U-learning
Social learning and media
Distributed learning
Learning “theory”
Huang Yue
The 3rd Presentation
Connectionism
(Oct.17, 2011)
Base on, build upon, combine the best of this and that
Chinese proverb
• Tell me, I forget.
• Show me, I remember.
• Involve me, I understand.
The word or
phrase
The people
The good
The bad
Behaviourism
Ivan Pavlov, B F Skinner,
and others
Gives the instructor full control
Thinks of learners as empty
containers
Cognitivism
Noam Chomsky, Jean Piaget,
Edward Tolman,
Jerome Bruner, and
others
It looks at people; it looks at how
people think
Ignores many aspects, including
the person’s social
environment
Constructivism
Herbert Simon, Ernst von
Glaserfeld
Says that the learner builds up
knowledge based on the
current context and on past
events
Makes it difficult for teachers to
design good courses
Humanism
Abraham Maslow, Carl
Rogers, and others
The person comes first, the
learning comes second
Understanding a person is not easy
Cognitive
Theory of
Multimedi
a
Learning
Richard Mayer
Recognises that words alone are
not sufficient in learning
Talks about the mind exactly as
though it were a computer
Experiential
Learning
David Kolb
The “learning styles” aspect seems
to reflect real life
The theory doesn’t reflect the way
our mind works
A Review of Learning Theory
LEI Mo, Journal of Education Study
Key points
• Review of cell learning theory to get learning mechanism
• Review of learning theory to get object experience
Comments
• Help me to have a primary sort of learning theory and knowledge
• Can’t involve some modern and new learning theory
A Study of The Rise, Fall and Revelation of Behaviorism
SUI Mei-rong, GAO Feng-qiang , Pan Guang-hua, Journal of Shandong Education College
Key points
• Analyze the internal, external origin of the rise of behaviorism
• Develop of behaviorism
• Analyze the fall of behaviorism from the philosophy, immanent
contradiction and challenge of humanism and cognition
• Emphasis on the understanding of humanity by Bandura’s social learning
theory
Comments
• Help me to realize the weakness of behaviorism
• Think about the difference of behaviorism and humanism by comparison
• Treat social learning theory as a new start of behaviorism
A Review of Bandura’s Social Learning Theory
Li Jing-jing, Journal of Shayang Teachers College 2009, 10(3)
Key points
• Observational learning and learning process
• Triadic reciprocal determinism (behavior, cognition, environment)
• Self-regulating and Self-efficacy
• Positive meaning and limit
Comments
• Have a clear outline of the context of social learning theory
• Be inspired by observational learning, self-efficacy and the factors. (E.g.
design of game module and tasks)
Cognitive Factors in Bandura’s Social Theory of learning
CHENG Xiao-guang, Journal of Liaoning Normal University (Social Sciences Edition) 2003, 26(6)
Key points
• Review the difference of social learning theory and behaviorism(4 points)
• Develop of social learning theory
• Context of social learning
• Inspiration (Modeling, Self-efficacy and self-regulating)
Comments
• Have some different words to describe the same subject (E.g. learning
process: Attention, Representation, Behavioral Production, Motivation VS
Attentional processes, Retention processes, Motoric reproduction process
and Incentive or motivational processes)
Rogers’ Humanistic Educational Thought and Its Significance
ZENG De-qi, Journal of Sichuan Normal University (Social Sciences Edition) 2003, 30(1)
Key points
• Humanistic Educational Thought
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Educational goal
Learner
Teaching
Teacher
• Significance----The principle of attitude and belief to learners
Comments
• Learner-centered means treat every learner as an unique individual
• Everybody has his/her internal motivation for learning
• Significant learning
Principle of Instructional Design on Humanism
WEN Dong, YANG Jiu-ming, Audio-visual Education Study
Key points
• Emphasis on student-centered and individual significant learning
• Create real problem situation
• Make full use of various learning resources
• Open learning process
• Collaborative learning
• Emotional interaction between facilitator and learner
Comments
• How to supply a proper learning way for different individual
• Game could involve the real problem situation
• How to construct the resources for the player of game
• How to construct a collaborative environment in a game
Discussion on the theory of humanistic learning and its impact on the
teaching of design inspiration
XU Sui, Technological Development of Enterprise 2008, 27(12)
Key points
• Humanism learning theory
– View point of learning
– Nonsignificant and significant learning
•
Pedagogics
– Be a facilitator, not a teacher
•
Inspiration
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Change educational view
Respect personality
Inspire and maintain motivation
Harmonic relationship between facilitator and learner
