theorists, theories, and models past, present, and future
TRANSCRIPT
Theorists, Theories, and Models
Past, Present, and Future
John Dewey Education RevolutionizedJohn Dewey Education Revolutionized
An Interactive, Pragmatic Approachto Learning
By Ana Brown
Brief BioBrief Bio
Born 1859. Family were merchant class, religious, from New England- mother believed all her children should finish schooling through college
Married Alice Chipman, four of six children survived to adulthood
Married Roberta Louitz nearly 20 years after Alice’s death; adopted two Belgian orphans
Died 1952 of pneumonia Strong supporter of social causes: women’s
suffrage, NAACP, teachers’ union in New York, Humanism, progressive education, and world peace
Education and InfluencesEducation and Influences
Undergraduate philosophy degree from University of Vermont in 1879; Ph.D. from Johns Hopkins University in 1884 (finished in two years)
Natural Selection theorists Charles Darwin, G.H. Perkins, and T.H. Huxley
H.A.P. Torrey (Philosophy Professor) Hegelian Proponents W.T. Harris (St. Louis
Publisher) and G. Stanley Hall, Charles S. Peirce, and George Sylvester Morris (Mentors at Johns Hopkins)
William James (Pragmatism and Radical Empiricism)
Philosophies and IdeasPhilosophies and Ideas
Education should be a guided, hands-on, trial-and-error experience for learners
Education should be as individualized as possible, recognizing the abilities, needs, and interests of the learner
Education should develop a critical, socially engaged intelligence that encourages collaboration, participation in the community, and contribution to society (the common good)
Education is a life-long process that should balance science and philosophy
ImpactImpact
Directly influenced Coyle, Kolb, Lindeman, Rogers, Quine, Rorty, and Habermas
Father of both progressive education (directly) and experiential education (indirectly)
Many ideas influenced vocational education: daily classes in reading, writing, and math building (industrial arts) and cooking and sewing
(home economics) courses provided directly applicable skills and enhance reading/measuring skills focused sharing and communication skills experience being part of a community
CriticismsCriticisms
How is learning assessed? How well do the students actually learn
the material? How do teachers maintain order and
control in the classroom when they seem to be confined to an observational role?
The processes seem to be more confusing than clarifying and more based in idealism rather than the naturalism that Dewey claimed.
Dewey in ActionDewey in Action Outward Bound and other outdoor education programming Adult learning classes Experiential therapies (art therapy, music therapy, dance therapy
and psychodrama) In-school education programs such as COSI on Wheels:
”The COSI On Wheels truck arrives at the school the afternoon or early evening on the day before the event. The COSI demonstrator and 2-4 adult volunteers unload the truck and set up the program in the gymnasium, cafeteria, or large room at the school…
After the orientation, the COSI On Wheels demonstrator performs a large group assembly for the entire school (COSI can perform two assemblies if needed based on the size of gymnasium and school population). The dynamic 45-minute presentation serves as an introduction to the topic the students will be exploring.
Once the assembly is finished, students will return to the gymnasium in smaller groups (60 students per session) to explore the different hands-on stations. The hands-on sessions (scheduled for 30-45 minutes dependent on school size) continue throughout the day until all students have had an opportunity to experiment.”
Source WebsitesSource Websites
http://www.johndewey.org http://dewey.pragmatism.org/ http://www.infed.org/thinkers/et-dewey.htm http://wilderdom.com/experiential/JohnDeweyPhilosop
hyEducation.html http://www.utm.edu/research/iep/d/dewey.htm http://www.siuc.edu/~deweyctr/ http://
www.muskingum.edu/~psych/psycweb/history/dewey.htm
http://www.radicalacademy.com/phildewey.htm http://www.uvm.edu/~dewey/articles/proged.html http://www.cosi.org/educators/cosi-on-wheels/about-co
si-on-wheels/
Piaget, Vygotsky, and Gagne
A nod to the past…
Jean Piaget: 1896 - 1980
Key Ideas
Adaptation Adapting to the world through
assimilation and accommodation
Assimilation The process by which a person takes material into their mind from the environment, which may mean changing the evidence of their senses to make it fit.
