners and learning are also discussed and considers how the PLE (personal learning environment) idea, as a methodology, can deliver holistic support within and beyond institutional learning engagements
Ppel, unit 4, task 2 distance education theoriesFernando Faria
The document discusses several theories of distance education, including theories of autonomy and independence, theories of industrialization, and theories of interaction and communication. It also introduces the Theory of Cooperative Freedom, which suggests that distance students need both cooperation and individual freedom. The theory addresses how concepts like time, space, pace, medium, access and content relate to providing flexible yet engaging online education. It notes the challenges of accommodating both individual flexibility and collaborative learning.
The document summarizes research on the evolving roles of information and communication technologies (ICT) in education and their impact on students' learning experiences. It discusses frameworks that classify ICT's roles as tools, tutors, and tutees. Research also shows ICT supporting deeper learning through "mindtools" and promoting motivation, engagement, access to information and resources, collaboration, and critical thinking skills. Studies find technology-rich classrooms correlate with improved critical thinking. Overall, ICT is increasingly emphasized in curricula and has significantly changed students' educative experiences in various ways.
This document discusses teacher knowledge and the impact of technology on teacher professional development. It begins by outlining models of teacher knowledge, including Shulman's categorization of different types of knowledge teachers possess. It then examines how technology may affect teacher knowledge domains, referencing the TPACK framework which describes the interplay between technological, pedagogical and content knowledge. Examples are provided of online communities and tools that can support teacher learning and development, such as blogs, discussion boards and virtual conferences. The document concludes by reflecting on how digital technologies can enhance teachers' vision, motivation, understanding, reflection and community learning.
This document discusses the importance of technology in education, including websites, educational CDs, and learning modules. It notes that technology allows education to become more interactive and engaging for students. Websites in particular can be used to distribute information from teachers to students and allow students to publish their own work for others to view. Learning modules are structured collections of content that can be viewed sequentially or non-sequentially, and allow students to learn at their own pace. The document advocates for the use of modern technological tools to facilitate learning.
AN INVESTIGATION OF TEACHER EDUCATORS’ PERCEPTION TOWARDS THE PEDAGOGICAL BEN...Thiyagu K
The use of ICT in teacher education programs has been gaining interest throughout the world. This interest places pressure on faculties of education to prepare a new generation of graduates capable of integrating a variety of technological tools into their personal and professional lives (Starkman, Neal. 2007). Argued that enabling teachers to make effective use of ICT as a tool for deep learning should be top priorities for both, pre-service and in-service programs, so as to overcome the most important challenge of the teaching profession, which is the preparation of students equipped with the skills needed for 21st century careers. The explosion of technological growth with Web 2.0 applications has opened up new learning possibilities for educational programs and blogs are a promising example of these new applications (Keegan and Desmond. 2002). Weblogs are considered to be one of the best ways of combining Information Communication Technology (ICT) with teaching and learning methodologies in a classroom. The application of weblogs in higher education, particularly in teacher preparation programs, has been documented very recently. Hence, the investigator proposed the title of the study has “Teacher Educators’ Perception towards the Pedagogical Benefits of weblog in Tirunelveli District”. The main aim of the study is to assess the perception towards the pedagogical benefits of weblog among the teacher educators of Tirunelveli district. Survey method is employed for this study. The investigator has chosen 150 teacher educators as a sample for the study in a random sampling technique. Finally the investigator concludes; (a) Average level perception towards pedagogical benefits of weblog among the teacher educators. (b) There is no significant difference in the mean scores of teacher educators’ perception towards pedagogical Benefits of Weblog with respect to their gender, age, subject, marital status, years of experience and educational qualification.
Constructivist teaching strategies can be used to enrich lessons beyond typical bird unit curriculum. These strategies include problem-based learning, inquiry-based learning, and project-based learning which allow students to engage more deeply with information by generating their own questions and solutions rather than being given imposed questions. By collaborating with teachers, librarians can help design lessons aligned with curriculum standards that use constructivist approaches to motivate social learning, problem solving, and demonstrate skills through assessment.
Phenomenal Philosophers-Constructivism Power Pointmiss_dumiak
Constructivism is a theory of learning that suggests learners construct new knowledge based on prior knowledge and experiences. Learners are not blank slates but rather actively build on what they already know through hands-on, social learning experiences. While time-consuming and requiring excellent classroom management, constructivism has advantages like promoting deeper understanding, scientific reasoning, and creativity through meaningful exploration and problem-solving. However, it also has disadvantages such as unpredictability, potential student confusion, and difficulty with grading.
Constructivist model and views on readingHazel Hall
The document discusses the Constructivist Model of teaching literacy. It asserts that learners need to interact and engage in meaningful activities to develop literacy skills. Constructivism views learning as a process of actively constructing knowledge based on experience. The model has distinct advantages including literacy instruction embedded in meaningful social contexts, student-centered exploration of literacy functions, and recognition of diverse experiences and perspectives. The document also reviews several views on reading, including it as a psycholinguistic process, the importance of prior knowledge and social interaction, and acquiring literacy through emulation of literate role models.
The document discusses constructivism and modern teaching concepts. It explains that constructivism views the learner as constructing knowledge rather than receiving it from the teacher. The teacher acts as a facilitator rather than dispenser of knowledge. A constructivist classroom is active, evolving, constructed, reflective, inquiry-based, and collaborative. The document outlines differences between traditional and constructivist teaching, including how the curriculum is approached and the role of the teacher and students. It provides a sequence for constructivist teaching and discusses transforming education beyond traditional models.
This document discusses key attributes that create an effective online learning experience from the perspective of adult learners. It identifies that asynchronous learning environments allow learners to participate on their own schedule. It also discusses how technology participatory practices like games and simulations can engage learners and promote collaboration. Effective communication tools that facilitate interaction between instructors and students are also important. The document emphasizes the importance of staying relevant by embracing new technologies and updating course materials to meet current learning needs.
Here are some key points to discuss about communal constructivism and e-learning:
Why is making it social valuable?
- Learning from and contributing to others expands one's knowledge beyond what can be learned individually. It encourages collaboration and knowledge-sharing. Learning becomes a communal effort rather than an isolated one.
