Learning communities

This document discusses communities and networks in education. It begins by defining communities as collections of individuals bound by shared ideas and ideals. Networks are created through publishing ideas and connecting with others who share passions. The document discusses how professional learning in the 21st century will focus on connections through personal learning networks, communities of practice, and professional learning communities. It emphasizes building capacity through collaboration and developing a collaborative culture with a focus on shifting from teacher isolation to meaningful collaboration. Examples of community-driven collaboration include action research.

This document provides guidance on how to use the Peeragogy Handbook. It is a practical guide for online co-learning and self-organized peer learning (peeragogy). Readers can hop around and do not need to read sequentially. Short videos introduce articles. It is a living document where readers can comment and suggest changes. The handbook provides conceptual information for getting started, as well as resources, assessments, and use cases toward the end. It also links to supporting literature on learning theories related to peer learning.

Learning theory - Constructivism

lvu7893

Constructivism is a learning theory developed by psychologists including Piaget, Bruner, Vygotsky, and Dewey. It proposes that people build their understanding of concepts over time through experiences and interactions with their surroundings. By definition, constructivism involves the learner constructing much of what they learn and comprehend. As people age, their way of thinking changes through experience, making topics they previously struggled with easier to understand. In a constructivist classroom, the student explores and the teacher acts as a guide to help students reach their learning goals and become expert learners.

Blaschke final ride_2013_london

This document summarizes a presentation on using social media and heutagogy (self-determined learning) to support the development of lifelong learning skills. The presentation discusses: 1) How heutagogy and social media can help develop skills needed in the workplace like collaboration, critical thinking, and adaptability. 2) Examples of how social media tools like wikis, Google Docs, and Twitter have been used in university courses to develop skills in a self-determined way. 3) The benefits of heutagogy include improved critical thinking, engagement, control over learning, and ability to apply knowledge, all of which are important for lifelong learning.

Toward Learner-centered Education: Quality Issues

EDEN Digital Learning Europe

The presentation addresses the topic of pedagogy, and specifically, learner-centered education and the quality issues that surround and emerge as institutions transition to learner-centered education. The presentation also draws on the experiences we have had in our international master’s program in moving toward more competency-based education (a program offered together with the University of Maryland University College in the U.S.), identifying key quality issues and how these have been addressed. In addition, the presentation describes the trends — technologies (and delivery frameworks), pedagogies, political, social — that are working together to drive institutions toward more learner-centered education, as well as the opportunity e-learning institutions and organizations such as EDEN have to influence and lead this movement. Presentation at: Quality Assurance for online universities in Europe, Online University Pegaso, April 10, 2017, https://www.facebook.com/events/287096761746218/

Learning Theories: Constructivism

pbiappsuny2019

Constructivism is a theory of learning that states that people actively construct their own understanding and knowledge of the world through experiences and reflecting on those experiences. Two major contributors are Jean Piaget who developed cognitive constructivism, focusing on how people think, and Lev Vygotsky who developed social constructivism which emphasized social interaction. Constructivist classrooms encourage activities like debates, field trips, research projects and collaborative learning to help students construct their own understanding rather than teachers giving students information.

EDLW 2017 - Playful learning; Orchestration and identity

Social Constructivism

Amy McMahon

Social constructivism holds that knowledge is constructed through social interaction and negotiation with others. In a social constructivist classroom, the focus shifts from the teacher to the students, who are actively involved in their own learning process rather than passively receiving knowledge from the teacher. Instruction moves from whole-class lectures to small group work, with the teacher facilitating learning rather than lecturing. Students engage with each other and learn to work together to build knowledge. Implementation strategies include shifting students beyond their current understanding through support and scaffolding, using tools like Bubble Us for brainstorming and online collaborative spaces like wikis for sharing and extending ideas.

Students as Produsers

Keith Lyons

This document discusses the concept of "produsers," where in collaborative online communities, all participants both consume and produce information, taking on hybrid roles. It provides several quotes related to this concept, including one noting that value created in a community may not be immediately realized but have future potential value. Another quote discusses an impending "collision" as human potential clashes with limited choices. The document advocates for focusing on more than just tests and knowledge in education, but also non-academic engagement.

