How might the concepts of lean production transfer to an educational context. Drawing on various ideas from 'Lean Thinking' (Womak and Jones, 2003), this presentation outlines some of the key features of a lean approach, and proposes some ideas around what lean learning might look like, along with 5 Principles of Lean Education, adapted from Womak & Jones' 5 Principles of Lean Thinking.
Applying heutagogy in online education: Designing for self-determined learningLisa Marie Blaschke
Heutagogy, or the study of self-determined learning, has been gaining interest within the field of education as a learner-centered theory that can help nurture lifelong learning skills and develop learners who are able to quickly adapt to rapidly changing and complex workplace environments. Built on foundational educational theories such as humanism, constructivism, reflective practice, double-loop learning, transformative learning, capability, and self-efficacy, heutagogy can be viewed as an extension of andragogy as part of a pedagogy-andragogy-heutagogy (PAH) continuum. The theory’s key principles include human agency (learner-centeredness), capability, self-reflection and metacognition (double-loop learning or learning to learn), and nonlinear teaching and learning, and when combined with today’s technology, heutagogy offers a holistic framework for teaching and learning that supports development of self-determined, autonomous learners and provides a basis for creating comprehensive, learner-centered education environments. The theory of heutagogy also aligns closely with the goals of online education due to its promotion of learner agency and autonomy, openness, social justice, and democratization of education. This presentation will introduce conference delegates to the theory of heutagogy, its key principles, elements, and theoretical basis, as well as provide examples of how heutagogy can be applied in online education environments to support the development of students’ self-determined and lifelong learning skills. The session will also provide guidance for instructors who want to design for heutagogy in the classroom and offer examples for integrating technological tools and social media such as Twitter, blogs, LinkedIn groups, and Google Docs, that can be used to support self-determined and lifelong learning skills.
Engaging Math Learners and Improving Achievement Through Blended LearningDreamBox Learning
New software and blended learning environments are enabling districts to implement personalized learning on a scale never before possible. New school structures in which classroom teachers and innovative learning technology engage students in more personalized ways hold some of the greatest potential for raising student AYP in mathematics particularly at the elementary level.
Attend this web seminar to hear how an experienced administrator implemented a personalized blended learning approach in her elementary school and has seen impressive and measurable growth in engagement and achievement in mathematics. Participants will learn ways to make learning more personal for elementary school students. Learn ideas for meeting the needs of each student and using new learning technologies effectively to help students become great critical thinkers.
Topics will include:
How to implement a blended learning model
Using data effectively to drive math achievement
Strategies for professional development in blended learning
How might the concepts of lean production transfer to an educational context. Drawing on various ideas from 'Lean Thinking' (Womak and Jones, 2003), this presentation outlines some of the key features of a lean approach, and proposes some ideas around what lean learning might look like, along with 5 Principles of Lean Education, adapted from Womak & Jones' 5 Principles of Lean Thinking.
Applying heutagogy in online education: Designing for self-determined learningLisa Marie Blaschke
Heutagogy, or the study of self-determined learning, has been gaining interest within the field of education as a learner-centered theory that can help nurture lifelong learning skills and develop learners who are able to quickly adapt to rapidly changing and complex workplace environments. Built on foundational educational theories such as humanism, constructivism, reflective practice, double-loop learning, transformative learning, capability, and self-efficacy, heutagogy can be viewed as an extension of andragogy as part of a pedagogy-andragogy-heutagogy (PAH) continuum. The theory’s key principles include human agency (learner-centeredness), capability, self-reflection and metacognition (double-loop learning or learning to learn), and nonlinear teaching and learning, and when combined with today’s technology, heutagogy offers a holistic framework for teaching and learning that supports development of self-determined, autonomous learners and provides a basis for creating comprehensive, learner-centered education environments. The theory of heutagogy also aligns closely with the goals of online education due to its promotion of learner agency and autonomy, openness, social justice, and democratization of education. This presentation will introduce conference delegates to the theory of heutagogy, its key principles, elements, and theoretical basis, as well as provide examples of how heutagogy can be applied in online education environments to support the development of students’ self-determined and lifelong learning skills. The session will also provide guidance for instructors who want to design for heutagogy in the classroom and offer examples for integrating technological tools and social media such as Twitter, blogs, LinkedIn groups, and Google Docs, that can be used to support self-determined and lifelong learning skills.