Accommodation The difference made to one's mind or concepts by the process of assimilation. Note that assimilation and accommodation go together: you can't
have one without the other.
Classification The ability to group objects together on
the basis of common features.
Jean Piaget: 1896 - 1980
Class Inclusion The understanding, more advanced than simple classification, that some classes or sets of objects are also sub-sets of a larger class.
Conservation The realization that objects or sets of objects stay the same even when they are changed about or made to look different.
Decentration The ability to move away from one system of classification to another one as appropriate.
Egocentrism The belief that you are the center of the universe and everything revolves around you: the corresponding inability to see the world as someone else does and adapt to it. Not moral "selfishness", just an early stage of psychological development.
Operation Working something out in your head.
Schema Representation in the mind of a set of perceptions, ideas, and/or actions, which go together.
Jean Piaget: 1896 - 1980
Stages of Cognitive Development
Sensori-MotorBirth - 2
Differentiates self from objects Recognizes self as agent of action and begins to act intentionally: e.g. pulls a string to set mobile in motion or shakes a rattle to make a noise
Pre-operational2 - 7
Learns to use language and to represent objects by images and words Thinking is still egocentric: has difficulty taking the viewpoint of othersClassifies objects by a single feature: e.g. groups together all the red blocks regardless of shape or all the square blocks regardless of color
Concrete Operational7 - 11
Can think logically about objects and events Achieves conservation of number (age 6), mass (age 7), and weight (age 9) Classifies objects according to several features and can order them in series along a single dimension such as size.
Formal Operational 11 - on
Can think logically about abstract propositions and test hypotheses systematically Becomes concerned with the hypothetical, the future, and ideological problems
Jean Piaget: Cognitive Theory
Strengths Ability to explain universal features of
cognitive development Weaknesses
Inability to explain aspects of cognitive development that are not universal
Additional Resources http://hubcap.clemson.edu/~campber/piaget.html
Lev Vygotsky: 1896 - 1934
Zone of Proximal Development Term for the range of tasks that are too
difficult for the child to master alone but that can be learned with guidance and assistance of adults or more-skilled children.
Scaffolding is a concept closely related to the idea of ZPD
Scaffolding is changing the level of support
Lev Vygotsky: 1896 - 1934
Social Development Theory Social interaction plays a fundamental role in
the development of cognition Strengths
Pay considerable attention to the socio-cultural context.
Give an account of the relation between cognitive development and learning
Acknowledges differences between individuals within the same culture and between people from different cultures.
Lev Vygotsky: 1896 - 1934
Weaknesses Runs the risk of supporting a form of
ethnocentrism – teachers put themselves in a position of superior knowledge (presenting concepts as unquestionable)
Doesn’t account for development into adulthood
Additional Resources Compare/Contrast Vygotsky & Piaget
http://www.simplypsychology.pwp.blueyonder.co.uk/vygotsky.html
Robert Gagne: 1916-2002
Nine instructional events and corresponding cognitive processes: Gaining attention (reception): Show variety of
computer generated triangles Informing learners of the objective
(expectancy): Pose question: "What is an equilateral triangle?"
Stimulating recall of prior learning (retrieval): Review definitions of triangles
Presenting the stimulus (selective perception): Give definition of equilateral triangle
Robert Gagne: 1916-2002
Providing learning guidance (semantic encoding): Show example of how to create equilateral triangle
Eliciting performance (responding): Ask students to create 5 different examples
Providing feedback (reinforcement): Check all examples as correct/incorrect
Assessing performance (retrieval): Provide scores and remediation
Enhancing retention and transfer (generalization): Show pictures of objects and ask students to identify equilaterals
Robert Gagne: 1916-2002
Principles: Different instruction is required for different
learning outcomes. Events of learning operate on the learner in
ways that constitute the conditions of learning. The specific operations that constitute
instructional events are different for each different type of learning outcome.
Learning hierarchies define what intellectual skills are to be learned and a sequence of instruction.
