The document discusses four learning theories - associationist/empiricist, cognitive, situative, and connectivist - as they relate to eLearning. It describes each theory, its significance, implications for teaching, and provides an example. The associationist/empiricist perspective views learning as building associations through experiences and can be described as behaviorism. The cognitive perspective focuses on how the mind processes information. The situative perspective sees learning as participation within a community of practice. Finally, connectivism describes learning as emerging within networks in the digital age.
This is a presentation based on Keynote address delivered during the National Seminar of "Pedagogy for Schools" organised by Regional Institute of Education, Mysore on March 3, 2011.
This presentation is about the learning theories which are the subject-matter of Educational Psychology. It focuses on the three main domain of learning theories; Behavioral , Cognitive and Constructive. Further, it also contains the educational implication of all learning theories.
A model is a three-dimensional representation of a person or thing or of a proposed structure, typically on a smaller scale than the original:"a model of St. Paul's Cathedral“
A Model is a pattern of something to be made or reproduced and means of transferring a relationship `or process from its real (actual) setting to one which it can be more conveniently studied.
This is a presentation based on Keynote address delivered during the National Seminar of "Pedagogy for Schools" organised by Regional Institute of Education, Mysore on March 3, 2011.
This presentation is about the learning theories which are the subject-matter of Educational Psychology. It focuses on the three main domain of learning theories; Behavioral , Cognitive and Constructive. Further, it also contains the educational implication of all learning theories.
A model is a three-dimensional representation of a person or thing or of a proposed structure, typically on a smaller scale than the original:"a model of St. Paul's Cathedral“
A Model is a pattern of something to be made or reproduced and means of transferring a relationship `or process from its real (actual) setting to one which it can be more conveniently studied.
Characteristics of a Good Curriculum
The curriculum is continuously evolving
The curriculum is based on theneeds of the people.
The curriculum is democratically
The curriculum is the result of a long-term effort
A curriculum is the instructional and the educative programme by following which the pupils achieve their goals, ideals and aspirations of life. It is curriculum through which the general aims of a school education receive concrete expression
Characteristics of a Good Curriculum
The curriculum is continuously evolving
The curriculum is based on theneeds of the people.
The curriculum is democratically
The curriculum is the result of a long-term effort
A curriculum is the instructional and the educative programme by following which the pupils achieve their goals, ideals and aspirations of life. It is curriculum through which the general aims of a school education receive concrete expression
https://jst.org.in/index.html
Our journal has academic journals form a crucial nexus. Educators leverage the latest research findings to enrich their teaching methodologies, ensuring that students are exposed to the most current and relevant information. Simultaneously, these educators contribute to the body of knowledge through their own research, creating a perpetual cycle of growth.
5.effect of gender on problem solving skills through integrated teaching prog...EditorJST
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where pre post experimental control group design was carried out. The data were analyzed through factorial
ANCOVA. The finding revealed that there was a significant effect of interaction between ITP, gender and
problem solving skills when pre problem solving scores as co variate.
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and a responsive, collaborative learner – centered approach. The purpose of this study was to understand the
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Bengaluru. The objectives of this study was to (i) To analyse the competence level of B-School faculty members
in using the different teaching methods; (ii) To compare the teaching methods of male and female faculty
members of B-School; (iii) To evaluate the teaching methods of B-School faculty with different age groups; (iv)
To assess the teaching methods of B-School faculty having different designation; and (v) To identify the latent
factors that comprises the different teaching methods. A structured self administered survey questionnaire was
developed for data collection. The sampling frame for the study included permanent faculty members working in
University affiliated B-Schools in urban Bangalore. As per the analysis lecture, assignments, seminar and case
study methods were the frequently used teaching methods by the faculty methods; group discussion,
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Mini project 2-- teaching and learning theories spring 2015jistudents
Directions:
Imagine you are the principal in a school with a large influx of new teachers who have been prepared to use constructivist teaching strategies and to distrust direct instruction. Your older teachers, on the other hand, are the opposite – they distrust the new constructivist approaches and believe strongly in “traditional teaching.”
