





Social theory
Communication theory
Media studies
Technology theories
Neuroscience
Etc…


Empiricism (experience)
› Knowledge comes from sensory input + experiences that get meshed together into complex associations.
›
›
Empirical truths (things are proven to be true).
Learning comes in controlling the environment


Rationalism (reason)
› Knowledge is already in the mind. Learning and comes from reflection on what learners know combined + what they observe (aka reasoning).
› A priori truths (things are just true based on reason)
› Learning comes in making connections with prior knowledge.











Key theorists: Pavlov, Watson, Thorndike,
Skinner
The mind is a black box.
Learning is an expected response to a given stimulus; we can’t see what goes on in the black box.


Practice Makes Perfect!









Stimulus-response (repetition)
Operant conditioning (reinforcement)
Punishment
Consequences
Modelling
Shaping
Cuing
Drill and practice



Aka – Direct instruction
Aka - Teacher-directed

Primary mode: Lecture







Learning objectives / curriculum
Direct instruction
Behaviour analysis
Classroom management techniques
Choice
Rewards


Math Blaster

 iClickers



Computer Assisted
Instruction (CAI)
Computer Assisted
Assessment (CAA)


Online Tutorials


TED Talks / YouTube


Brainpop


Foursquare, Huffingtonpost


Microquest games (e.g., Robinson)


The Future? http://www.youtube.com/watch?v=I3ihsm6hxA






Grossly oversimplifies learning
Learning is not always tied to behaviours
Learning does not require rewards or punishments
The mind is not a black box
People adapt


Tweet me another behaviourist technology and tell me why you feel it is behaviourist. Don’t forget #edit202!






Emerged in the 1900s as a response to behaviourism: got big in the 50s/60s.
Key theorists: Piaget, Gagne, Vygotsky,
Bruner
Beyond behaviour and into the “black box”
Memory systems are active, organized processors of information
Prior knowledge is key in learning


The mind is a computer.







Schema/scaffolding
Atkinson-Shiffrin Memory Model
(Sensory/ST/LT Memory)
Working memory
Meaningful effect
Motivation
Seriality








Practice for retention
Organization
Mneumonic devices
Metaphor / Symbolism
”Memory palace”
Mental maps
Advance organizers







Processing information can over or under load working memory.
Things must run smoothly in order for meaningful learning to occur.
Key Theorists: Miller, Sweller
Example: High falutin’ mumbo jumbo
Example: Learning in another language
Example: Overstimulation









Chunking
Learning structures
Instructional design
Means-ends analysis (inching closer)
Intrinsic load (difficulty)
Extraneous load (simplicity)
Germane load (schemas/connections)
Error / Fundamental Attribution Error



Working memory is the system which actively holds multiple pieces of transitory information in the mind when needed for verbal and nonverbal tasks such as reasoning and comprehension, and to make them available for further information processing.

Becker & Morris (1999)
It has replaced Atkinson & Shiffrin’s STM



What things look like matter
› User Interface
›
›
HCI
General Aesthetic
How things are organized matter
› Navigational structures
› Layout of information


Scratch


Digital Concept Mapping


Prezi


Databases



Artificial Intelligence
Learning theorists and computer scientists often work together in this area.




Ignores the affective and psychomotor
Too focused on knowledge; difficult to measure understanding and HOTS
The brain is not a computer


Tweet me an example of a web tool or site that has high extraneous load. Label it #edit202 AND #extraneousload





Emerged in the early 1930s
Key Theorists: Dewey, Kolb, Montessori,
Piaget, Bruner, Jonassen
The mind is a rhizome (network)
Teacher as facilitator




Learning is building connections by actively interacting with the environment begin with complex problems and teach basic skills while solving these problems learning involves constructing one's own knowledge from one's own experiences



“Learners construct their own reality or at least interpret it based upon their perceptions of experiences, so an individual's knowledge is a function of one's prior experiences, mental structures, and beliefs that are used to interpret objects and events.... What someone knows is grounded in perception of the physical and social experiences which are comprehended by the mind."
Jonasson, 1991




Constructivism and Technology
Computers in the Classroom: Mindtools for Critical Thinking (1996) http://web.missouri.edu/jonassend/









Problem-based learning
Project-based learning
Authentic tasks
Discovery learning
Case-based learning
Collaborative learning
Active learning (responsibility on learners)
Vygotsky’s Zone of proximal development







Constructionism
Learning is most effective when learners create tangible, real-world objects.
“Learning by making”
Mindstorms: Children, Computers, and
Powerful Ideas (1980)
Father of Lego Robotics http://www.papert.org/




Knowledge is constructed from experience
Learning is a personal interpretation of the world
Learning is an active process in which meaning is developed on the basis of experience



Conceptual growth comes from the negotiation of meaning, the sharing of multiple perspectives and the changing of our internal representations through collaborative learning
Learning should be situated in realistic settings; testing should be integrated with the task and not a separate activity
(Merrill, 1991, in Smorgansbord, 1997)


Many video games


Lego Robotics (Constructionist)








Technology as tool: A means to an end
Google Sites
Wikispaces
PB Works
Blogger
Wordpress
Etc...