Which is better? Getting it from a peer... Or getting it from a teacher?
- Getting it from a peer may promote more equal engagement and discussion as peers tend to communicate on a more similar level. However, teachers bring expertise and can provide guidance, feedback and correct misunderstandings. An ideal approach combines both peer and teacher interactions.
How to design Multi-user Object Oriented systems (MO
Paulina Kuforiji, Columbus State University
Florence Wakoko-Studstill, Columbus State University
Bonita Williams, Columbus State University
Harriet Nabushawo, Makerere University
Increasing Completion Rates through a Self-Service Online Learnng StrategyJo Jenson
This document discusses a self-service online learning strategy to increase completion rates. It proposes a blended learning approach combining online modules, industry placements, webinars, and workshops. This self-service model aims to provide a proactive, motivational learning experience through customization and incorporating the four types of interactions identified as critical for online learner success: learner-to-content, learner-to-instructor, learner-to-learner, and learner-to-interface. The strategy is designed around a virtual learning environment using augmented reality to engage diverse learners and support self-directed learning across multiple learning styles.
Portfolio in Educational Technology 2 By: Ronalyn Dalojo and Roxan LagrosaXanne Lagrosa
This portfolio shows our learning in educational technology. Also, it contains our opinions about the use of technology in education which makes the teaching-learning process more effective.
E-learning is part of the biggest change in training since the invention of the chalkboard or perhaps the alphabet.
The development of computers and electronic communications has removed barriers of space and time. We can obtain and deliver knowledge anytime anywhere.
Online classes are consistently imparting and improving knowledge of learners separated by geographical distances.
Classroom management refers to the actions and strategies that teachers use to maintain order in a
classroom. A Virtual classroom is an asynchronous-based online learning environment that delivers course
materials to learners and provides collaboration and interaction using an asynchronous-based forum as
the main platform to support the learners’ independent study. In a physical classroom there is physical
contact between the students and the instructor. This makes it easy for the instructor to enforce rules that
are intended for effective classroom management. This physical contact is elusive in a virtual classroom
and yet effective classroom management is desired. Virtual classroom is useful to the students for revision
exercise; as a backup for physical classroom contact. This paper proposes a conceptual model using
existing virtual tool to bring about an effective classroom management strategies in a Virtual classroom.
Personal learning environments (PLEs) allow individuals to access, aggregate, and manipulate digital artifacts of their ongoing learning experiences. A PLE is a collection of tools, both online and offline, that enable learners to connect, create, and share content with communities of interest and practice. Learners can use PLEs to collaborate with others, share information, connect with peers and experts, and reflect on their learning. PLEs recognize that learning occurs both formally and informally through a variety of tools chosen by the learner.
Self-directed & lifelong Learning in the Information age: Can PLEs help?Nona Press
This presentation offers a perspective on what it means for individuals to learn in the information age and examines challenges concerning learner control and self-direction. Supporting learners and learning are also discussed and considers how the PLE (personal learning environment) idea, as a methodology, can deliver holistic support within and beyond institutional learning engagements
Ppel, unit 4, task 2 distance education theoriesFernando Faria
The document discusses several theories of distance education, including theories of autonomy and independence, theories of industrialization, and theories of interaction and communication. It also introduces the Theory of Cooperative Freedom, which suggests that distance students need both cooperation and individual freedom. The theory addresses how concepts like time, space, pace, medium, access and content relate to providing flexible yet engaging online education. It notes the challenges of accommodating both individual flexibility and collaborative learning.
The document summarizes research on the evolving roles of information and communication technologies (ICT) in education and their impact on students' learning experiences. It discusses frameworks that classify ICT's roles as tools, tutors, and tutees. Research also shows ICT supporting deeper learning through "mindtools" and promoting motivation, engagement, access to information and resources, collaboration, and critical thinking skills. Studies find technology-rich classrooms correlate with improved critical thinking. Overall, ICT is increasingly emphasized in curricula and has significantly changed students' educative experiences in various ways.
This document discusses teacher knowledge and the impact of technology on teacher professional development. It begins by outlining models of teacher knowledge, including Shulman's categorization of different types of knowledge teachers possess. It then examines how technology may affect teacher knowledge domains, referencing the TPACK framework which describes the interplay between technological, pedagogical and content knowledge. Examples are provided of online communities and tools that can support teacher learning and development, such as blogs, discussion boards and virtual conferences. The document concludes by reflecting on how digital technologies can enhance teachers' vision, motivation, understanding, reflection and community learning.
This document discusses the importance of technology in education, including websites, educational CDs, and learning modules. It notes that technology allows education to become more interactive and engaging for students. Websites in particular can be used to distribute information from teachers to students and allow students to publish their own work for others to view. Learning modules are structured collections of content that can be viewed sequentially or non-sequentially, and allow students to learn at their own pace. The document advocates for the use of modern technological tools to facilitate learning.
AN INVESTIGATION OF TEACHER EDUCATORS’ PERCEPTION TOWARDS THE PEDAGOGICAL BEN...Thiyagu K
The use of ICT in teacher education programs has been gaining interest throughout the world. This interest places pressure on faculties of education to prepare a new generation of graduates capable of integrating a variety of technological tools into their personal and professional lives (Starkman, Neal. 2007). Argued that enabling teachers to make effective use of ICT as a tool for deep learning should be top priorities for both, pre-service and in-service programs, so as to overcome the most important challenge of the teaching profession, which is the preparation of students equipped with the skills needed for 21st century careers. The explosion of technological growth with Web 2.0 applications has opened up new learning possibilities for educational programs and blogs are a promising example of these new applications (Keegan and Desmond. 2002). Weblogs are considered to be one of the best ways of combining Information Communication Technology (ICT) with teaching and learning methodologies in a classroom. The application of weblogs in higher education, particularly in teacher preparation programs, has been documented very recently. Hence, the investigator proposed the title of the study has “Teacher Educators’ Perception towards the Pedagogical Benefits of weblog in Tirunelveli District”. The main aim of the study is to assess the perception towards the pedagogical benefits of weblog among the teacher educators of Tirunelveli district. Survey method is employed for this study. The investigator has chosen 150 teacher educators as a sample for the study in a random sampling technique. Finally the investigator concludes; (a) Average level perception towards pedagogical benefits of weblog among the teacher educators. (b) There is no significant difference in the mean scores of teacher educators’ perception towards pedagogical Benefits of Weblog with respect to their gender, age, subject, marital status, years of experience and educational qualification.