Engaging Math Learners and Improving Achievement Through Blended LearningDreamBox Learning
New software and blended learning environments are enabling districts to implement personalized learning on a scale never before possible. New school structures in which classroom teachers and innovative learning technology engage students in more personalized ways hold some of the greatest potential for raising student AYP in mathematics particularly at the elementary level.
Attend this web seminar to hear how an experienced administrator implemented a personalized blended learning approach in her elementary school and has seen impressive and measurable growth in engagement and achievement in mathematics. Participants will learn ways to make learning more personal for elementary school students. Learn ideas for meeting the needs of each student and using new learning technologies effectively to help students become great critical thinkers.
Topics will include:
How to implement a blended learning model
Using data effectively to drive math achievement
Strategies for professional development in blended learning
Professor Peter Twining at UTAS 12Dec13Andrew Fluck
ICT and emerging trends in schools
Digital technology strategies in Schools: emerging trends and cross-cultural comparisons.
Presentation in Launceston (12Dec13) by Professor Peter Twining from the Open University in the UK. Peter visited Australia for 5 months in 2013, with a fortnight in Tasmania. He presented his findings on international perspectives for digital technologies. Find out what is happening with 1:1 computing, tablets and BYOD (bring your own device) in Australia and the UK.
Peter Twining is Professor of Education (Futures) at the Open University in the UK. He directed VITAL, a UKP 9.4 million program to enhance use of digital technology in schools; and led the SCHOME initiative for alternative models of education (in Second Life). Currently he is looking at digital technology as a lever for change in schools (http://edfutures.net) and YOTS (your own technology survey – www.yots.org.uk).
Play, create and learn: What matters most for five-year-olds?EduSkills OECD
The OECD International Early Learning and Child Well-being Study asked over 4 500 five-year-olds what they liked best about their kindergarten or school.
Almost all children gave very specific answers, and many explained the reasoning behind their views.
Andreas Schleicher explores what we can learn from these children and how this can help education systems provide the best possible early learning environments.
Key questions we will address are:
-Why should education leaders and practitioners listen to children’s views, including children in the early years?
-What is the role of play in early cognitive and social-emotional development?
-Is there a trade-off between intentional teaching and learning, and unstructured play?
The language of mentoring has become established within the workplace and has gained ground within education. As work-based education moves online, we see an increased use of e-mentoring. This presentation explores some of the challenges involved in forming and supporting mentoring relationships virtually, and the solutions afforded by online social learning and Web 2.0.
Leading Innovation in Education
A technique that combines different leadership styles to influence to produce creative ideas, innovative products, and services.
In recent years, schools have charted new approaches in leading Innovation by transforming :
Yourself, your Students and your School to cultivate the habits and mindsets of innovators, to open the floodgates of creativity and generate ideas that you can take with confidence.
Introduction: Leadership, Innovation and why Leading Innovation?
Course Outline
Becoming a 21st Century School/
District
Leading Innovation in Education
Project Based Learning: Leading
Edges of Innovation in Schools
Learning by Doing: Six Teacher’s Transitions Into PBL
CONNECT - inclusive open schooling with engaging and future-oriented science
If you wish to download this resource then please access
https://connect-eu.exus.co.uk/2021/11/05/carbon-neutral-cop26/
Productive Failure as a Strategy for Curating Effective Social LearningNilanjana Saxena
Designing for the unpredictable wicked world. You are not going to be with your learners throughout, how do you design for this uncertain and changing world?
Professor Peter Twining at UTAS 12Dec13Andrew Fluck
ICT and emerging trends in schools
Digital technology strategies in Schools: emerging trends and cross-cultural comparisons.
Presentation in Launceston (12Dec13) by Professor Peter Twining from the Open University in the UK. Peter visited Australia for 5 months in 2013, with a fortnight in Tasmania. He presented his findings on international perspectives for digital technologies. Find out what is happening with 1:1 computing, tablets and BYOD (bring your own device) in Australia and the UK.
Peter Twining is Professor of Education (Futures) at the Open University in the UK. He directed VITAL, a UKP 9.4 million program to enhance use of digital technology in schools; and led the SCHOME initiative for alternative models of education (in Second Life). Currently he is looking at digital technology as a lever for change in schools (http://edfutures.net) and YOTS (your own technology survey – www.yots.org.uk).