Constructionism

aholland10

Constructionism is a learning theory based on the idea that learning occurs through active experiences and interactions. Learners construct knowledge based on their experiences rather than having knowledge transmitted to them. Key theorists who contributed to constructionism include Vygotsky, Dewey, Piaget, and Bruner. According to constructionism, teachers should provide engaging, student-centered activities and encourage students to discover concepts through group work and technology. The curriculum should build on prior knowledge in a spiral manner to facilitate continuous learning.

Learner Agency

London Knowledge Lab

This document summarizes an online book about unleashing learner agency through heutagogy (self-determined learning). It provides an overview of the book's 18 chapters, grouped into sections on theory, learning, barriers, and learners. Each chapter summary briefly describes the chapter's focus and key ideas. Overall, the book argues that heutagogy empowers learners by giving them control over their learning and allowing education systems to shift from authoritative to learner-centered models.

What is Heutagogy? And And how can we use it to help develop self-determined ...

Today's employees must readily adapt to quickly changing and complex work environments, and employers are looking to educational institutions to produce employment-ready students who will hit the ground running. Learning to learn has become an overarching theme, and as a result, interest in the theory of heutagogy, or the study of self-determined learning, is on the rise. This webinar would provide an overview of the theory as well as research- and practice-based examples of how we can help guide our students along the pedagogy-andragogy-heutagogy (PAH) continuum to become more self-determined learners.

AHEA Presentation November 2013

Betty Hurley

Transitioning to online: Capitalizing on opportunity within chaos

The William and Flora Hewlett Foundation

We’ve made it through the emergency remote teaching phase. What next? This session will discuss some of the ways you can continue to improve on your online teaching practice as you enter the next phase of teaching online, as well as explore opportunities that can be maximized during this phase. Topics will include practical tips and guidance for engaging in this next phase of online teaching from designing your interaction with students and choosing technology to learner support and development. Examples and resources will also be shared, and ample time will be given for answering your questions about online teaching and learning.

C.b. learning theory power point presentation constructivism

Cristyn72012

Constructivism is a theory of learning that views knowledge as constructed by learners based on their experiences and prior knowledge. Central ideas include that learning is an active process where learners select information, form hypotheses, and rely on cognitive structures. Influential proponents include Piaget, Vygotsky, Dewey, and Bandura. Constructivist teachers create a creative learning environment that allows open interpretation and adapts to student needs, while students engage in exploratory learning based on their interests and take ownership of their individualized learning.

Togetherfor learning

GregoryHarris

OER Symposium at Utah Valley University 2_9_2017

A commons arises when a community decides to collectively manage a resource with a focus on equitable access, use, and sustainability. Open educational resources are freely available learning materials like textbooks, videos, and tests that can be edited and shared to benefit all students. OER are non-rivalrous and nonexcludable resources that promote open educational practices and help knowledge be viewed as a public good.

Aitt cognitive constructivism

Arihant Teacher

The document discusses cognitive constructivism theory, which is based on Piaget's view that learning involves actively constructing new knowledge rather than passively receiving information. According to cognitive constructivism, learning occurs as individuals build their own understanding by assimilating new experiences into existing cognitive schemas through active thinking and problem solving. Effective teaching provides experiences for students to engage in discovery learning and accommodate new information into their existing knowledge framework.

Social Constructivist Approaches

Rabia Kazi

1. The document discusses social constructivist approaches to learning and development, comparing the theories of Piaget and Vygotsky. Vygotsky emphasized social contexts and mutual construction of knowledge, whereas Piaget focused more on individual cognitive development. 2. A key difference is that Vygotsky saw cognitive development as socially mediated, with learning occurring through interaction before development. In contrast, Piaget believed development must precede learning. 3. The concept of the Zone of Proximal Development describes what a learner can do with guidance compared to independently. Scaffolding refers to how teachers guide learning through focused questions and interactions.