Webquests
Bernie Dodge webquest.org




Quest 2 Learn http://q2l.org/
High Tech High http://www.hightechhigh.org/
New Tech High http://newtechhigh.org/


Edutopia Schools That Work http://www.edutopia.org/schools-that-work







Time consuming
Subjective learning
Mature learners required
Difficult assessment
Impractical without prior knowledge
Lack of research / empirical evidence




Constructivism is COMPLEX!
You can take entire courses on it.
This is a very, very simplified version...


Tweet me an example of a good constructivist learning activity you can do in your major/minor area. Tag it
#edit202 AND #constructivism





Theory that has emerged since 2006
Learning is the process of creating connections and developing a network
Key theorists: George Siemens
( http://www.connectivism.ca
) and
Stephen Downes
Key work: http://www.elearnspace.org/Articles/co nnectivism.htm


A learning theory for the digital age.


What is Learning to Me?
http://www.youtube.com/watch?v=bV wxDzCTEa8


“At its heart, connectivism is the thesis that knowledge is distributed across a network of connections, and therefore that learning consists of the ability to construct and traverse those networks…


… It shares with some other theories a core proposition, that knowledge is not acquired, as though it were a thing…
Knowledge is, on this theory, literally the set of connections formed by actions and experience.”

Stephen Downes


“Fast forward to today and connectivism is all the rage. In this digital era, we recognise that there’s simply too much knowledge to take in – and it changes too quickly anyway. So forget about trying to ‘know’ everything; instead, build your network of knowledge sources, and access them whenever you need them.”

Ryan Tracey http://ryan2point0.wordpress.com/2009/03/17/ instructivism-constructivism-or-connectivism/


A central tenet of most learning theories is that learning occurs inside a person. Even social constructivist views, which hold that learning is a socially enacted process, promotes the principality of the individual (and her/his physical presence – i.e. brain-based) in learning. These theories do not address learning that occurs outside of people (i.e. learning that is stored and manipulated by technology). They also fail to describe how learning happens within organizations

George Siemens http://www.elearnspace.org/Articles/connectivism.htm







Learning and knowledge rests in diversity of opinions.
Learning is a process of connecting specialized nodes or information sources.
Learning may reside in non-human appliances.
Capacity to know more is more critical than what is currently known
Nurturing and maintaining connections is needed to facilitate continual learning.
Ability to see connections between fields, ideas, and concepts is a core skill.



Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities.
Decision-making is itself a learning process.
Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.
George Siemens http://www.itdl.org/Journal/Jan_05/article01.htm






Networks are a set of connected notes.
Nodes are anything that can be connected to another node.
Nodes can include: people, information, data, feelings, images, etc...
Learning can exist outside of people
It is more important to “know-where” to find things in your network than to
“know-how” or “know-what”

 http://www.youtube.com/watch?v=rpbk deyFxZw



MOOC!
http://cck11.mooc.ca/index.html


Twitter


Social Networking


RSS Feeds and Newsreaders


Bookmarking Apps


Search Engines







Any communication tool:
Email
Webcam
Chat
VC
Discussion forums







Anywhere we can store data:
Databases
Intranets
Drives
WWW
Servers



Informal vs. formal learning
Is it really a new theory?

 http://jennymackness.wordpress.com/20
11/02/25/attacks-on-connectivism/ http://stranack.ca/2012/08/16/criticalreview-of-connectivism-a-learningtheory-for-the-digital-age/



Downes: Socialization should not be a goal of education.
Siemens: Groups are networks.


Connectivism or Constructivism? Which one do you connect with more? Why?
Tag it #edit202 and #cvsc

 http://ci484-learningtechnologies.wikispaces.com/Behavioris m,+Cognitivism,+Constructivism+%26+Co nnectivism






Scenario: Learning Pythagorean
Theorem
Behaviourist: Practice, practice, practice
Cognitivist: Connect to prior knowledge.
Show how it works.
Constructivist: Give real life application situations where the PT can be applied.
Connectivist: Here are 5 links that show how, why and applications of PT.






Scenario: Learning grammar rules
Behaviourist: Worksheets!
Cognitivist: Use mneumonics to remember rules. Practice in context.
Constructivist: Write stories, essays, etc...
And correct grammar as you go.
Connectivist: Bookmark 5 good grammar sites and find a good grammar checking program.


BCCC3: Tweet me a scenario to discuss.
Tag it #edit202 AND #bccc

Lorin Anderson

Andrew Churches






Technology influences society
Key theorists: Postman, McLuhan,
We are currently in the digital era.
The medium is the message.
Hot (low involvement) and cool (high involvement) media


"the study of media environments, the idea that technology and techniques, modes of information and codes of communication play a leading role in human affairs.”

The Media Ecology Association







Social Construction of Technology
Society and human action influence technology
Key theorists: Bijker, Pinch
Bicycle example
Symmetry
Closure