Prepare a 20 minute (or longer) discussion/presentation about different theories of teaching and learning, including direct instruction. Include a PowerPoint presentation with recorded audio on the strengths and weaknesses of each of the learning perspectives discussed in this chapter –behavioral, cognitive, and constructivist. Be sure to discuss the situations for which the behavioral approach is best. Give at least one example for each approach. Make sure that during your presentation, you:
Consider the pros and cons of direct instruction
Contrast direct instruction with a constructivist approach to teaching
Examine under what situations each approach is appropriate
Propose and defend a balanced approach to teaching.
This is a wonderful information and cite the author if you are using it in your presentation. Thank you for checking it out.
Running head DIRECT INSTRUCTION12DIRECT INSTRUCTION.docxsusanschei
Running head: DIRECT INSTRUCTION 1
2
DIRECT INSTRUCTION
Learning Strategy Research Paper: Direct Instruction
Student Name
Liberty University
Course Section
Date
Abstract
Direct Instruction is a highly effective, though controversial, educational strategy involving a predetermined skills sequence that incorporates previous skills and information into each successive lesson and involves active student participation, positive reinforcements, choral responses, and scripted lessons. While Direct Instruction has been proven to be quite effective in a number of studies there does seem to be widespread resistance to this educational method. This resistance seems to be mostly due to the conflict between the aspects of Direct Instruction and the inquiry-led philosophy that is such a large part of the current educational landscape. In order to increase the use of Direct Instruction educators need to be provided with information regarding the efficacy of Direct Instruction and opportunities to experiment with this learning strategy.
Introduction
Direct instruction is one of the most studied teaching strategies in the field of education. It is also one of the most controversial. Further, despite the fact that this strategy has been so widely studied, there seems to be some confusion regarding what direct instruction actually is. The lack of understanding regarding the nature of direct instruction and the current philosophical environment of education seriously hampers the implementation of direct instruction into the instructional environment. Before looking at the advantages and disadvantages of this learning strategy this paper will first provide a basic definition of what direct instruction is.
What Is Direct Instruction?
There are three terms that are often used interchangeably to refer to direct instruction: uppercase “D” upper case “I” Direct Instruction, lowercase “d” lowercase “i” direct instruction, and explicit instruction. However, there does seem to be some differences between the three terms. Explicit instruction refers to a philosophical approach that is characterized as being “unambiguous, structured, systematic, and scaffolded” (Hughes, Morris, Therrien, & Benson, 2017). In short, explicit instruction is a philosophy of delivering academic content rather than a specific strategy a teacher would use in the classroom. In this line of thinking, direct instruction fits into the broader category of explicit instruction. However, while the two different versions of direct instruction share similar characteristics, there does seem to be a slight distinction between the two in the educational research literature. Direct Instruction (DI) is generally considered to refer to a specific scripted program that a teacher follows to deliver educational content whereas direct instruction (di) lacks the scripted instruction and prepackaged curriculum (Hughes, Morris, Therrien, & Benson, 2017; McMullen & Madelane, 2014: Kamps, Heitzman-Powel ...
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focus in the course of instruction delivery
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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.
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The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
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Views of learning
1. Theories of Learning: eLearning
• This slideshow will explore four broad
perspectives of learning theory relating to
eLearning; associationist/empiricist, cognitive,
situative, and connectivist.
• It will discuss the significance of this theory and
discuss the implications for teaching.
• It will also give a teaching/learning example from
my own context.
2. Associationist: Significance: Teaching Implications: Example/Teaching:
Associationismviews learning as the
building of knowledge though new
associations between ideas; it is an
organised accumulating of
associations and skills (Greeno,
Collins, & Resnick, 2009). Empiricism
states that knowledge comes from
experience through the senses and
learning occurs from interactions
with the environment (Schuh &
Barab, 2008). Therefore, the
associationist/empiricist perspective
can be described as behaviourism;
learning in terms of observable
behaviour (Strong & Hutchins, 2010;
Wilson & Myers, 2000).