Play, create and learn: What matters most for five-year-olds?EduSkills OECD
The OECD International Early Learning and Child Well-being Study asked over 4 500 five-year-olds what they liked best about their kindergarten or school.
Almost all children gave very specific answers, and many explained the reasoning behind their views.
Andreas Schleicher explores what we can learn from these children and how this can help education systems provide the best possible early learning environments.
Key questions we will address are:
-Why should education leaders and practitioners listen to children’s views, including children in the early years?
-What is the role of play in early cognitive and social-emotional development?
-Is there a trade-off between intentional teaching and learning, and unstructured play?
The language of mentoring has become established within the workplace and has gained ground within education. As work-based education moves online, we see an increased use of e-mentoring. This presentation explores some of the challenges involved in forming and supporting mentoring relationships virtually, and the solutions afforded by online social learning and Web 2.0.
Leading Innovation in Education
A technique that combines different leadership styles to influence to produce creative ideas, innovative products, and services.
In recent years, schools have charted new approaches in leading Innovation by transforming :
Yourself, your Students and your School to cultivate the habits and mindsets of innovators, to open the floodgates of creativity and generate ideas that you can take with confidence.
Introduction: Leadership, Innovation and why Leading Innovation?
Course Outline
Becoming a 21st Century School/
District
Leading Innovation in Education
Project Based Learning: Leading
Edges of Innovation in Schools
Learning by Doing: Six Teacher’s Transitions Into PBL
CONNECT - inclusive open schooling with engaging and future-oriented science
If you wish to download this resource then please access
https://connect-eu.exus.co.uk/2021/11/05/carbon-neutral-cop26/
Productive Failure as a Strategy for Curating Effective Social LearningNilanjana Saxena
Designing for the unpredictable wicked world. You are not going to be with your learners throughout, how do you design for this uncertain and changing world?
Learning Theory, constructivism, education, ICT in education learning theory, theory, classroom implementation of learning theory, thought of learning theory, way of implementation of theory in ICT, constructivist classroom, methods in a constructivist classroom
Understanding Challenges of Curriculum Innovation and the Implementation_John...John Yeo
Singapore’s education system has remained consistently near the top of most education ranking systems over the past decade. OECD (2010) attributes the success to a systemic focus on curriculum innovation by Singapore schools. However, the challenges that emerge from the various initiatives are complex and multifaceted. Using the lens of Schwab’s (1973) four commonplaces- milieu, learner, subject matter and teacher, the experienced curriculum is unpacked to reveal the discourse of the challenges of curriculum translation. While I examine the similarities and differences in curriculum translation under two different educational philosophies- curriculum vs didatik, I attend to the educational outcomes of teaching practices using the Appreciative Inquiry approach. The challenges than unmask the inherent tensions between socio-economical ideologies with the curriculum implementation at the programmatic and institutional level. Exploring from Engestrom's Activity Theory, I will examine the issues of ideology and control surrounding what gets eventually translated in the classroom curriculum.
Evaluating a mobile toolkit for designing mobile learning activitiesThe Mind Lab
MacCallum, K. & Parsons, D. (2017). Evaluating a Mobile Toolkit for Designing Mobile Learning Activities. Proceedings of 16th World Conference on Mobile and Contextual Learning. Cyprus. ACM.
Creating Learning Connections via an Online Community of PracticeThe Mind Lab
Presentation of a research study on the impact of online interaction on student learning
National Tertiary Learning and Teaching Conference (NTLT) 2016
Makerspaces and Computational Thinking at The Mind Lab by UnitecThe Mind Lab
This presentation looks at two popular themes in technology education, computational thinking and makerspaces. Computational thinking involves solving problems, designing systems, and understanding human behavior, by drawing on the concepts fundamental to computer science. Makerspaces, and the maker movement, encompass a range of definitions and implementations that sometimes make it difficult to define exactly what we mean when using these terms. However, they usually refer to shared spaces that have hardware, software and other craft materials available for the anyone to use to create, explore, invent and learn. We suggest that coupling the recognised value of exposing all learners to computational thinking with a shared, inclusive makerspace designed appropriately for tertiary learners could create many synergies.