Constructivist teaching strategies can be used to enrich lessons beyond typical bird unit curriculum. These strategies include problem-based learning, inquiry-based learning, and project-based learning which allow students to engage more deeply with information by generating their own questions and solutions rather than being given imposed questions. By collaborating with teachers, librarians can help design lessons aligned with curriculum standards that use constructivist approaches to motivate social learning, problem solving, and demonstrate skills through assessment.
Phenomenal Philosophers-Constructivism Power Pointmiss_dumiak
Constructivism is a theory of learning that suggests learners construct new knowledge based on prior knowledge and experiences. Learners are not blank slates but rather actively build on what they already know through hands-on, social learning experiences. While time-consuming and requiring excellent classroom management, constructivism has advantages like promoting deeper understanding, scientific reasoning, and creativity through meaningful exploration and problem-solving. However, it also has disadvantages such as unpredictability, potential student confusion, and difficulty with grading.
Constructivist model and views on readingHazel Hall
The document discusses the Constructivist Model of teaching literacy. It asserts that learners need to interact and engage in meaningful activities to develop literacy skills. Constructivism views learning as a process of actively constructing knowledge based on experience. The model has distinct advantages including literacy instruction embedded in meaningful social contexts, student-centered exploration of literacy functions, and recognition of diverse experiences and perspectives. The document also reviews several views on reading, including it as a psycholinguistic process, the importance of prior knowledge and social interaction, and acquiring literacy through emulation of literate role models.
The document discusses constructivism and modern teaching concepts. It explains that constructivism views the learner as constructing knowledge rather than receiving it from the teacher. The teacher acts as a facilitator rather than dispenser of knowledge. A constructivist classroom is active, evolving, constructed, reflective, inquiry-based, and collaborative. The document outlines differences between traditional and constructivist teaching, including how the curriculum is approached and the role of the teacher and students. It provides a sequence for constructivist teaching and discusses transforming education beyond traditional models.
Cognitive constructivism holds that learning is an active process where learners construct knowledge through experiences. The teacher provides a rich learning environment for exploration and encourages students to build their own understanding. According to cognitive constructivism, learning should be meaningful and based on real-world experiences, as learners construct meaning through interacting with the world. Instruction focuses less on direct teaching and more on offering meaningful learning opportunities like technology.
This document discusses cognitive and social constructivism as approaches for an effective classroom. It explains that cognitive constructivism is based on Piaget's theory that learning is an individual process of constructing knowledge from experiences. Social constructivism, developed from Vygotsky's work, views learning as a social process where ideas are constructed through interactions with others. The document provides details on Piaget's stages of development and Vygotsky's theories of the zone of proximal development and social interaction to illustrate how these constructivist approaches can guide teaching methods and strategies.
Constructivist teaching involves four key elements: interactive, collaborative, integrative, and inquiry-based learning. Interactive learning involves students doing activities, like answering questions or participating in discussions. Collaborative learning has students work together towards a common goal, beyond just interacting. Integrative learning allows students to explore topics across subjects without barriers. Inquiry-based learning places students' questions at the center and values research skills as much as content knowledge.
The document discusses pedagogy and different learning theories. It describes how behaviorism was criticized for failing to develop skills like collaborative learning. Constructivism is presented as a theory where people construct their own understanding through experiences. Constructivism principles include posing relevant problems, structuring learning around concepts, seeking student viewpoints, adapting to student ideas, and authentic assessment. The document advocates for constructivist teaching based on how it leads to better understanding and retention compared to passive learning.
Completing the learning experience: Instructional materialsDea Timbreza
An introduction to Instructional Materials. Presented at the Jose Rizal University Graduate school last trimester.
Subject: Production and Testing of Materials
The document compares and contrasts cognitivism and social constructivism approaches to learning. Cognitivism views learning as an internal cognitive process, focusing on how people think and process information. It is teacher-centered. Social constructivism sees learning as a social process where people actively construct knowledge based on experiences and interactions. It is student-centered and emphasizes collaboration. Both have advantages such as making learning meaningful, but also disadvantages such as difficulty testing constructed knowledge.
This document discusses several principles of constructivist teaching:
- Constructivist teaching is based on the belief that learners actively construct meaning and knowledge rather than passively receiving information.
- Key aspects include authentic and real-world learning activities, multiple perspectives, self-directed learning, and meaningful learning.
- Interactive, collaborative, integrative, inquiry-based, and transdisciplinary teaching are also discussed. Effective constructivist teachers employ a variety of methods to actively engage learners in the knowledge construction process.
Social Constructivism & Cognitive Development TheorySinky Zh
Social Constructivism and Cognitive Development Theory are compared. Both theories view cognition as resulting from mental construction and believe learning depends on teaching context and student beliefs. However, Piaget focused on intellectual development mechanisms while Vygotsky emphasized culture's influence through language and social structures. Vygotsky placed more importance on social and cultural influences on development than Piaget. Vygotsky also highlighted the important roles of language and the Zone of Proximal Development in cognitive growth.
A Brief Comparison Of Constructivism & Social Learning V3Erin Barrow
The document discusses theories of constructivism and social learning. Constructivism proposes that individuals actively construct knowledge through integrating new information with prior knowledge. Social learning emphasizes the importance of social interactions and observing others in the development of literacy and learning. Key aspects of constructivism include inquiry-based learning, schema, metacognition, and social constructivism. Key aspects of social learning are transactional/reader response theory and social learning theory. Both constructivism and social learning involve active engagement and learning from experiences.
Constructivism: Knowledge Construction / Concept LearningChoc Nat
Constructivism is a theory of learning that argues humans generate knowledge through interactions between their experiences and ideas. There are two views: individual constructivism focuses on internal knowledge construction, while social constructivism sees knowledge as socially constructed initially and shared. Key characteristics are that learners actively construct understanding, new learning builds on prior knowledge, social interaction facilitates learning, and meaningful learning occurs through authentic tasks. Concepts are organized as feature lists, prototypes, or exemplars, and are best taught with examples, definitions, and opportunities to identify instances. Facilitating constructivist learning involves focusing on key ideas in-depth, providing varied examples and hands-on activities, and relating topics to real-life.