Comments
• Probably too Idealize especially when there are many learners, but still have
significance for me to think about traveler-centered or player-centered
Summary of Constructivism Learning Theory
CHEN Wei, Academic Exchange
Key points
• Psychology origin of constructivism learning theory
– Piaget’s Theory of Cognitive Development
– Vygotsky’s Zone of Proximal Development
•
Basic viewpoints of Constructivism
– Knowledge is one kind of explanation and suppose, it isn’t a final answer
– Learners build upon current and past knowledge to construct new ideas or concept
– Teaching is a transform rather than a transfer of knowledge
•
Inspiration
– Teaching idea
– Teaching activity
Comments
• Learning is social and occurs from interactions between people in the environment
The Perplexity of Constructivism Learning Theory
TAN Ding-liang, WANG Hua-rong, Journal of Nanjing Normal University (Social Science)
Key points
• Not only the individuality, but also the universality should be seek for
knowledge
• Student play a role of body, but a teacher should not be despised
• Emphasizing the significance construct doesn’t mean refusing significance
accept
• Emphasizing the creation of situation doesn’t mean refusing abstract and
summary
Comments
• Let the learner decide to accept or construct, we supply the possibility and
suggestion
Key Comparison between Constructivism, Humanism and
Cognitivism
YE Zeng-bian, Modern Distance Education Reserach
Key points
• About knowledge
• About nature and process of learning
• About learning condition
• Inspiration
Comments
• There is no one learning theory could explain all the learning
• Design learning should base on the learner’s demand and
ability, learning content and target
Connectivism: A Learning Theory for the Digital Age
George Siemena, http://www.elearnspace.org/Articles/connectivism.htm
Key points
•
Introduction (some significant trends in learning), background
•
Limitations of Behaviorism, Cognitivism, and Constructivism)
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An Alternative Theory (I store my knowledge in my friends & Chaos)
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Networks, Small Worlds, Weak Ties
•
Connectivism
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the integration of principles explored by chaos, network, and complexity and self-organization theories
Learning is focused on connecting specialized information sets, and the connections that enable us to learn more and more important than our current state of
knowing
Principles of connectivism
•
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
•
Decision-making is itself a learning process.
Knowledge needs to be connected with the right people in the right context
Social network analysis
Implications
Conclusion
–
The pipe is more important than the content within the pipe
Comments
•
Be very useful to understand the learning theory, especially for the digital age. It explains the distributed learning and gives the general guide to my design------ connect
with the right people in the right context.
From Connectionism to Connectivism: A New Orientation of
Learning Theory
WANG You-mei, ZHU Zhi-ting, China Audio-visual Education Study
Key points
• Connectionism: from behaviorism to cognitivism
• Connectivism: connection viewpoint of digital age
• An analysis and comparison framework
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Revolution in the connection between environment and individual
Distributed resources
Social nature of learning
Group cognition and sharing
Comments
•
Helps me to understand last journal and emphasizes the social nature, group
cognition and sharing. Probably, learning design should based on social network.
A Study on Building Strategies of Network Learning
Community Based on Connetivism
Zhang Hao-feng, LI Chun-yan, Software Guide( Instructional Technology)
Key points
• Network learning community under the traditional learning theory
• Connotation analysis of network learning community
• Connetivism anaysis
• Building strategies
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Breed one or several core nodes
Keep the smooth connection within nodes
Clear the expression of information
Make sure the availability of information and promote the evolution of it
Comments
•
It reminds me the significance of core nodes and smooth connection with them.
How to breed them? Is there any tips or rules to keep such connection?
Growing Up Digital
how the web changes work, education, and the ways people learn
John Seely Brown, United States Distance Learning Association: USDLA Journal Vol.16: No.2
Key points
• A new medium
• Digital learners
• Creating knowledge
• Case: repairing photocopiers
• Building knowledge assets
• Toward a learning ecology
• Regional learning
Comments
•
•
Informal learning is more effective even in a formal organization. People would like
to have it than formal learning.