Robert Gagne: 1916-2002
Gagne’s Theory of Instruction Three major areas
The taxonomy of learning outcomes Somewhat similar to Bloom's taxonomies Verbal information, intellectual skills, cognitive
strategies, attitudes, and motor skills The conditions of learning
Internal conditions deal with previously learned capabilities of the learner
External conditions deal with the stimuli (a purely behaviorist term) that is presented externally to the learner
Robert Gagne: 1916-2002
The events of instruction Events intended to promote the transfer of
knowledge or information from perception through the stages of memory
Strengths Helps to better organize thoughts and
objectives of the instructional lesson Domains of learning help to better understand
what types of learning expected from students Weaknesses
Gagne's standard verbs Creating objectives using Gagne's standard
verbs
Benjamin Bloom
Bloom’s Taxonomy Illuminated
By Jeff Nelson (aka: JeffDad)
Bloom Tweets
Educational psychologist Benjamin Bloom (1913-1999) developed a system that classified educational objectives known as “Bloom’s Taxonomy.”
Bloom researched a specific way to organize educational objectives by the complexity of thinking involved to improve assessment of students.
Click here to see a photograph of Benjamin Samuel Bloom: http://www.s9.com/Biography...
Bloom’s Taxonomy includes six levels of cognition or learning – knowledge, comprehension, application, analysis, synthesis, and evaluation.
Bloom Tweets
Each level of competence in Bloom’s Taxonomy is described by Demonstrated Skills (DSs) and Question Cues (QCs) that illustrate the level.
The DSs mastery of subject matter, knowledge of dates or places and such QCs as define, describe, and identify indicate Knowledge competence
Comprehension has DSs of grasped meaning, interpret facts and predicting consequences QCs distinguish, differentiate, and summarize.
Application competence has DSs of using concepts in new situations and solving problems using knowledge while apply and calculate are QCs.
Bloom Tweets
There are 3 more levels of cognition in Bloom's Taxonomy with each level illustrated by Demonstrated Skills (DSs) and Question Cues (QCs).
The Analysis competence level can be described by DSs like organization of parts and identification of components plus QCs classify & infer.
DSs generalizing from given facts and relating knowledge from several areas, as well as QCs integrate and create describe Synthesis level.
The 6th/final level, Evaluation, characterized by QCs discriminate and conclude, & DSs assessing value of theories or recognize subjectivity
Bloom Tweets
If you followed the six levels of competence in Bloom's Taxonomy described, the progression in cognitive complexity should have been evident
here are other Demonstrated Skills and Question Cues that describe the six competence levels, beyond the examples provided in these tweets.
Additional information & sample test questions can be found at http://www.ion.uillinois.edu/resources/tutorials/assessment/bloomtaxonomy.asp
A revised & updated version of Bloom's Taxonomy was developed in the 1990's by one of Bloom's former students, Lorin Anderson.
Bloom Tweets
The revised Bloom's taxonomy was published in 2001 and replaces the nouns like Knowledge and Evaluation with verbs like remember & create.
"Bloom's Digital Taxonomy" map is a contemporary version with the inclusion of such verbs as Googling, twittering, hacking, & blogging. http://edorigami.wikispaces.com/file/view/bloo
m%27s+Digital+taxonomy+v3.01.pdf
Malcolm Knowles
Andragogy
By Sherri Orwick (aka: sorwick)
Knowles Tweets
My theorist is Malcolm Knowles. His theory claims adults learn differently than children. http://www.ac.wwu.edu/~sibrown/knowles.htm
Knowles coined the term ANDRAGOGY Andragogy originally referred to adult
learning now refers to "learner-focused education." http://agelesslearner.com/intros/andragogy.html
Knowles suggested adults require self-directed learning.
Knowles Tweets
His andragogy theory is based on 4 assumptions: Adults need to understand why they are
learning Adults learn experientially Adults view learning as problem solving Adults need to see an immediate value to
the learning. http://www.sjsu.edu/depts/it/itcdpdf/knowles.pdf
Knowles Tweets
Critics question the definition of "self-directed" learning.
Can adults take full control of their or do they need some guidance? http://www.infed.org/thinkers/et-knowl.htm
Teachers that implement the andragogy theory act more as facilitators as opposed to teacher-based instruction.
Knowles claimed 4 of the 5 assumptions can be applied to all learners. http://agelesslearner.com/intros/andragogy.html
Knowles Tweets
Read a short but interesting article on how Knowles envisioned his theory in action. Note he looked forward to 2001. http://www.newhorizons.org/future/Creating_the_
Future/crfut_knowles.html
Another example of student-based learning as described by Knowles' Andragogy theory - would be this class - if I understand it correctly!
