Sharing practice in the open telecollab2016
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This document discusses heutagogy, which is defined as self-determined learning where the learner is the primary agent in their own learning experience. It advocates for open practice in learning, which involves exploring, sharing, reflecting, connecting, and collaborating with others. Open practice relies less on experts and authority figures and more on learning from each other. The document presents a model of heutagogic design and discusses concepts like produsage and connecting to learning through open sharing and reflection with others.
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Constructivism is a theory of learning that states that people actively construct their own understanding and knowledge of the world by experiencing things and reflecting on those experiences. The key tenets of constructivism include identifying students' prior knowledge, structuring experiences to build on that knowledge, using real-life examples, understanding major concepts, and focusing on understanding rather than right/wrong answers. Key theorists who developed constructivism include Piaget, Bruner, Vygotsky, and Dewey. In a constructivist classroom, teachers mediate student interactions and seek student perspectives while students work in groups, ask questions, and take an active role in their learning.
Module 13 learning theories
The document discusses the key tenets of constructivism, which is based on the idea that learning occurs as learners construct meaning based on their own experiences. It outlines five principles of constructivism and discusses several major theorists who contributed to the development of constructivist theory, including Piaget, Bruner, Vygotsky, and Dewey. It also provides examples of classroom implications, such as teachers taking students' perspectives, encouraging questioning and collaboration among students, and using scaffolding techniques.
Module 13 learning theories
Constructivism is a theory of learning that suggests learners construct knowledge by interacting with their environment and experiences. It is based on the idea that learners build understanding based on what they already know. Key contributors to constructivism include Piaget, Bruner, Vygotsky, and Dewey. In a constructivist classroom, the teacher acts as a facilitator by seeking students' perspectives and allowing questions, while students work collaboratively and are actively engaged in learning through activities like projects.
Module 13 learning theories
Constructivism is a theory of learning that suggests learners construct knowledge based on their experiences. It is based on the idea that learning occurs as learners are actively involved in a process of meaning and knowledge construction rather than passively receiving information. Key figures in constructivism include Piaget, Bruner, Vygotsky, and Dewey. Constructivist teaching strategies include identifying student entry points, structuring experiences to build understanding, using projects to relate to real-life experiences, and monitoring student understanding rather than assessing right/wrong answers.
Liza educ 2
The document discusses key aspects of constructivism as it relates to learning and education. Some of the main points covered include:
1) Constructivism emphasizes that people create meaning through individual constructs and by acting upon their environment to acquire and test new knowledge.
2) Experiential learning plays a central role, with thinkers like Dewey, Kolb, and Vygotsky emphasizing learning through real-world experiences.
3) The role of the learner is active and self-directed, while the educator acts as a mentor to guide problem solving and help modify existing knowledge.
Module 13 Learning Theories
Constructivism is a learning theory based on the idea that learning occurs as learners are actively involved in a process of meaning and knowledge construction as opposed to passively receiving information. Key aspects of constructivism include identifying student entry points, structuring experiences to help students build new understandings, using real-life projects to engage students, focusing on major concepts, and monitoring student understanding rather than assessing right and wrong answers. Major theorists who contributed to constructivism include Piaget, Bruner, Vygotsky, and Dewey. Constructivist classrooms encourage student collaboration, questioning, and interactive learning through scaffolding and social experiences.
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The document discusses language barriers and cultural differences that can impact students' academic learning. Teachers need to be aware of these differences and address them to provide an environment where students can explore learning. Constructivist theories state that learning involves adding new knowledge to existing knowledge through experiences. For students to achieve academic success in a diverse society, teachers must respect differences and incorporate cognitive and social constructivist theories to meet students' developmental needs.
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Constructivism is a theory of learning that suggests humans construct knowledge based on their experiences. It posits that learning is an active process where learners use prior knowledge to build new understanding, rather than passively receiving information. This contrasts with the view of learning as the transmission of information from one person to another.
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Cosn
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C.b. learning theory power point presentation constructivism
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.