If we could build a learning ecology, knowledge could breed and grow up
ecologically.
Discussion of Essential Factor Model on Connetivism
Network Collaborative Learning
ZHANG Li, China Audio-visual Education Study
Key points
•
Background
•
Introduction to Connectivism
•
Network collaborative learning under the view of connectivism
•
Essential factor model
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Network ecology
Factor to effect connection
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Trust
Sharing view
Homogeny and neterogeny
Open
Cohesion and bonding
Connective amount
Active level
relevance
Promotion strategy
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Create network ecological environment
Promote node’s value
Find and raise core nodes
Keep information flow smooth
Use cluster mechanism to improve the connective odds between relative nodes
Activity and task in collaborative community
Encourage sharing to promote public knowledge in collaborative community
Comments
•
Essential factor model and promotion strategy is quite useful for me to connect such mind to the design of resources
The Theoretical Roots of Learner Autonomy
QI Hong-bo, Shandong Foreign Language Education
Key points
• Implication and strategy of Learner Autonomy
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Be responsible for learning by themselves
To decide the goal, methodology and evaluation by themselves
The individual-centered approach
The group-centered approach
The project-centered approach
Theoretical Roots
– Humanism ( Maslow and Rogers)
– Cognitivism (Bruner and Ausubel)
– Constructivism (Piaget and Vygotsky)
•
Conclusion
Comments
• Learning Autonomy isn’t just a learning ability, it should be a educational goal, idea
and strategy.
• It explains why we should have learner-centered
The Informal Learning-New Field of Study and Practice in E-learning
YU Sheng-quan, Mao Fang, Audio-visual Education Study
Key points
•
Informal learning follows the development of times
•
Definition and feature of informal learning
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Theoretical Roots
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Knowledge management and tacit knowledge
Social Constructivism and Social Constructionism)
Typical form
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Self start, control and responsible for
Social learning resources
Various forms
More collaborative
Action-learning
Network learning
Guide
Learning Partner
Collaboration
Promotion and implementation strategy of informal learning
Comments
•
Social network is useful to informal learning. People online could have a more motivation for informal
learning. How to construct the situation and connection within resources would effect their learning interest ,
efficiency and outcome
The Microlearning-Applied Model of Informal Learning
ZHU Zhi-ting, Zhang Hao, GU Xiao-qing, China Audio-visual Education
Key points
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Informal learning and formal learning
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Microcontent, microterminal and micromedia
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Text, image, audio, video, link, email, small game etc
Ipad, Iphone etc
Twitter, Blog, Podcast etc
Concept and background of Microlearning
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Informal learning is a important learning form rather than a complementary learning
New learning based on micro content and media
Theory base: Connectivism ( Siemens)
Popular culture
Applied Model
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Simply interface and low technology obstacle
Adapt learner’s Discontinuous Partial Attention
Structured micro content
Inspire random learning
Comments
•
Realize and accept Discontinuous Partial Attention and random learning, probable it means more thinking on engagement of
visitors or learners.
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Microlearning belongs to humanism
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Proper way for classification, learner can choose and decide it.
•
How to structure micro content?
Mobile learning and Its Theoretical Foundations
YE Chen-lin, XU Fu-meng, Open Education Study
Key points
• M-learning and M-education
– A new learning way ( Anytime, Anywhere, Anydevice)
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Theoretical Foundations
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Informal learning
Situation cognizing and learning
Contextual learning
Action learning
Experiential learning
Comments
• Connect this journal to the real situation in China and think about which kind of
people would like to use mobile to access information, resources and services
• Learning is socialized and lifelong
• Learning could be informal, and could occur at anytime if you have a mobile
Mobile learning in review: Opportunities and challenges for
learners, teachers, and institutions
Rachel Cobcroft, Stephen Towers, Proceedings Online Learning and Teaching (OLT)
Conference 2006, page pp.21-30
Key points
• Review of existing literature
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The changing learning& teaching landscape
Learner changes
Technological changes
Institutional changes
Social software, social networks: social construction of learning
Creative, collaborative, critical, and communicative engagement of learners
Towards an m-learning conceptual framework
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Is it significantly different from current theories of classroom, workplace or lifelong learning?