Behaviourism views learning as a
process of breaking down whatever
is to be learnt into small steps and
repeating those steps, successful
repetition is positively reinforced
until the steps can be reproduced
independently (Schuh & Barab,
2008). Arrangement of associations
from the simple to complex is a key
component in the learning process
as it enables students to succeed in
learning by small logical ordered
steps (Mayes & de Freitas, 2004).
Perspective:
Associationism views learning as the
building of knowledge though new
associations between ideas; it is an
organised accumulating of
associations and skills (Greeno,
Collins, & Resnick, 2009). Empiricism
states that knowledge comes from
experience through the senses and
learning occurs from interactions with
the environment (Schuh & Barab,
2008). Therefore, the
associationist/empiricist perspective
can be described as behaviourism;
learning in terms of observable
behaviour (Strong & Hutchins, 2010;
Wilson & Myers, 2000). Behaviourism
views learning as a process of
breaking down whatever is to be
learnt into small steps and repeating
those steps, successful repetition is
positively reinforced until the steps
can be reproduced independently
(Schuh & Barab, 2008). Arrangement
of associations from the simple to
complex is a key component in the
learning process as it enables
students to succeed in learning by
small logical ordered steps (Mayes &
de Freitas, 2004).
Significance:
The behaviourist perspective has a
strong focus on equity of access and
opportunity for knowledge
acquisition. It also supports the
development of practices that ensure
all students can achieve a satisfactory
level of basic knowledge (Greeno et
al., 2009). The behaviourist
perspective places strong emphasis
on the efficiency of conveying
information and training skills. It also
stresses the importance of teaching
practices that involve well organised
routines of classroom activity, with
clear plans and goals (Greeno et al.,
2009). According to Wilson and Myers
(2000), behaviourism has taken a back
seat, especially in the last two
decades. However, they defend
behaviourism and its core
beliefs/intentions; active learning,
close association with the
environment. Behaviourism has been
around for many years and is a
valuable theory for anyone planning
learning experiences to be familiar
with. Many classrooms and learning
programs still use behaviourism
principles today but it is only one
perspective among many (Wilson &
Myers, 2000).
Implication for Teaching:
Educators planning lessons based on
the behaviourist perspective will find
it appropriate to pre-plan, organise,
and programme instructional content
with specific observable outcomes
defined for learning. They should
arrange the content so that students
can make logical progress towards
correct responses and receive
reinforcement as necessary (Schuh &
Barab, 2008). People learn best when
tasks are broken down into smaller
more manageable tasks ranging from
simple to complex. This also improves
confidence as smaller tasks tend to
provide greater success, improving
motivation to continue. Measurable
behaviours are the best index of true
learning outcomes and should be
used to gauge instructional
effectiveness (Wilson & Myers, 2000).
Skinners operant conditioning is
aligned with the cognitive
perspective. Skinner believed that
learning could be viewed as
conditioning where behaviour that is
followed by reinforcement will
increase in frequency or probability
(Schuh & Barab, 2008). Programmed
instruction is an excellent example
of
this. Programmed instruction
facilitates learning by using
reinforcement and feedback. The
content is analysed and pre-planned.
This provides the learner with a direct
map of exactly what is to be learned.
Example/Teaching:
I run a program in our library called
iPads & Androids for Beginners. It is
an introductory course for adult
learners based on behaviourism. This
is a very basic course for those people
who have been left behind,
technologically speaking, and want to
catch up. My lessons are pre-planned
and learning objectives are clearly
defined before beginning. All
knowledge, gestures and information
is delivered by the facilitator. The
learners are then required to
replicate the behaviours on a device
of their own. I show them how to
power on, how to adjust the volume,
how to effectively make soft touch
selections and all other demonstrable
information a new tablet user needs.
The lesson is structured in such a way
that learning is sequential from
simple to more complex behaviours.
The behaviourist perspective has a
strong focus on equity of access and
opportunity for knowledge
acquisition. It also supports the
development of practices that
ensure all students can achieve a
satisfactory level of basic knowledge
(Greeno et al., 2009). The
behaviourist perspective places
strong emphasis on the efficiency of
conveying information and training
skills. It also stresses the importance
of teaching practices that involve
well organised routines of classroom
activity, with clear plans and goals
(Greeno et al., 2009). According to
Wilson and Myers (2000),
behaviourism has taken a back seat,
especially in the last two decades.