Advantages, Disadvantages, and Applications of ConstructivismMarjorie Steakley
In the space of a month, I went from not knowing what constructivism is to producing this term paper for a course taken in '08. Advantages and limitations of constructivist theory are surveyed, moderation is endorsed, and a short lesson plan for high school chemistry is included. For an essay written for the same course after viewing "A Private Universe and a couple of lesson plans, please visit http://assumetheopposite.com/Articles.html
The document is a report submitted by a student teacher documenting their observation of a high school English class. It includes details about the student teacher, cooperating teacher, date of observation, and school. It then compares the traditional and progressive approaches to curriculum, noting differences in teacher vs student-centered focus, memorization vs open-ended questions, and individual vs group work. The student teacher provides insights that the two approaches complement each other and both aim to improve student learning. In their analysis, the student teacher explains why both approaches should be considered and how the philosophies observed in the class relate to curriculum.
The document outlines the key aspects of progressivism in education, including the focus on student-centered and interactive learning. It discusses progressivism in elementary school through college, with an aim of promoting democratic and social living. Teaching methods emphasize learning centers, cooperative learning, and student-led discussion, while the curriculum focuses on interdisciplinary and integrated subjects that are relevant to students' interests and human affairs.
This presentation was made by my group during our class presenatation for the course Pshycology in learning. The content is taken from internet, books and other materials
An educational platform for all: an e-Hoop approach C. Papanik
The document discusses the e-Hoop learning platform, which was developed to focus on individual learner needs and eliminate social exclusion by introducing a new conceptual framework for education. E-Hoop is a universal, dynamic, and adaptable learning environment that provides diagnostic tools to evaluate learner abilities and preferences in order to deliver customized educational content. The goal of e-Hoop is to be an educational platform that can meet the needs of all learners and educators.
This document provides an overview of educational technology and its role in learning. It discusses how technology can be used as both a tool for delivering content as well as a tool for facilitating constructive and collaborative learning. Some key points made include:
- Technology allows for knowledge sharing and access to up-to-date information but can also enable ideological propaganda and other exploitative uses if not used properly.
- It can be used to engage students in active and authentic learning or to simply deliver pre-determined content.
- When used effectively, technology has been shown to increase student learning, understanding, achievement, and motivation while supporting skills like critical thinking.
- Examples of technologies discussed include computers, speakers, cellphones and their
The document discusses strategies for online learning. It begins by outlining different types of interactions that can occur in online learning - with content, instructors, and peers. It describes how these interactions can be simple or enriched. The document then discusses important considerations for planning online learning, including setting pedagogical objectives. Common objectives identified include class management, learning enhancement, motivation, approaches to learning, engagement, generic skills, and communication. A framework is presented for selecting strategies based on objectives and interaction type. The goal is to help practitioners design effective online learning experiences.
MSc Luc Zwartjes (editor),
School on the Cloud,
ICT Key Action 3 European Project
1 The Story of John, or how education could be
2 What is personalised learning?
3 Personalised learning through the use of technology
4 Criteria for a good personalised learning course
5 Checklist for a good personalised learning course 11
Blended learning - Online Learning and Traditional LearningArpit Srivastava
Blended learning can increase flexibility for learners in several ways:
- It allows learners to access course content and materials online, so they can learn anywhere at any time, not just during scheduled class meetings. This provides more flexibility over when and where they learn.
- The online components allow learners to review lectures, lessons, and materials at their own pace. They aren't constrained by the pace of the entire class.
- By moving some content online, it frees up class time that can then be used for more interactive, applied, and personalized learning activities like discussions, projects, labs, etc. This shifts the focus to applied, active learning during face-to-face meetings.
Blen
This document provides tips and guidance for effective online teaching and learning. It discusses the importance of giving learners control over their learning experience online. It also reviews models for online learning and moderation, such as Salmon's five-stage model of online teaching. Finally, it provides practical tips, such as encouraging learner interaction, providing clear instructions and feedback, and designing online modules to actively engage students.
A Framework For A Cyber Classroom Towards A Human-Centric Virtual ClassroomMichele Thomas
This document describes a project called the Dynamic Education project that aimed to reduce the information gap between on-campus and off-campus students. The project was conducted over three phases: Phase 1 focused on capturing classroom teaching digitally; Phase 2 aimed to increase student interaction; and Phase 3 sought to develop a fully virtual human-centric classroom. Outcomes of Phase 1 showed capturing classroom sessions was time-consuming, and technologies like tablet PCs were most effective for digital note-taking while lecturing. The goal of reducing information inequities between on- and off-campus students guided the project.
The document discusses learner-generated contexts, which are contexts created by learners interacting together with a common, self-defined learning goal, rather than being consumers of contexts created for them. It proposes a research agenda to develop context-based models, realign informal and formal learning, and challenge consumption and creation relationships in learning. Key questions are raised about how technology and pedagogies have changed and could further change to better support learner-generated contexts.
Inclusive learning design for Online LearnersRichardM_Walker
This talk reflects on the key lessons learned from the University of York’s teaching experience during the pandemic, addressing flexible design and delivery of teaching to support the needs of a fragmented student, located on campus and off site / overseas across different time zones.
It recounts how we have refreshed our inclusive learning strategies in the light of the pivot to online learning delivery.
Didactic architectures and organization models: a process of mutual adaptationeLearning Papers
This document discusses the evolution of didactic architectures for online learning. It analyzes four architectures: web-based training, eLearning 1.0, online education, and eLearning 2.0. eLearning 1.0 uses learning management systems focused on content delivery, while eLearning 2.0 is based on social software and connects learners in a network. The document also examines four organizational models and their relationship with didactic architectures, asserting that more flexible eLearning 2.0 approaches are best suited for modern networked organizations.