Introduction to Connectivism

Michael Wilder

Authorspeak ce

This document discusses the concepts of connected learning and professional development. It introduces connected learning communities (CLCs) as the next generation of professional learning communities (PLCs) that are more connected through online networks. It emphasizes becoming a connected learner through developing personal learning networks (PLNs) and communities of practice. Professional development needs to change to focus on teachers as connected learners who engage in "do it yourself" PD through online collaboration and networking. The document provides definitions of key terms like community, networks, and connected learning and discusses how CLCs, PLNs, and communities of practice can support connected, self-directed professional learning.

NWeLearn Keynote

The document discusses the potential of networked learning and open educational resources. It notes that tools like social media may transform research, teaching, and service for academics if they build serious lives online. Key ideas discussed include openness, connections, crowdsourcing content, and real-time collaboration. The document suggests moving learning spaces online and focusing pedagogy on interactions over content. Educators are encouraged to explore social tools, personal learning networks, and take charge of their own ongoing development.

Communities

Whitney Kilgore

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The Peeragogy Handbook

Sunderland City Council

Learning theory - Constructivism

lvu7893

Blaschke final ride_2013_london

Toward Learner-centered Education: Quality Issues

EDEN Digital Learning Europe

Learning Theories: Constructivism

pbiappsuny2019

EDLW 2017 - Playful learning; Orchestration and identity

Social Constructivism

Amy McMahon

Students as Produsers

Keith Lyons

Constructionism

aholland10

Learner Agency

London Knowledge Lab

What is Heutagogy? And And how can we use it to help develop self-determined ...

AHEA Presentation November 2013

Betty Hurley

Transitioning to online: Capitalizing on opportunity within chaos

The William and Flora Hewlett Foundation

C.b. learning theory power point presentation constructivism

Cristyn72012

Togetherfor learning

GregoryHarris

OER Symposium at Utah Valley University 2_9_2017

Aitt cognitive constructivism

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Rabia Kazi

Introduction to Connectivism

Michael Wilder

What's hot (19)

The Peeragogy Handbook

Learning theory - Constructivism

Blaschke final ride_2013_london

Toward Learner-centered Education: Quality Issues

Learning Theories: Constructivism

EDLW 2017 - Playful learning; Orchestration and identity

Social Constructivism

Students as Produsers

Constructionism

Learner Agency

What is Heutagogy? And And how can we use it to help develop self-determined ...

AHEA Presentation November 2013

Transitioning to online: Capitalizing on opportunity within chaos

C.b. learning theory power point presentation constructivism

Togetherfor learning

OER Symposium at Utah Valley University 2_9_2017

Aitt cognitive constructivism

Social Constructivist Approaches

Introduction to Connectivism

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CCAFS | CGIAR Research Program on Climate Change, Agriculture and Food Security

This document provides an overview of a professional learning program called Powerful Learning Practice (PLP). PLP aims to help educators understand 21st century teaching and learning by forming teams to explore these ideas through workshops, online meetings, and collaborative tools. The program supports teams as they work to scale 21st century skills in their schools and conduct action research projects. PLP experiences include networking globally, developing technology-enhanced curriculum, and organic collaboration within and across participant cohorts.

Social Learning: what it is and what it isn't

The library as learning commons: Key to graduation and college readiness?

Johan Koren

A learning commons is a physical and virtual space that provides shared resources for learning through experimentation, collaboration, play and work. It involves transforming physical spaces, virtual spaces and pedagogy through a flexible approach focused on collaborative learning both within and beyond the walls of an educational institution. The resources maintained in a learning commons can include materials, technologies and spaces that support learning experiences guided by specialists.

Passion CF

This document discusses a presentation on shifting learning to focus on student-centered, collaborative, project-based approaches. It notes that the world is changing and education needs to transform from a book-based, linear system focused on individual achievement to a web-based, divergent system focused on community building. Effective learning relies on problem finding rather than just being given problems, and occurs through student collaboration using digital tools both inside and outside the classroom. Project-based learning allows students to investigate real-world problems through extended, hands-on projects while developing 21st century skills like multiliteracy and global collaboration.