However, they defend behaviourism
and its core beliefs/intentions; active
learning, close association with the
environment. Behaviourism has
been around for many years and is a
valuable theory for anyone planning
learning experiences to be familiar
with. Many classrooms and learning
programs still use behaviourism
principles today but it is only one
perspective among many (Wilson &
Myers, 2000).
Educators planning lessons based on
the behaviourist perspective will find
it appropriate to pre-plan, organise,
and programme instructional
content with specific observable
outcomes defined for learning. They
should arrange the content so that
students can make logical progress
towards correct responses and
receive reinforcement as necessary
(Schuh & Barab, 2008). People learn
best when tasks are broken down
into smaller more manageable tasks
ranging from simple to complex. This
also improves confidence as smaller
tasks tend to provide greater
success, improving motivation to
continue. Measurable behaviours
are the best index of true learning
outcomes and should be used to
gauge instructional effectiveness
(Wilson & Myers, 2000). Skinners
operant conditioning is aligned with
the cognitive perspective. Skinner
believed that learning could be
viewed as conditioning where
behaviour that is followed by
reinforcement will increase in
frequency or probability (Schuh &
Barab, 2008). Programmed
instruction is an excellent of this. Programmed instruction
facilitates learning by using
reinforcement and feedback
providing the learning with a map of
what is to be learnt.
I run a program in our library called
iPads & Androids for Beginners. It is
an introductory course for adult
learners based on behaviourism.
This is a very basic course for those
people who have been left behind,
technologically speaking, and want
to catch up. My lessons are pre-planned
and learning objectives are
clearly defined before beginning. All
knowledge, gestures and
information is delivered by the
facilitator. The learners are then
required to replicate the behaviours
on a device of their own. I show
them how to power on, how to
adjust the volume, how to
effectively make soft touch
selections and all other
demonstrable information a new
tablet user needs. The lesson is
structured in such a way that
learning is sequential from simple to
more complex behaviours.
3. Cognitive: Significance: Teaching Implications: Example/Teaching:
The cognitivist perspective places
the mind at the centre of learning
(Wilson & Myers, 2000). In this
perspective the mind is viewed as an
information processing system and
focuses on an understanding of the
organisation, encoding and retrieval
of knowledge from the brain (Schuh
& Barab, 2008). There are five
general cognitive abilities; reasoning,
planning, solving problems, and
comprehending language (Greeno et
al., 2009). The cognitivist
perspective assumes that
understanding is gained by an active
process of constructions rather than
by passive assimilation of
information or rote memorisation
(Greeno et al., 2009). Therefore,
knowledge acquisition is viewed as
the outcome of an interaction
between new experiences and the
structures for existing understanding
(Mayes & de Freitas, 2004). The
cognitive perspective also places
information in a simple to complex
hierarchical system (Schuh & Barab,
2008).
The cognitive perspective is very
important in terms of eLearning
because of its long standing
academic rigor and successful
application of quality eLearning
experiences in the past. The attempt
to explain learning from within the
brain and has provided excellent
learning theories and strategies over
its lifetime, many of which are still
used throughout the world. Learning
experiences designed from a
cognitive perspective have much
strength. They focus on the
differences between students, their
interests, abilities, and engagement
in learning subject matters. The
cognitive perspective also supports
practices that allow for these varying
differences between students,
multiple understandings and
resources. A cognitive approach can
be viewed similar to coaching,
emphasis is on teachers and their
abilities to understand and give
attention to students thinking in an
attempt to identify potential areas
for improvement, guiding and
encouragement (Greeno et al.,
2009).
Educators planning lessons based on
the Cognitive perspective will find it
appropriate to analyse and sequence
material in a simple to complex
hierarchical system (Schuh & Barab,
2008). It is also important to be
mindful of memory load. Humans
are only able to hold in mind 5-7
chunks of information at a time.