Computational thinking, digital fluency and the new zealand curriculumThe Mind Lab
Under current proposals, digital technology is to be formally made a part of the New Zealand Curriculum in 2018. According to a ministerial announcement made in July 2016, instead of digital technologies being taught as optional subject areas, they will become a formal requirement for all students as a strand of Technology. As the ministry embarks on a consultation process, it is necessary for researchers with an understanding of teaching and learning in a digital age to contribute to the debate.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Top Ten Learning Theories for Digital and Collaborative Learning
1. The Mind Lab by Unitec | Top 10 Learning Theories | 20151
Top 10 Learning Theories for Digital and
Collaborative Learning
Dr David Parsons, National Postgraduate Director
The Mind Lab by Unitec, Auckland, New Zealand
2. The Mind Lab by Unitec | Top 10 Learning Theories | 20152
What is a Learning Theory?
★ A theory about changes in observable behaviour
★ Addresses:
○ How such changes become relatively
permanent
○ Whether the change is immediate, or potential
○ What role experience plays
○ What aspects of reinforcement are present
(Olsen & Hergenhahn, 2013)
3. The Mind Lab by Unitec | Top 10 Learning Theories | 20153
10 Learning Theories
1. Conditioning
2. Connectionism and the Law of Effect
3. Progressive Education
4. Constructivism: Social Development Theory
5. Constructivism: Equilibration
6. Social Cognitive Theory
7. Situated Learning / Cognition
8. Community of Practice
9. Constructionism
10.Connectivism
4. The Mind Lab by Unitec | Top 10 Learning Theories | 20154
Conditioning
★ Classical Conditioning - Ivan Pavlov (1849 - 1936)
○ Stimulus leads to response
○ Incidental rather than deliberate in the classroom
★ Instrumental conditioning - Burrhus Skinner (1904 - 1990)
○ Behaviour leads to reinforcement
○ Learners need rapid feedback and to work at their own
pace
○ Programmed learning and the teaching machine
5. The Mind Lab by Unitec | Top 10 Learning Theories | 20155
Skinner on Behaviourism
“The ideal of behaviorism is to eliminate coercion: to apply
controls by changing the environment in such a way as to
reinforce the kind of behavior that benefits everyone.”
6. The Mind Lab by Unitec | Top 10 Learning Theories | 20156
Connectionism and the Law of Effect
➔ Edward Thorndike (1874 – 1949)
➔ Connectionism is the neural bond between stimulus
and response
➔ Learning is incremental rather than insightful
➔ Law of Effect: reinforcement increases the strength
of a connection, punishment does not change it
7. The Mind Lab by Unitec | Top 10 Learning Theories | 20157
Thorndike on Lecturing
“The lecture and demonstration methods represent an
approach… in which the teacher lets the pupil find out
nothing which he could possibly be told or
shown...They try to give him an educational fortune as
one bequeaths property by will.”
8. The Mind Lab by Unitec | Top 10 Learning Theories | 20158
Progressive Education
➢ John Dewey (1859 - 1952)
➢ Self-governing learners, teachers as guides
➢ Outdoor education
➢ Scientific study of individual development
➢ Cooperation between school and home
➢ Hands-on learning / experiential education
➢ Among other things, Dewey headed the commission
that cleared Trotsky of allegations from the Moscow
trials
9. The Mind Lab by Unitec | Top 10 Learning Theories | 20159
Dewey on Learning
“Give the pupils something to do, not something to learn;
and the doing is of such a nature as to demand thinking;
learning naturally results.”
10. The Mind Lab by Unitec | Top 10 Learning Theories | 201510
Constructivism: Social Development Theory
➔ Lev Vygotsky (1896 – 1934)
➔ Social learning precedes development
➔ Zone of Proximal Development: The area
between what the learner can do independently,
and what they can do with help from others
➔ More Knowledgeable Other: someone/thing who
knows more than the learner. Could be teacher,
peer, computer...
11. The Mind Lab by Unitec | Top 10 Learning Theories | 201511
Vygotsky on Teaching
“The teacher must adopt the role of facilitator, not
content provider.”