This is the presentation I made to my committee for my proposal for research. I am focusing on creating Personal Learning Environments for two students with special needs. I am using their IEPs to design an on line learning environment to supplement their curriculum from school. For my doctorate, I would like to implement the PLEs into their school day and possible replace some of the activities they are doing with the intervention specialist. Any feedback will be helpful. However, please keep in mind that I have to work with and around the school's firewall system. Thank you, Sharon Shaffer
1. The document discusses an ecological approach to learning design that models learning designs as learning ecosystems. It provides examples from connectivist MOOCs to illustrate key concepts.
2. A learning ecosystem is composed of various components that provide learning and teaching services, including learning objectives, activities, resources, support, monitoring, and assessment. These services are provided by teachers, learners, and the socio-technical system.
3. Principles that govern learning ecosystems include feedback loops between components that allow the ecosystem to adapt over time, and the flow of learning through networks of interconnected teaching and learning services that engage users in productive learning.
Blended learning environments the effectiveness in developing concepts and th...Alexander Decker
This document discusses blended learning and its effectiveness in developing concepts and thinking skills. It defines blended learning as combining online and traditional learning, taking advantage of different learning theories. There are five key components of blended learning identified: teacher-led interactions, self-paced interactions, collaborative activities, pre-assessments, and supplemental materials. The philosophy of blended learning is to utilize technology to create new learning situations and simulate active, individualized, learner-centered education. It has advantages like flexibility, increased participation, and better communication compared to solely online or traditional approaches.
This document discusses creating a learning-centered college based on theories of progressive education, constructivism, and learning organizations. It explores defining roles based on student needs rather than instruction, focusing on learning outcomes, and utilizing technology and peer learning. The document suggests topics like individualizing instruction, active learning methods, professional learning communities, and authentic assessment. The overall goal is to improve learning and increase student success by making students partners in the learning process and responsible for their own choices and growth.
This document discusses e-learning using the WebCT platform at Sultan Qaboos University in Oman. It outlines some of the key tools available in WebCT, including email, discussion forums, chat, and presentations. However, it notes that some tools function independently rather than cohesively to support learning. The document also identifies limitations of the existing WebCT-based environment and issues implementing e-learning, such as students lacking cognitive skills and instructors primarily using instruction-based approaches. It concludes that facilitating e-learning requires instructors to take on multiple roles beyond simple instruction to help students develop independent learning abilities.
The document discusses blended learning and the integration of web technologies into language teaching. It defines blended learning as combining online and offline instruction. Blended learning provides benefits for both students and faculty by offering flexibility and active learning opportunities. However, a shift is needed from a teacher-centered approach to a more student-centered one that fosters autonomy and takes advantage of web tools. Constructivism, connectivism, and Web 2.0 can support this shift by emphasizing social and informal learning.
This document proposes a self-organizing peer-to-peer (P2P) learning model for education, inspired by P2P file sharing networks. It describes tools developed to support this model, including an intelligent student grouping tool, a collaborative learning environment (CLE), a social learning network (ELSE), and a mobile learning platform. The goal is to maximize knowledge transfer and learning efficiency through autonomous knowledge sharing between peers.
This document discusses e-content development in social science. It defines e-content as digital information delivered over networks that can be interpreted by humans during communication to share knowledge and influence each other. The document outlines the nature of e-content, noting it should be didactic to bridge the gap between teacher and student. It also describes the design and development process for e-content using instructional design models like ADDIE. Social science e-content could include case studies to build and test theories. E-learning through e-content allows for anytime, anywhere learning and group collaboration using learning objects.
Authentic learning involves engaging students in solving real-world problems in collaborative ways that mimic professional practices. Technology now enables various forms of authentic learning through simulation, remote instrumentation, digital archives, and online communities. It allows students to engage in sustained, collaborative problem-solving of complex, ill-defined problems from multiple perspectives, culminating in polished products. This helps students develop valuable skills for their future careers and motivates learning through relevance.
Reader starting e learning at College of Education Zambialeoniemeijerink
This document provides an introduction to e-learning and guidance for colleges in Zambia starting e-learning programs. It discusses the definition of e-learning, the history and reasons for adopting e-learning. The document also addresses e-readiness considerations and proposes models for introducing e-learning. Key aspects of designing e-learning like blending online and face-to-face methods are also covered. The document emphasizes the importance of developing a vision for e-learning that fits the local context before implementing programs.
Similar to Constructivist, Instructivist and Socio-Constructivist views of teaching technical subject (20)
This document outlines a study guide for a course on the Functional Masticatory System that was adapted from original course materials. The study guide breaks the course down into 4 modules that can be completed online through a learning management system. Each module is further divided into tasks, activities, and resources for students to engage with. The goal is for students to work collaboratively online to complete the activities while being moderated by an e-tutor, applying a socio-constructivist pedagogical approach. The first module focuses on healthy occlusion and defines the characteristics of ideal occlusion according to dental research literature.
This E-Course was designed to stimulate thoughts and constructive engagement among Dental Professionals on the possibility of offering courses in life sciences through Internet Media and Technologies. The course leveraged on the use of virtual learning environment (VLE) e.g.FRONTER which has very close similarities with Moodle to teach complex concepts in postgraduate dental topics. It is implementable by feeding the course as outlined (Module) here in the VLE. Unlike traditional methods of teaching, a tutor does not actually teach the topics in the traditional sense but moderate students' engagements in the virtual classroom and thereafter assesses students' learning and offer fair credits.
Social media presentation Adoption By Nigerian Universities-How Have They Fared?Olufemi Jeremiah Olubodun
The use of social media by Nigerian Universities came to focus when it was observed that most of the websites did not have social media icon and where present they were either not active, or were rarely used. Realising the importance of social media to young University students and their keen interest being digital natives this study found out that Nigerian Universities have not been using social media in a way that involves the students. It was discovered that the Universities as institutions of higher learning are not on the same page with their students and there are gaps between Nigerian Universities and others in Africa and elsewhere in the world in the use of social media. This study ultimately was to raise awareness among University authorities on the need to close the existing gaps in the use of social media between the students and the Universities as 21st century higher education institutions.
Co-Construction of Knowledge Through Engagement Between Students and Teachers...Olufemi Jeremiah Olubodun
The document discusses using a digital logbook over a traditional paper logbook for students during industrial training programs. A digital logbook allows students to capture their experiences through photos, videos, and audio in addition to text, providing more opportunities for representation of learning. It also enables teachers and supervisors to provide timely feedback by accessing the logbook remotely during the training program.