When our limitations of working
memory are stretched, problems
begin to occur. Small steps, frequent
repetition, elaboration and
reference aides are all excellent
methods for improving knowledge
acquisition (Wilson & Myers, 2000).
Gagne’s conditions of learning
exemplify examples of cognitive
learning for any designers seeking a
cognitive approach, as does
constructivist theory and
information processing theory.
Grammatikus uses cognitive game
based learning in an attempt to help
the user become more proficient in
their language abilities.
Grammatikus begins with a
diagnostic test to identify the
individual abilities of each user. It
then structures learning experiences
in a hierarchical system of difficulty
based on the learner’s abilities and
places new content and learning
experiences within their zone of
proximal development. New content
is introduced to the leaner by
displaying it on the screen. For
example, when explaining adverbs,
the game displays a sentence and
reads it out, underlining the adverb
and the audio voice explains the
definition of adverb. It repeats this
process and then prompts the user
to identify adverbs in a sentence by
selecting them via multiple choices.
As the user becomes confident at
this task the difficulty level will be
increased by not providing
suggestions and requiring a typed
answer. The difficulty continues to
increase by varying sentence types
and more difficult adverbs but keeps
learning with in zone of proximal
development. At the end the user
will sit a final adverb test, if they
pass they can move onto adjectives.
4. Situative: Significance: Teaching Implications: Example/Teaching:
The situative perspective views
learning as being part of a
community of practice, people
brought together formally or
informally through joint interest
(Schuh & Barab, 2008). Knowledge is
viewed as distributed among people
and their environments or situated
in the practices of communities.
Situative theory creates no boarders
between the person and the
environment but instead views them
as one. Therefore, the outcomes of
learning involve the abilities of
individuals to participate in those
practices successfully. Learning that
is situated often occurs
unintentionally, meaning that
learning is a natural occurrence from
being an active contributor to a
community of practice, so naturally
social interaction and collaboration
are essential components (Greeno et
al., 2009; Mayes & de Freitas, 2004;
Schuh & Barab, 2008). Wilson and
Myers (2000) believe that learning
that is situated should not always be
viewed as concrete in its context. It
can and does occur in a general or
imaginary sense because of its
multiplicity and interconnected
aspects (O'Donohue, 2010).
The situative perspective is aimed at
learning in the everyday world,
learning that occurs in our
communities of practice. It is an
important theory for eLearning
because it encourages modern
perspectives and theories like
andragogy, anchored learning and
adult learning theory. In the modern
world we are all part of multiple
complex communities where people
learn, interact and become socially
and culturally accustomed. The
situative perspective gives educators
the theory to create, facilitate and
work within these communities of
practice (Greeno et al., 2009). From
a school perspective, teachers are
mentors and classrooms represent
communities of practice in the
society. Teachers in the school
setting are encouraged to create a
professional setting which
exemplifies valued practices of the
social and cultural communities
represented in society and guide
students as they become competent
practitioners (Greeno et al., 2009).
Educators planning instruction based
on the situative perspective will find
it appropriate to design programs of
learning that involve the whole
person and environment. They will
need to encourage full participation
from all participants so that they are
active contributors of the
community; evolving, reproducing,
and transforming the community of
practice. Educators should design
holistic programs that focus on a
range of activity, meaning, cognition,
and learning experiences (Schuh &
Barab, 2008). Learning environments
need to be organised for
opportunities to acquire basic skills,
knowledge and conceptual
understanding that contribute to
students development of strong
identities as individual or lifelong
learners (Greeno et al., 2009; Wilson
& Myers, 2000). Knowledge is
located in the actions of persons and
groups. It evolves as individuals
participate in and negotiate their
way through new authentic
situations (Wilson & Myers, 2000).
Team Tablet is a situated learning
program that I run at our public
library with very close links to
andragogy and adult learning theory.
Like andragogy, this program is
based on the assumptions that;
adults are aware of why they need
to learn, adults need to learn
experientially, adults approach
learning as problem solving, and
adults learn best when the topic is of
immediately value (Chan, 2010).