Howard Gardner
Multiple Intelligences
By David Walkup (aka: BNBwalkup)
Gardner Tweets
Howard Gardner developed a theory of multiple intelligences
My notes: http://tinyurl.com/laca2o
Seven intelligences - linguistic, mathematical, musical, kinesthetic, spatial, interpersonal, intrapersonal
First published in 1983 Frames Of Mind, Gardner challenged Piaget's notion of intelligence being one structure.
Gardner Tweets
"The theory is an account of human cognition in it's fullness... a new definition of human nature, cognitively speaking."
Criticisms: objective? empirically founded?
Strengths: SUMIT schools base curriculum on theories show real results
Implementation: culture, arts, awareness, utility, collaboration, choice
Gardner Tweets
Gardner on Literacy in digital age - while books may decrease in #, literacy will evolve along with technology.
Frames of Mind available on google books: http://tinyurl.com/mvqfju
Quite simply, lessons utilizing Mult Intells use what teachers already know; every student has different skills and learns differently
Curriculum must not be too rigid or use singular type of assessment. Broad view of education and instruction.
Gardner Tweets
Gardner served as co-director of Project Zero http://tinyurl.com/m7x4a4 from Harvard Graduate School of Ed.
Project Zero's mission is to understand, enhance learning, thinking, and creativity in the arts, humanistic, scientific disciplines.
Liked my look at Gardner, but Siemens is definitely the most fascinating. Check out that video that @bdugan03 linked to. Long but good.
M. David Merrill
Information is NOT Instruction!
By Jennifer Walker (aka: jennifer_design)
Merrill Tweets
Merrill definitely got my attention by his very effective introduction to his website sending the message, "Information is not instruction."
For over 40 years, Merrill has dedicated his work to instructional products and graduate education.
One of Merrill's papers written for graduate students http://cito.byuh.edu/merrill/text/papers/GraduateEducation.p
df Merrill has studied numerous instructional
products and found most of them ineffective.
Merrill Tweets
After reviewing the different models & theories, Merrill developed something called First Principles of Instruction.
5 principles make up the First Principles of Instruction: task-centered, activation, demonstration, application and integration.
Task-centered is based around a progression of whole real-world tasks.
Activation principle is brought about when a person uses what they already know and develop a structure based on that knowledge.
Merrill Tweets
Demonstration principle applies when learners apply what they've learned from the content that was just presented to them.
Application principle is when the learner takes the knowledge they just learned and engage themselves in the application they are using.
Application principle also contains feedback, the right amount of coaching and the correct use of various medias.
Learners that apply their new found knowledge to real world experience demonstrate the Integration principle.
Merrill Tweets
Pebble in the pond theory was established after discussing the task centered IT saying we should start w the whole task or the whole problem
In this theory, learners should analyze what should be learned and how those tasks and problems are going to be solved.
A 100 point rubric was created to evaluate how courses brought the first principles of instruction into effect.
This rubric was explained and illustrated in a paper that has not yet been published.
Merrill Tweets
The pebble in the pond theory is an alternative to the task centered principles of instruction to smooth out the possible quarks.
Getting back to David Merrill, his interest in the principles of instruction led him to teach instructional technology.
Merrill received his PhD in 1964. Since then he has made several contributions to the instructional technology field.
Some work included being the primary designer for TICCIT, developed Component Theory & Elaboration Theory & a theory based on inst. development.
Merrill Tweets
Merrill's recent work compares other theories and models of instruction to his first principles of instruction.
Was awarded the 2001 Distinguished Service Award by AECT "for advancing the field of IT 4 scholarship, leadership & teaching"
Contact M. David Merrill at [email protected] if you want to personally talk to him!
Merrill is now a professor of Instructional Technology at Utah State University.