Industrial training is an important aspect of training for professions that requires practitioners to develop skills for different purposes among which are skills for the operation of machines and hand tools; skills for manipulation of materials for complex and simple techniques and for production of and repair of damaged equipment. Broadly, professions in this category could be placed under technical and vocational education and example could include optical technology, dental technology, plumbing, carpentry and a host of engineering and health related vocations. Industrial training means the training (mostly skills acquisition) obtained from industries by student as part of the requirements to be met before graduation. Students go to learn under the tutelage of a more experienced person in the industry and this is essentially to connect school knowledge with real life experiences as it is in the industries. Industries could be an engineering workshop, laboratory, surgeries or a manufacturing plant.
Logbook For Industrial Supervision and Training- A Look at Paper and Digital ...Olufemi Jeremiah Olubodun
Logbook has been in use for many years and mostly for keeping records and these records could be personal or official. Anyone keeping record defines the criteria and the format it will take. For training institutions format of a logbook is well laid out for students to just fill in blank spaces. This has a lot of limitations. However, logbook is usually paper based and few digital logbooks available placed a number of restrictions on the user such that they are not very useful for industrial training. This paper looks at logbook in diverse ways and it was a product of a research conducted at the College of Medicine of the University of Lagos, Lagos Nigeria. This will expose the reader to a number of salient details often ignored about logbook
This document provides an overview and study guide for a course on test construction techniques and principles. The course consists of 10 modules that cover topics such as basic terms in educational evaluation, types of tests and classifications, characteristics of tests, test construction methodology, and test item development. The study guide outlines the tasks, activities, resources, and estimated time commitment for each module. It also describes the course's use of a socio-constructivist pedagogical approach and online learning management system platform. The overall goal is to teach skills relevant for educational assessment and evaluation across various fields of study.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
3. Olubodun Olufemi
language, culture and context in understanding what is happening in society and the world and constructing knowledge based on this understanding (Derry 1999; McMahon 1997 in wikipedia)”.
The assumption of socio constructivist among others is that learner learns better in a social environment where interaction with other learners increases his cognition rather than decrease it. Kim. B (2001) posited that the factors of culture and context in understanding what happens in learning environment help in construction of knowledge based on this understanding.
He explains further thus ‘some social constructivists discuss two aspects of social contexts that largely affect the nature and extent of the learning …
ƒ Historical developments inherited by the learner as a member of a particular culture.
ƒ The nature of the learner’s social interaction with knowledgeable members of the society…’
The social aspect of constructivist pedagogy is the opportunities to have learners collaborate in joint learning activities in order to achieve the course objectives while interacting in a social learning environment, which is placed well in the www.wikipedia.org an online dictionary thus:
‘Social constructivism argues that the most optimal learning environment is one where a dynamic interaction between instructors, learners and tasks provides an opportunity for learners to create their own truth due to the interaction with others. Social constructivism thus emphasizes the importance of culture and context in understanding what is happening in society and constructing knowledge based on this understanding (Derry 1999; McMahon 1997).
2.2 When is an Instructivist approach the better choice?
I reason that the word ‘better’ is relative and can mean different thing in several perspectives. It connotes in my understanding and in this context an educational arrangement or learning and teaching approach under which it can be said that educational goals will be realised efficiently with minimal percentage of failures when the teacher is the central person passing knowledge to the learner as compared with constructivist approach that do not place authority entirely in anyone.
2.3 What learning and teaching objectives say.
It is no longer news that teaching and learning process certainly can be carried out with successes in a face- to-face arrangement as well as in online web based environment. The face-to-face learning otherwise known as traditional or on-campus learning has grown through different phases of development. Learning has also been developed such that learning content can be delivered through distance learning methods and media. Distance learning has over the years been severally been redefined and as opposed to on-campus learning does not always require the presence of the learner in a physical structure e.g. in a building in order to participate in learning activities and events with other learners at the same time. Distance learning metamorphosised into what we all know as online learning after according to Nipper, S (1987) quoted by Bjorke, (2003) has passed through three generations of development and of major transformation. The phase one is the traditional correspondence where textual materials are used extensively and are sent by post from course tutor to the students. These materials are specially prepared to suit certain modular objectives. The second rely on the use of multimedia and broadcast media to transmit knowledge but lacked interactive possibilities among learners. The third phase is still changing and is about the use of technology with its rich media interfaces for learners to interact with one another and tutor through the use of computer online and offline. The opportunities for community of practice and socio-cultural exchanges make Internet technology the major focus in distance learning today.
In the aforementioned pedagogical approaches the better arrangement in my opinion where institutionalist that is instructivist will thrive is mostly in on-campus arrangement. It is pertinent to mention also that the objectives of a course are set according to the pedagogical approach intended. In other words the objectives proposed by course designer dictate the best option in course delivery. For example where course content delivery are structured with much responsibilities shifted to the teacher and the learner a mere recipient of information; where the emphasise is that the teacher gives direction and where assessment and evaluation become the major responsibility of the teacher (instructor) then the objectives are clear on what best pedagogical approach will be preferred- instructivist.
2.4 Concrete ideas on instructivist approach
i. Technical skills producing tangible outcomes where the learner is unfamiliar with the concepts in question. www.ejel.org 55 ISSN 1479-4403
5. Olubodun Olufemi
learning events as we have with acquisition of technical skills which requires that an instructor must ‘show how to do’.
2.7 Implementation of the examples in the two categories (Instructivist and Constructivist) above in e-learning situation
The implementation of the above pedagogical approaches is possible in e-learning. The use of video to record motion pictures, of demonstration of learning events etc gives direction and strength to the transference of technical skills to learners. Learner may have better understanding of a practical concept in a situation where the use of video recording of learning activities enriches the learning resources. On the other hand the design of course curriculum such that the learner will gain understanding of a concept without the teacher instructing in a web based environment task the tutor in scheduling learning activities such that the process of learning shift responsibilities to the learner without ‘threat’ to course objectives. In that case practical skills may be supported by the use of video demonstration of learning components that may transfer practical/technique skills without the physical presence of the learner at the time of video recording.