Therefore, Team Tablet runs in a
very informal way. Participants come
together once a fortnight as a
community of practice to spend time
sharing new learning experiences,
troubleshooting, asking questions of
each other, helping each other set-up
profiles or installing apps. My
involvement is mainly to facilitate
the group and provide time and
space for them to meet. I attend
each meeting with something new
to share with the group and I
encourage all participants to do the
same. Almost all the learning is ad
hoc.
5. Connectivist: Significance: Teaching Implications: Example/Teaching:
Connectivismdescribes how learning
is emerging in the digital age as a
formation of networks. It focuses on
how knowledge and cognition are
distributed across networks of
people and technology. It also
proposes that learning is the process
of connecting, growing and
navigating those networks (Strong &
Hutchins, 2010). A learning
community is called a node and the
node is always part of a larger
network. The knowledge is seen as
distributed across the network and
can be stored in a variety of digital
formats (Kop & Hill, 2008). Siemens
(2005) proposes the following
principles of learning for
connectivism. Learning and
knowledge rest in diversity of
opinions, it is a process of
connecting specialised nodes or
information sources, and it may
reside in non-human appliances. He
also proposes that the capacity to
know more is more critical that what
is currently known, nurturing and
maintaining connections is needed
to facilitate continual learning, the
ability to see connections between
fields, ideas and concepts is a core
skill, currency is vitally important,
and decision making is itself a
learning process (Guder, 2010;
Ravenscroft, 2011; Siemens, 2005;
Transue, 2013).
Connectivismoffers a theory of
learning for the digital age, an age
that we are already fully immersed
in (Kop & Hill, 2008). Technological
advancements are progressing at
rapid rates. This is exciting and
ground-breaking for educators.
However, old theories of learning
and knowing may not be appropriate
for new methods of learning and
distributing knowledge.
Connectivismasks the question,
what is learning and knowledge in
the digital age? Networked
technologies as learning tools is still
a relatively new field and
connectivism attempts to situate
learning within these geographies of
networks. Ravenscroft (2011)
believes that, “…through social and
more open technologies, we are
creating new spaces and contexts
which have the potential for learning
through new and developing digital
literacies (p. 7).”
Educators need to be aware of the
implications that connectivismmay
have on their roles in the future. Kop
and Hill (2008) believe that the ways
in which we teach and design
curriculum will particularly be
affected, as well as the spaces and
structures of learning. The
utilisation of information technology
in the classroom has become an
everyday feature of instruction and
this will produce significant changes
to education. One change in
particular is that learners will be at
the centre of the learning
experience rather than the tutor or
institution. This is because the
learners themselves will be
instrumental in determining the
content of the learning and deciding
the nature and level of
communication (Kop & Hill, 2008).
Ravenscroft (2011) believes that
“…embracing connectivismmeans
that we need to consider new design
metaphors for future leaning that
place the person, their social
behaviour, and their community at
the centre of the design process and
the resulting networked
technologies” (p. 13).
Social networking sites like LinkedIn,
Twitter and TED are becoming
increasingly popular tools for
individuals and organisations to
share knowledge, lessen personal
distance and provide professional
development opportunities. I
personally use all three of these for
my personal learning and
professional development. Through
Twitter I connect to librarians from
all over Australia and New Zealand.
From a conferencing perspective
Twitter is ground-breaking; librarians
are able to share their notes, photos
and highlights through Twitter. In
order to make it easy for anyone to
follow the conversation hashtags are
added to tweets. These keep all
related tweets together in a virtual
library. Therefore, if anyone
searches #ALIAconference2014, they
will be able to see all tweets
pertaining to the conference and
access valuable information. They
can also then join the conversation
by adding the same hashtag at the
end of their tweet and so on. Any
professional connections or
organisations can ne followed for
regular updates. In terms of
connectivism, I believe Twitter if
used professionally, exemplifies
modern connectivist learning
practices.
6. References
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Guder, C. (2010). Patrons and Pedagogy: A Look at the Theory of Connectivism. Public Services Quarterly, 6(1), 36-42.
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