Merrill Tweets
On Feb. 17, 2006, Merrill conducted a presentation in The Netherlands recorded in 3 parts:
cito.byuh.edu/merrill/Merrill_1/Merrill-1.html cito.byuh.edu/merrill/Merrill_2/Merrill-2.html cito.byuh.edu/merrill/Merrill_3/Merrill-3.html
2 sum up, Merrill's work includes 12 books 16 chapters in edited books 65 journal articles 18 instructional computer products 5 experimental system prototypes 3 other instructional products 123 Technical reports 2 book reviews and 2 columns
He has sure come a long way!
Merrill Tweets
I will leave u w/ Merrill's 3 keys to learning: provide structured knowledge, practice and guidance.
I hope you all enjoyed learning about M. David Merrill as much as I did!
David H. Jonassen
Learners as Designers
By Andrew Rinaldi (aka: ajrinal)
Jonassen Tweets
To see David Jonassen’s personal site at University of Missouri go here:
http://web.missouri.edu/jonassend/ Modeling with Technology: Mindtools for Conceptual
Change http://www.pearsonhighered.com/educator/academic/product/0,3110,0131
703455,00.html Theoretical Reasons for Using Mindtools
http://www.quasar.ualberta.ca/edpy485/edtech/mindtool.htm "Every amateur epistemologist knows that
knowledge cannot be managed. Education has always assumed that knowledge can be transferred and that we can carefully control the process through education. That is a grand illusion."
Jonassen Tweets
'Mindstorms' and 'Mindtools' Aren't Happening:
http://www.wwwords.co.uk/rss/abstract.asp?j=elea&aid=2577
"Mindtools are computer-based tools and learning environments...
SWOT Analysis as a mindtool : http://www.mindtools.com/pages/article/newTMC_05.htm
Project Management training and Mind Tools: http://www.mindtools.com/pages/main/newMN_PPM.htm
Charles Reigeluth
Elaboration Theory
By Ian Poor (aka: Trialsboyip)
Reigeluth Tweets
Charles Reigeluth, a doctorate student or Merrill, came up with the Elaboration Theory for instructional design.
Throughout this tour of Elaboration Theory, I will refer to it as E.T., just to clarify that this tour isn't about an alien.
E.T. says instruction is made out of layers and that each layer elaborates on the previously presented ideas.
E.T. offers guidelines for several patterns of simple-to-complex sequencing which were developed primarily from cognitive theory.
Reigeluth Tweets
This is an example of a theoretical Elaboration approach to an economics course. http://tip.psychology.org/reigelut.html
E.T. is an extension Merril's first principles of instruction and component display theory and Bruner's spiral curriculum.
E.T. can be used for the design of instruction for the cognitive domain (higher ed. and training.)
E.T.'s use of only the 3 primary structures (conceptual, procedural, & theoretical) is considered to be a design constraint.
Reigeluth Tweets
Another criticism= E.T. does not accommodate learner's prior knowledge.
A very detailed critical review of E.T. http://carbon.ucdenver.edu/~bwilson/elab.html
The 7 steps in elaboration. Also a good general overview.
http://www.nwlink.com/~Donclark/hrd/learning/id/elaboration_theory.html
In E.T, teachers need to provide a meaningful context of the subject in which subsequent ideas can be integrated.
Reigeluth Tweets
Some background bio on Charles Reigeluth.
http://opencontent.org/wiki/index.php?title=Charles_Reigeluth
John Keller
ARCS
By Melissa Partin (aka: Nitrapmch)
Keller Tweets
Theorist John Keller developed the Arcs Model: Attention, Relevance, Confidence, Satisfaction. A model to include motivation in instruction.
Keller believes you must be motivated to learn and that motivation has been neglected in instructional design.
Keller believes motivation is the learners responsibility as well as the instructor/designers responsibility.
John Keller served in the military, has a BA in Philosophy, and a PHD in Instructional Systems Technology. WOW impressive.
Keller Tweets
John Keller served in the military, has a BA in Philosophy, and a PHD in Instructional Systems Technology. WOW impressive.
John Keller's ARCS model works to analyze the motivational characteristic of a group of learners, and then design motivational strategies.
(A) Attention, (R) Relevance, (C) Confidence, (S) Satisfaction, John Keller's 4 categories representing learner motivation.
John Keller says first you must get the learners attention.Use unexpected events, stimulation/curiosity, and variety.