The use of stream video as support to learning places e-learner at an advantage in a web based situation because of the opportunities of viewing a recorded case over and over again. Courses run online through instructivist approach could provide similar opportunities for students learning aids as we have in face-to- face approach where the tutor has to instruct as a support to the learning events and practical activities. It is still possible to combine instructivist and constructivist approaches to have a ‘mixed mode’ (Bjorke, S. A, 2003) in order to achieve course objectives for those that are yet to be fully comfortable with entirely online course delivery.
The use of stream video as support to learning places e-learner at an advantage in a web based situation because of the opportunities of viewing a recorded case over and over again. Instructivist courses run online do almost provided similar opportunities for students learning aids as we have in face-to-face approach where the tutor has to instruct as a support to the learning events and practical activities.
3. From instructivist to constructivist pedagogy
Talking of acquiring practical skills through the Internet media, my colleagues in the dental laboratory often query the possibilities of this idea. My question in one of our discussions is how did we learn practical procedures in traditional Instructivist classroom?
Of course we learn practical skills by watching our instructors carryout a procedure. There is no time they held our hands to get us perform a task. A student watches his teacher performs a task and subsequently get supervised to gradually perform the same task until he masters it. Practical skill is what a surgeon requires to undertake a surgical operation just as we have with laboratory and engineering procedures. A look at this website (www.elu.sgul.ac.uk/cso/poll/vote.php?) reveals lots of video learning materials in medical, paramedical fields for use by any interested professional. This clearly demonstrates the level of development in using and acquiring practical skills through Internet media without any need for learner to be physically present in a physical classroom.
So regardless of the profession under consideration, with the use of ICT tools like web camera, streaming video etc a student may learn a skill successfully and be supervised and evaluated without any compromise on standard. If a learner could be watched carry out a practical assignment on the web cast, the doubts about who performed a task is reduced if not eliminated and if a practical learning event is recorded, the learner could watch it over and over again gaining advantage over those who watched such an event live and once without a second chance- a common occurrence in face-to-face learning.
Constructivist provided tools for learner to maneuver and manipulate until understanding is fully established on a given task. Where a course is presented adopting constructivist pedagogy, learner interest in acquiring practical skills could be supported by the tutor by the provision of tools like streaming video of recorded learning events where the learner is left to search, study and discover on his own more facts about what is to be learnt. A high order thinking (HOT) may be generated from such challenging learning event which will afford the learner opportunities to say ‘I have learnt’ rather than ‘I was taught’ (Bjoerke, S.A, 2003)
www.ejel.org 57 ISSN 1479-4403
7. Olubodun Olufemi
Mode of course delivery: Learner will meet in a virtual classroom that is using a Learning Management System (LMS) like 'Webct' or 'firstclass', but Classfronter is chosen for this course. Main communication tools shall be asynchronous, threaded, online discussion with group and individual assignment, hand-in and cut off dates.
Teaching Method: Learner-centered with tutor support, 100% online activities, minilecture, Study guide, group work, individual work, socio-constructivist pedagogical approach. There shall be course set books and web resources. Learner will be requested to explore the rich resources of the World Wide Web (www).
Assessment of participants: Portfolio assessment, hand-in, online examination, material submitted during course activities.
Infrastructure required: Course participants shall have access to the selected Learning Management System (LMS). The selected LMS is Classfronter and module 1 shall expose learner to its understanding. A high-speed Internet connectivity for access to virtual classroom will be expected.
Learning resources: The richness and quality of resources contribute to learning In this case video demonstration of surveying procedure could be provided to enrich the course resources base. Recommended set books, minilecture, study guide, illustrations etc are the resources provided.
Course Target group: The course is designed to expose undergraduate dental students, dental technology students, denturist, on new practices and principles in model surveying, and for credit to count towards continuous professional development (CPD).
Course fee: Suggested fee of One hundred Pounds Sterling (100).
Study guide
Module 1
Getting started in the virtual classroom (Classfronter)
Objective: Learner will understand the Learning Management System (LMS) Classfronter. Learn how to navigate the classroom, know the features and other course participants.
Content: LMS, Navigation, Classfronter, Virtual classroom, folders, files etc.
Detailed description of tasks and activities
Task 1 Learn about Classfronter (LMS)
Activity 1: Read and discuss minilecture 1 and see minilecture 1 in the Module 1 documents’ folder in the archive. Try and understand the Classfronter and other LMS. Read the GVU guide and try some of the instructions provided. The course participants will agree among themselves who shall be module moderator.
www.edutools.info/item_list.jsp?pj=8
Activity 2: You should have been provided username and password in order to access the course at the University homepage and hence your virtual office and other course participants.
Activity 3: Try to understand the entire menu by the left of the screen on entering the course. Navigate and see full details and the functions of these menus.
Activity 4: At the center of the screen is a drop down. This allows you to access the course with this code TCDMS (1).
Learn how to upload files, create folders and understand the importance of menu by the left of the screen on entering the course you registered for.
Task 2: Play around in your virtual office.
Activity 1 Visit other rooms, know other participants and upload your picture, edit your profile and write a personal introductory doc on yourself. A small picture of yours will be an important inclusion. Try the features at the top right of the screen and use them.
Activity 2 Create folders, room, forum. See Archive, upload files, and open discussions with other course participants.
www.ejel.org 59 ISSN 1479-4403
9. Olubodun Olufemi
ƒ Room
ƒ Participants
ƒ Forum
ƒ Chat
ƒ Resources
ƒ Portfolio.
On the top right of the screen is ‘FRONTER 71’, navigate and get familiar with tools in Classfronter. Take a guided tour.
The archive menus consist of folders where documents are kept. These documents are either course documents or students’. You are expected to create folders and keep your document in orderly arrangement depicting good organizational abilities. Students or tutor creates forum, which are otherwise referred to as rooms for discussions only and are expected to be well arranged so that learners and their tutor can follow discussions orderly.