Incorporating social media in the classroom to support self-determined (heuta...

University of Nottingham / MA in Digital Technologies for Language Teaching

Social media has become more ubiquitous within higher education and can play an important role in helping students become more self-determined in their learning and in building and sustaining a personal learning network (PLN) throughout their studies and beyond. This lecture will provide a framework for defining and choosing social media for use in the classroom, based on using a heutagogical (self-determined learning) approach to course design. The lecture will also demo a variety of ways for incorporating social media such as Twitter, e-portfolios, mind-mapping, GoogleDocs, and Diigo within the classroom.

Situated Cognition, the Immersive Learning Environment & Backwards Design

bjtalboys

This document discusses situated cognition theory, immersive learning environments, and backward design. [1] Situated cognition proposes that learning occurs through authentic activities and tools within communities of practice. [2] An immersive learning environment embeds learning in relevant contexts to foster active, social, and experiential learning. [3] Backward design, created by Wiggins and McTighe, involves defining learning goals and assessments before planning instruction so that lessons help students achieve deep understanding.

Wiki Impact On Socializing Learning

Norhisham Mohamad Nordin

#unbordering_beyond borders_downes

UNBORDERING EDUCATION

Implementing openness in a private online course theory, practice, and reflec...

This document discusses implementing elements of openness in a private online course. It describes a pedagogical model used in a fee-based professional development program for teachers that integrated personal learning environments and networks (PLEs/PLNs) to foster openness. Through PLEs/PLNs, students could connect their formal learning to informal networks, sharing work beyond the program boundaries. This increased open connections, teaching, curricula, dialogue and use of open resources. Reflections found PLEs/PLNs provided an effective vehicle for openness within a private context by expanding the community of inquiry.

Knowledge Ecology: Back to the past?

Derek Wenmoth

Keynote presentation for the Education Leaders Forum - New Zealand. Abstract: The COVID pandemic has thrown back the curtain on a great deal of what needs to be improved or addressed in our current education system, including a high degree of inequity across all areas, especially access to onlinelearning. The responses we saw during the 2020 lockdowns promised some transformative action and outcomes. But slowly we’ve seen a ‘return to the old normal’ mindset. The ‘big ideas’ that were evident have faded into obscurity as the old patterns of thinking and acting take over.

Open & Networked Learning for #ECI831

Connected techdout

The document discusses trends for learning in the digital age and describes connected learners. It defines connected learners as those with an inclination towards being open-minded, a dedication to ongoing expertise development, and a willingness to collaborate and leave their comfort zone. It also discusses digital literacies important for the 21st century like social networking, transliteracy, and participating in online communities and networks. Professional development is shifting towards community-based models like professional learning communities, communities of practice, and personal learning networks.

Social Media, Networked Learning & Identity

This document summarizes a presentation by Dr. Alec Couros on social media and open education. The presentation discusses how open tools can transform research, teaching and service if academics build online presences. It also covers knowledge and learning, collaboration, openness, digital identities, and examples of educators leveraging networks. The conclusion suggests that 21st century learning requires rethinking traditional classrooms given new opportunities for anytime, anywhere learning.

Constructivism

Dr. Manju N D

This document discusses constructivism as it relates to teaching and learning. Some key points include: - Constructivism posits that learners actively construct their own understanding and knowledge through experiences and reflection. Learning is an active, social process rather than passive reception of information. - Vygotsky's zone of proximal development theory holds that learning is maximized when students are helped within their zone of potential development by more capable peers or teachers. - Constructivist teaching strategies include engaging students in hands-on activities, using prior knowledge to build new understanding, collaboration and questioning to facilitate knowledge construction. - Effective concept learning provides examples and opportunities for students to identify concepts in different contexts to build robust schemas or networks of

Clc erlc

This document discusses the shift to learning that is mobile, networked, global, and collaborative rather than time- and place-bound. It notes that the pace of change is accelerating and that half of what students learn in their first year may be outdated by their third year. Communities and networks are proposed as alternatives to traditional professional development. Connected learners who collaborate online and bring what they learn back to share are described as agents of change.

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