Keller Tweets
R for relevance. John Keller believes the learner must perceive the content of the lesson as important.
Keller thinks motivation requires (C) confidence. Be sure the student understands what is expected of them so they are not confused.
(S) Satisfaction - Keller believes the student must get some satisfaction, through grades, personal accomplishment, or awards.
John Keller says first you must get the learners (A) attention. Use unexpected events, stimulation/curiosity, and variety.
Keller Tweets
Keller thinks motivation requires (C) confidence. Be sure the student understands what is expected of them so they are not confused
John Keller's ARCS model works to analyze the motivational characteristic of a group of learners, and then design motivating learning experiences
The second major feature of the ARCS model by John Keller is to rate motivational tactics that match student characteristics
In Keller's motivational design he created a 10 step model.
Keller Tweets
JK's 10 step motivational design Step 1:Obtain course information Step 2:Obtain audience information Step 3: analyze audience Step 4: analyze existing materials Step 5: list objectives and assessments Step 6: List potential tactics Step 7: select and design tactics Step 8: integrate with instruction Step 9: select and develop materials Step 10: evaluate and revise
Keller Tweets
John Keller's ARCS motivational design model is difficult to implement because following all the steps is very time consuming.
John Keller's motivational design needs to be simpler to implement for instructors who are less familiar with motivational concepts
When implementing John Keller's ARCS model some teachers had difficulties with the analysis step.
There are gaps in John Keller's ARCS model when it comes to guidance in integrating the motivational tactics into the lesson plan.
Keller Tweets
The goal of John Keller's ARCS model is to help students want to learn.
John Keller's ARCS model is concerned with matching motivational strategies with learning skills and attitudes
John Keller was a motivating influence in the field of instructional design, and believes motivation has been neglected.
John Keller believes the learner has to have the ability to learn and the will to learn.
Keller Tweets
JK believes there are several elements to motivation; curiosity, expectancy, relevance, satisfaction.
John Keller believes the output of effort and performance are affected by the instructional design strategy and delivery.
John Keller - Effort is affected by motive, performance is affected by ability, and consequences influence satisfaction.
The ARCS model is a problem solving approach to applying motivation to instructional design, developed by John Keller.
Keller Tweets
Computer based instruction has built in attention strategies, but fade quickly after the novelty. Use JK's ARCS model to ensure solid content
JK's motivation design strives to make instruction interesting and design motivational tactic to support instructional goals.
The ARCS model works to design the motivational aspects of learning, and to stimulate and sustain student motivation to learn.
The ARCS model by John Keller is highly effective with adult learners because they are highly motivated to learn.
Keller Tweets
The ARCS model is important for distance learning since motivation is important is the leaner's completing the trainings.
JK's model is meant to be incorporated with in Gagne's event of instruction, and the 4 components need to be addressed sequentially
John Keller's motivational message to his students. http://mailer.fsu.edu/~jkeller/EME5601/MM1/Message0208R2.htm
This website has a great example of John Keller’s ARCS Model in use: https://www.cs.tcd.ie/~batesv/Reflection.html
Keller Tweets
John Keller's ARCS model is focused on the needs of the learner.
More research like John Keller's is needed to address motivational concerns in technology mediated learning environments
Some argue that motivation is internal, but John Keller believes that motivation is also affected by external aspects.
Chickering and Gamson
7 Principles for Good Practice
By Erin Schwiebert (aka: eschwie)
Chickering and Gamson Tweets
I am researching Chickering and Gamson's Seven Principles For Good Practice In Undergraduate Education!
Good practice in Undergraduate Education should do 7 things 1. Encourages contact between students and
faculty 2. Develop reciprocity and cooperation among
students 3. Encourage active learning 4. Give prompt feedback
Chickering and Gamson Tweets
5. Emphasize time on task 6. Communicate high expectations 7. Respect diverse talents and ways of learning
Example of 7 good practices: Flashlight Online: multi-purpose Web 2.0 tool that
offers transformative approach to student course evaluation
Gap 1 - small class size required for in-depth interactions between students & faculty is simply not cost feasible
Gap 2 - The seven principles are only effective for those students with a specific skill set and learning style
Chickering and Gamson Tweets
Gap 3 - C&G's work centers on undergraduate students, the 7 principles may not address the unique nature of graduate students
Examples of C&G: #1 Good Practice Encourages Contacts Between Students and Faculty. USE OF BLACKBOARD!!!