12. The Mind Lab by Unitec | Top 10 Learning Theories | 201512
Constructivism: Equilibration
★ Jean Piaget (1896 - 1980)
★ Intelligence is dynamic, in interaction with its environment
★ Equilibration is the continuous drive towards balance with
the environment
★ 4 stages of development: sensorimotor (0-2 years),
preoperational (2-7 years), concrete operations (7-11
years), formal operations (11-15 years)
★ Educational environments should provide the opportunity
for discovery by the student
13. The Mind Lab by Unitec | Top 10 Learning Theories | 201513
Piaget on Education
“The principle goal of education in the schools should be
creating men and women who are capable of doing new
things, not simply repeating what other generations have
done.”
14. The Mind Lab by Unitec | Top 10 Learning Theories | 201514
Social Cognitive Theory
➔ Albert Bandura (born 1925)
➔ Anything that can be learned from direct
experience can be learned from observation /
modelling
➔ Reciprocal determinism: a dynamic interplay of
person, environment and behaviour
➔ Teachers act as models
➔ Media affects behaviour (e.g. violence)
15. The Mind Lab by Unitec | Top 10 Learning Theories | 201515
Bandura on Observation
“Coping with the demands of everyday life would be
exceedingly trying if one could arrive at solutions to
problems only by actually performing possible options
and suffering the consequences.”
16. The Mind Lab by Unitec | Top 10 Learning Theories | 201516
Situated Cognition/Learning
★ John Seely-Brown (born 1940), Allan Collins, Paul
Duguid
★ Learning is embedded in the activity, context and
culture in which it was learned
★ Learning while interacting with others through shared
activities and language
★ Learning is about performance in situations rather than
an accumulation of knowledge
17. The Mind Lab by Unitec | Top 10 Learning Theories | 201517
John-Seely Brown on Knowledge
“Instead of pouring knowledge into people's heads, you
need to help them grind anew a set of eyeglasses so they
can see the world in a new way.”
18. The Mind Lab by Unitec | Top 10 Learning Theories | 201518
Constructionism
➔ Seymour Papert (born 1928)
➔ Worked with Piaget
➔ Based on learning by doing, constructionism utilises
physical materials to creatively develop abstract
learning
➔ Papert involved with Logo Turtles, One Laptop per
Child, Lego Mindstorms, Dynabook
19. The Mind Lab by Unitec | Top 10 Learning Theories | 201519
Papert on Digital Teaching and Learning
“Nothing could be more absurd than an experiment
in which computers are placed in a classroom
where nothing else is changed.”
20. The Mind Lab by Unitec | Top 10 Learning Theories | 201520
Community of Practice
❏ Jean Lave & Etienne Wenger (born 1950s)
❏ A community of practice has three components:
domain, community and practice.
❏ Learning is unintentional and situated within authentic
activity, context and culture
❏ Learning based on social relationships; co-participation
21. The Mind Lab by Unitec | Top 10 Learning Theories | 201521
Wenger on Communities of Practice
“Communities of practice are formed by people who
engage in a process of collective learning in a shared
domain of human endeavour...who share a concern or a
passion for something they do and learn how to do it better
as they interact regularly.”
22. The Mind Lab by Unitec | Top 10 Learning Theories | 201522
Connectivism
★ George Siemens (born 1960s)
★ ‘A learning theory for the digital age’
★ Internet technologies have created new opportunities for
people to learn and share information
★ Learning across online peer networks
★ Siemens launched the first MOOC in 2008
23. The Mind Lab by Unitec | Top 10 Learning Theories | 201523
Siemens on Technology and Learning
“We always seem to think about how does technology
influence learning. Sometimes these roles actually have
to be reversed. We have to think about how learning
influences technology because there are greater changes
occurring in our society and not just within technology.”
24. The Mind Lab by Unitec | Top 10 Learning Theories | 201524
References
Olsen, M. & Hergenhahn, B. (2013). An Introduction to Theories of Learning
(9th ed.) Boston, Mass: Pearson.
Papert, S. and Harel, I. 1991. Constructionism. Norwood, NJ: Ablex Publishing.
Simply Psychology. (2015). Psychology Articles for Students. Retrieved from:
http://www.simplypsychology.org/
Smith, M. K. (2009). Jean Lave, Etienne Wenger and communities of practice.
The encyclopedia of informal education. Retrieved from:
http://www.infed.org/biblio/communities_of_practice.htm