Learning theories at Think Education
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The document discusses three key learning theories that Think Education uses to build its teaching: constructivism, connectivism, and cognitive behaviorism. Constructivism involves learning with a facilitator through communication and directional content. Connectivism involves learning with peers and a facilitator through problem-solving and social networks while creating original content. Cognitive behaviorism is an individual learning process using guided content. The document emphasizes that Think Education builds its teaching around applying these three learning theories at different degrees and stages of each course.
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3) A planning process for an inquiry workshop, which involves creating a guiding question, determining final projects, and backwards planning lessons and activities to build students' inquiry skills.
Module13 pp revised-1
Constructivism is a learning theory that posits that learning occurs as learners are actively involved in a process of meaning and knowledge construction as opposed to passively receiving information. Key aspects are that learning is an active process, that learners construct new ideas based upon their current and past knowledge, and that learners socially construct knowledge through interactions and discussions with others. Theorists associated with constructivism include Piaget, Vygotsky, Dewey, Bruner, and others.
23 things aldinhe 2013
Presentation for the annual conference of the Association of Learning Developers in Higher Education.
23 things al din he 2013
The document describes a 23Things program, which is a self-directed, peer-led online learning program that uses Web 2.0 technologies to teach digital literacy skills. [1] It involves participants completing small tasks each week related to a new tool and reflecting on their experiences. [2] The program has advantages like being embedded in participants' existing work and providing a supportive learning community. [3] When developing a 23Things course, facilitators should consider the tools, themes, and issues to include for a particular audience. Challenges may include drop-out rates and embracing digital behaviors.
Connected communities of change
This document discusses strategies for effective change agents in education. It emphasizes the importance of collaboration over individual efforts. Key points include:
- Change agents should be open to changing course, unlearning old ways, and taking risks to drive innovation.
- Individual change is strengthened by connecting with others through sharing ideas, collaborating on solutions, and acting collectively for change.
- Developing communities of practice allows educators to construct knowledge together and move beyond basic practices to a more systemic view of learning.
Task3
This document discusses learning theories and their application to online learning. It focuses on constructivism, which emphasizes that learners construct their own knowledge based on experiences. Some key principles of constructivism discussed are that learning should take place in realistic settings, learners should take an active role in their learning, and content should be presented holistically rather than broken into smaller tasks. The document examines how well online learning aligns with constructivist principles.
The 5C Framework by Chrissi Nerantzi and Sue Beckingham
The 5C Framework initially developed as a thematic framework for the open learning event Bring Your Own Device for Learning (BYOD4L) which has evolved into a pedagogical framework for wider use, particularly to foster social learning underpinned by critical and creative thinking and action.
The 5C Framework by Chrissi Nerantzi and Sue Beckingham
The 5C Framework was initially developed in 2013 by Chrissi Nerantzi and Sue Beckingham as a thematic framework for an open learning event called BYOD4L. It later evolved into a pedagogical framework in 2014 to foster social learning through critical and creative thinking. The 5C Framework involves connecting, communicating, curating, collaborating, and creating to support learning through social interactions and experiences.
MEAS Course on E-learning: 2 Designing online instruction based on student needs
This document discusses instructional design and how it can be used to design instruction based on student needs. It defines instructional design as the systematic process of making instruction more effective, efficient and appealing by focusing on learner needs. The document outlines several instructional design methods and processes, including the ADDIE model of analysis, design, development, implementation and evaluation. It also discusses how learning theories can inform instructional design and provides examples of how design has been applied to different client projects.
MEAS Course on E-Learning: 2 Designing online instruction based on student needs
This document discusses instructional design and how it can be used to design instruction based on student needs. It defines instructional design as the systematic process of making instruction more effective, efficient and appealing by focusing on learner needs. The document outlines several instructional design methods and processes, including the ADDIE model of analysis, design, development, implementation and evaluation. It also discusses how learning theories can inform instructional design and provides examples of how design has been applied to different client projects.
Raising Your Scholarly Profile 2015
Strategies to improve discoverability of your research, publicize your scholarship to relevant stakeholders, take part in scholarly conversations using social media, and measure the impact of individual publications. This interactive workshop was presented to Duquesne University faculty.
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The 5C Framework by Chrissi Nerantzi and Sue Beckingham
The 5C Framework by Chrissi Nerantzi and Sue Beckingham
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MEAS Course on E-learning: 2 Designing online instruction based on student needs
MEAS Course on E-learning: 2 Designing online instruction based on student needs
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- 2. Why is this important? WTHINK builds its teaching around three key theories. 2
- 3. Learning Theories Constructivism Connectivism Cognitive Behaviourism Learning with your facilitator, building your own knowledge through communication, with directional content Learning with your peers and facilitator through problem solving ,using social networks while creating your own content Learning as an individual process using guided content •Facilitator led •Development of critical thinking via discussion •Use of authentic tasks •Mix of synchronous and asynchronous •Scaffolded •Networked •Group led •Problem based learning •Design of task vital •Ongoing facilitation •Creative •Student Driven •Asynchronous •Mass produced •Content led •Self paced •Online / offline •Reactive not proactive 3
- 7. Learning Theories Constructivism Connectivism Cognitive Behaviourism Learning with your facilitator, building your own knowledge through communication, with directional content Learning with your peers and facilitator through problem solving ,using social networks while creating your own content Learning as an individual process using guided content •Facilitator led •Development of critical thinking via discussion •Use of authentic tasks •Mix of synchronous and asynchronous •Scaffolded •Networked •Group led •Problem based learning •Design of task vital •Ongoing facilitation •Creative •Student Driven •Asynchronous •Mass produced •Content led •Self paced •Online / offline •Reactive not proactive 7
- 8. To what degree and at which stage in each course should learning theories be applied? End of Presentation 8