Does it account for the mobility of learners?
Does it cover both formal and informal learning?
Does it theorise learning as a constructive and social process?
Does it analyze learning as a personal and situated activity mediated by technology?
Comments
• Connect this journal to the real situation in China and think about which kind of people would
like to use mobile to access information, resources and services
• Consider the conceptual framework in the future design of learning
Discussion on the Theory of Distributed Learning
LIU Dong-xue, Modern Educational Technology
Key points
• What’s distributed Learning
– Distributed resources, not have a central resource
• Structure of distributed learning
• Feature of distributed learning
– Distributed resources
– Learner-centered
– Teacher is resource as same as content
Comments
• Can all the existing tourism resources be distributed resources
• How to construct these distributed resources
Revolution in Learning and G1:1
ZHU Zhi-ting, HU Hai-ming, GU Xiao-qing, China Audio-visual Education Study
Key points
• Introduction of G1:1
• Revolution
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Learner is the network nod of learning activity
U-learning
Microlearning Environment
Random Learning Environment
Chance and challenge
– Technological completion
– Educational and social renovation
– Transfer teaching technology to learning technology
Comments
• U-learning, Microlearning and Random learning environment could be blended. And
it reminds me of adapting learner’s Discontinuous Partial Attention.
A Review of Ubiquitous Learning
PAN Ji-xin, LEI Yao-zeng, CHEN Lu-lu, SHI Hua, Journal of Distance Education
Key points
• Research status
• Overview in Ubiquitous learning
– The reason and related concept
– Definition and connotation( Anything, Anytime, Anywhere, Anyone, Anydevice)
– Feature of U-learning
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Theoretic foundation
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Humanism
Cognitivism
Constructivism
Post-modern learning theory
Situational cognitive learning theory
Comments
• Demand, real-time, optimum, interactive and situated learning could be the design
principle.
A Study of Learning Resource Evolution in Ubiquitous Learning
Environment
Analysis of some key issues and the solutions
YANG Xian-min , YU Sheng-quan, Program of National Natural Science Fund
(No.61073100)
Key points
• Introduction
– Out of order in the open knowledge community, E.g. Wikipedia
– Resources of e-learning can’t meet the demand of continual development of U-learning
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Concept and model of learning resource evolution
– Learning resources could complete and adjust their content and structure to meet the
dynamic and personal demand of learners
– Evolution of content, relevance
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Key problem and solution
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Modeling semantics of learning resources
Dynamic semantics relevance of learning resources
Dynamic semantics aggregation of learning resources
Well-organized revolution of learning resources
Comments
• Show the mathematical thinking of learning resource.
• Have an initial outline about it
• Construction of learning resources will decide the learning process and way
Learning Resource Designing and Sharing
in Ubiquitous Learning Environment
-The concept and Architecture of Learning Cell
YU Shengquan, YANG Xiamin, & CHENG Gang, Open Education Research
Key points
• U-learning and new demand of resources construction
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How to construct ubiquitous space of learning resources
How to meet the personal learning demand of infinite group
How to realize the dynamic produce and evolution of learning resources
How to support the situational cognition of informal learning
How to realize the natural polymerize of various microcontent
How to share the social network and social cognition network in the learning process
Concept and structure of learning cell
Learning cell and revolution of learning pattern
Revolution on publishing and sharing
Comments
• To design and structure Learning cell is important to U-learning. Learning cell
should be co-creation, open, connective, order, developmental, smart, micro and
self-track
Summary
• Game position: Tourism game could be informal learning
• Player engagement: Players have different purpose and demand.
Such difference should be considered to the level of engagement
• Player community: Players could construct different network
collaborative community according to their demand, ability, social role and
relationship.
• Open game: Can we design a microgame and put it in the internet as a
core node? Then players could connect each other through it and have
some co-creation for it even design some new parts. For this meaning, it’s
also a ecological game.
• Open platform: game situation, role play, real or virtual trade,
experience sharing, information seeking
• Social network: make full use of it