Constructivism
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- 1. Sharing practice in the open heutagogy in action Teresa MacKinnon University of Warwick cc: AmyZZZ1 - https://www.flickr.com/photos/42232541@N04
- 2. Heutagogy defined Heutagogy is the study of self- determined learning and applies a holistic approach to developing learner capabilities with the learner serving as the major agent in their own learning which occurs as a result of personal experience. • Stewart Hase & Chris Kenyon (2007, p. 112)
- 3. Open practice “Our reliance upon anointed experts and authority figures has diminished, while our capacity to learn from each other has spiralled.” Open: How we’ll work, live and learn in the future. David Price. “The literature reveals many attributes and dispositions of contemporary learners that position them well to adapt to learning in a connected world.” The Connected Educator: Learning and Leading in a Digital Age. Nussbaum-Beach and Hall.
- 4. What does open practice mean?
- 5. Explore Share Reflect Connect Create Collaborate Heutagogic design. Based on image by Blaschke and Hase (in Gros et al. (eds) 2016)
- 7. Produsage:
- 10. References: • Blaschke, L.M, and Hase, S. (2016) Heutagogy: A Holistic Framework for Creating Twenty-First- Century Self-determined Learners. In Gros, B., Kinshuk & Maina, M. (2016). The Future of Ubiquitous Learning. Berlin:Springer • Blaschke, L.M., Kenyon, C. and Hase, S. (2014). Experiences in Self-Determined Learning. Available from http://wp.me/p2Ymfo-51 • Bruns, A. (2005). Some exploratory notes on produsers and produsage. Retrieved 25.11.15, from http://snurb.info/index.php?q=node/329 • Hayes, S. and Kenyon, C (2007) Heutagogy: A child of complexity theory. Complicity Vol 4 no.1 Retrieved 25.1.2015 http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.397.5180&rep=rep1&type=pdf • Weller, M. (2011) The Digital Scholar. London: Bloomsbury
Editor's Notes
- Who sees what you do? Do you see what you do?
- Child of complexity theory, constructivist, very relevant to how we are now learning online and using devices. Identifies 2 levels of learning – acquisition (knowledge, skills, competencies) – adaptation (transfer, re-contextualisation) neither is subordinate Principles: learner centred/learner determined capability; self reflection + metacognition; double loop learning; non linear teaching/learning Emancipation: not for everyone
- Observations of change since the advent of internet Context – formal and informal learning blurred – social media supports sharing and finding of OER and learning networks. Confusion about what it means to be an open practitioner – personal experience
- Suggestions? Who are your students? Are you working inside walled gardens? How easy is it for you to collaborate? How sustainable is our current way of working? What is lost when a course/programme closes? What is the cost of access to learning?
- Project design: volunteers, e-portfolio shared group, shared pages, work at own pace in the open to create a resource to share their learning strategies.
- Student project http://m2.warwicklanguage.org.uk/mahara/view/view.php?t=X6MCqwkeI4zcU7iBOmJ8 https://warwick.mediaspace.kaltura.com/media/Gertrud+Kiss+on+Mahara+student+sharing/1_0rtq9gkp/22743902
- Digital activity – easy to share, culture of openness (not shared by our institutions or those who commodify learning) open source, open standards, learning technology interoperability to enable – copyright – all about limitations. Creative commons licencing, limited digital literacy and awareness of ownership/preferences damaging our ability to be active digital citizens. https://youtu.be/Ayy6zQjzKjQ (3 mins)
- If you have a digital identity and you share some of your resources under CC licence you will make it easier for others to find you and to find contribute to the development of colleagues everywhere. https://docs.google.com/document/d/1VrxIW9anhVDH5wGnOdPnob7b3UdxTKFIUJNzZSLl6tA/edit?usp=sharing Many opportunities, twitter chats, blogs, google docs – free, passion driven connections. Open badges – learner owned, portable.
- Why does openness matter? https://uk.pinterest.com/warwicklanguage/open-educational-practice/