In the forum threaded discussions are arranged in manner that details like time of discussion, who made it, reply to it and how many has accessed it are available. You can also arrange a chat with classmates on any learning issues. It is possible to be online with someone without a schedule but it could be an opportunity to share thoughts. Chatting is live, textual and it is referred to as synchronous discussion between two or more people. In the participants segments, you will have access to detailed information about other participants like addresses, phone numbers, places of work and country of residences etc,
Portfolios section provides details of activities of the individuals on the course
When you clicked directly on ‘Forum’ or ‘Archive’ in the menu section on the left of the screen after you have entered the course it will open and two vertically arranged icons appeared in two boxes arranged side by side on the screen. The contents (the icons) of the first box are yellow in colour and arranged vertically in threaded format while the contents of the second box beside it is also arranged vertically. Each icon within the second box has two square boxes behind it. The first of these squares is empty while the second has an arrow that faces downward within it. The first square could be checked to enable you ‘work’ on the icon while the second when clicked displays list of its contents: Open, Properties, Copy, and Copy to final assessment. These contents also enable you to open, find out about the properties etc of the icons. Another list of items down within the second box in horizontal row when clicked enables you to ‘work’ on the icon whose empty square is checked.
Top right within the second large box is listed horizontally the following icons with these titles: Folder (yellow), Upload file, Create, Link, and Forum. Click on them and see many learning opportunities they could provide. It is possible to create folders within folder and open several forum within a folder. For this reason Classfronter provides a large space to work, interact, collaborate and perform lots of activities e.g. Research. You are therefore advised to visit all folders and forum whenever you log in to view new contributions.
Module moderator
A module moderator supports the e-tutor in facilitating discussions. His roles can be likened but not the same in all cases to class ‘captain’ or ‘leader’ in the face-to-face learning who among other things ensures lectures are held on schedule in agreement with the lecturers, pass instructions from the lecturers to classmates, etc. He could be likened also to group leader in online environment who sees that a given task on which he ‘presides’ is successfully carried out.
The following among others could be listed as some of his roles:
1. Supports the e-tutor (group leader when necessary) in ensuring tasks and activities are carried out by opening a discussion forum on scheduled activities thereby encouraging development of leadership qualities, self-managing competences, and independence of mind.
2. ‘Prompt’ discussion- sometimes some course participants may not be available in the classroom for whatever reason. He could send an email or post a comment to encourage participation from the said member(s). This is to ensure a ‘timely’ completion of modules.
www.ejel.org 61 ISSN 1479-4403
11. Olubodun Olufemi
Activity 3: Individual work: Produce a general appraisal of document of the entire discussion for Task 1 & 2 and place in your personal folder.
Study guide
Module 3
Model surveying
Objective: Learner will understand principles of survey techniques, be able to carry out survey technique and also perform some sample techniques.
Content: Surveying, Model preparation.
Overview
Task
Activities
Resources
Estimated ‘ECTS Hours’
Task 1: Learn about model preparation for surveying.
Activity 1: Learn about model and instrument preparation. Activity 2: Discuss steps in surveying procedures Activity 3: Individual work: Produce clips of work on surveying. Reflection
Set books www www
(5) (3) (3) (1)
17
Note: The notional student work hours (ECTS hours) in parenthesis are estimates.
Detailed description of tasks and activities
Task 1: Learn about surveying procedure.
Activity 1: Discuss model and instrument preparation prior to surveying.
Group discussion summary should be placed in group folder.
Activity 2: Discuss steps in surveying procedures. Analyse each step and criticise any possible approach in the choice of survey line, instrument used etc.
Summarise discussion.
Activity 3: Individual work: Make video clips of a survey work done by you and place in personal folder.
Reflection
Have a look at the objective for this module. Did you learn what you were supposed to learn in this module?
Was it easier or more difficult than you thought?
What was easy, what was difficult?
Was the time estimate correct?
What did you find the most useful/enjoy the most, if any, in the module? Why?
What did you find the least useful/least enjoyable, if any, in the module? Why? Do you have any proposals for improvements of the module?
Can you think of any way you can improve your own ways of learning?
Place your comments in the Reflection folder in the archive.
Techniques and concept of dental model surveying
Minilecture
Surveying in dentistry entails the model, which was obtained from the impression/measurement of the oral cavity. The material used varies and are dictated by the case and restoration in view. The mostly used material is the alginate impression material.
A dental model represents the oral landmarks, which vary from one mouth to another. The oral features are very interesting to the clinician or the dental operator who wants to produce prosthesis from a model, which must show the positive likeness of the mouth.
www.ejel.org 63 ISSN 1479-4403
13. Olubodun Olufemi
Ruberic
General appraisal on participation (self assessment)
Criteria
0
2
3
4
Cooperation
Did not pay attention to others did not value the opinion of others
Paid attention to, but did not value the opinion of others.
Actively paid attention to, but it was not evident that opinion of others was valued
Actively paid attention to and valued the opinions of others
Contribution
Did not contribute to the completion of the tasks
Contributed, but the work was inferior or inadequate
Contributed to the completion of the tasks with adequate work
Contributed to the completion of the tasks and submitted high- quality work
Participation
Did not participate in the group
Occasionally participated in the group
Often participated in the group
Consistently participated in the group
(Conrad&Donaldson, 2004)
Library of resources
http://en.wikipedia.org/wiki/Constructivism_%28learning_theory%29#Constructivist_theory
http://europa.eu.int/comm/education/programmes/socrates/ects_en.html#2
http://europa.eu.int/comm/education/programmes/socrates/ects_en.html
http://europa.eu.int/comm/education/policies/educ/bologna/bologna.pdf
www.elu.sgul.ac.uk/cso/poll/vote.php?
Conclusion
The learner remains the central focus in training and in the perpetuation of information and knowledge from generation to generation which is one major goal of education. The roles of teachers in continuing to refine and change the faces of knowledge are equally important in this goal. The materials and the medium of knowledge passage are also very important to the education enterprise. Having said that the position of these teachers whether they are constructivist or not will determine the course objectives and vice versa.
But it must be noted that as important as both approaches considered above are, no one is inferior to the other but a mixed mode as suggested by some authorities will be helpful in the realization of set objectives not forgetting that each of them have their own comparative advantages.
I am therefore in favour of a choice of approach to be dictated by:
1. Course objectives
2. Facilities that are available and can be utilized
3. Course designer concept of the learning goals etc.
4. Available funds.
www.ejel.org 65 ISSN 1479-4403