George Siemens
Connectivism
By Brett Dugan (aka: brettdugan03)
Siemens Tweets
I will be presenting to you the theory of "Connectivism," as stated by George Siemens.
Siemens wrote "Knowing Knowledge," which focuses on how knowledge changes, and how this change will affect orgs in the future
He also is Associate Director, Research & Development with the Learning Technologies Centre at University of Manitoba. His efforts focus on evaluating learning tools, fostering faculty learning communities, global tech, emerging tech, and how social trends impact learning.
Connectivism was formed with the help of Stephen Downes. They believe that knowledge is networked in nature & comes from making connections.
Siemens Tweets
With the emergence of technology, the doors for making these connections have been blown open as we're easily able to create/share information as well as able to converse and learn from others not located in the same geographic region.
Criticism of this theory arises because it states that the connections of knowledge take place at 3 levels: neuro, conceptual and social.
Connectivism is demonstrated via his online course: http://ltc.umanitoba.ca/connectivism/ http://elearnspace.org/
Here is an interview conducted with Siemens regarding connectivism:
http://omegageek.net/rickscafe/?p=1193
John Seely Brown
Minds on Fire
By Rachel Barnes (aka: racheljb03)
Brown Tweets
I'll be tweeting about John Seely Brown, or JSB as I'd like to call him.
John Seely Brown earned his BA from Brown U in 1962, PhD from U of Michigan in 1970
JSB’s research specializes in organizational studies & organizational implications of computer supported activities.
Other research interests of JSB: digital culture, organizational learning, radical innovation.
Brown Tweets
JSB started the John Seely Brown Symposium on Technology & Society, held at U of Michigan School of Information. Started in 2000.
SB is currently the co-chair of Deloitte Center for Edge Innovation & visiting scholar at USC. Previously worked as Chief Scientist at Xerox
JSB does many speaking engagements-one main topic-digital culture & learning in the digital age.
JSB article-New Learning Environments for the 21st century explores innovative environments for effective learning.
Brown Tweets
JSB theory- "Learning To Be"- create and learn at the same time instead of just "Learning About"
JSB video: "Tinkering"- discusses learning to be and new environments
http://vodpod.com/watch/1390547-john-seely-brown-tinkering-as-a-mode-of-knowledge-production
JSB theory- social life of information- experience & info are internalized into actionable knowledge.
JSB video: Teaching 2.0-Doing more with less & how technology can help http://www.youtube.com/watch?v=X0vQAdDFGMA
Brown Tweets
JSB theory- Pro-amateurs- interaction between pros and amateurs-learning platform of learning to be theory
JSB Theory in Action- examples of learning to be—our course wiki!
JSB Theory in Action- game-based learning environment- SecondLife BGSU Writing Center
JSB Theory in Action- pro-amateurs- wikipedia entries
Brown Tweets
JSB-Learning to Be-learning module example-Interactive Music Skills Test: http://www.coastonline.org/megill/skilltests/
skilltests.html
JSB Theory in Action-Social Life of Information-College of Technology courses combined with co-op experiences for undergraduates.
Stephen Downes
Learning in the Digital Age
By Breanna Hamm (aka: breannahamm)
Downes Tweets
Stephen Downes: Elearning, Weblogs, Connectivism, and Twitterer! http://twitter.com/Downes
True believer in Connectivism along with George Siemens. His take? "Let's learn how to learn first, then worry about teaching."
Downes and Connectivism. "Knowledge is, on this theory, literally the set of connections formed by actions and experience."
In connectivism knowledge is not made or constructed, only the connections between ideas.
Downes Tweets
Two videos from Downes on Connectivism http://is.gd/3BP4y http://is.gd/3BP5h
Vicki A. Davis is inspired by Downes' ideas on Connectivism and Second Life. Her blog: http://is.gd/3BPns
Connectivism is not only the ability to make connections but be able to transmit information through these connections as well.
Downes on Connectivism:Knowledge is recognized not made. An image doesn't contain knowledge but we recognize knowledge from it.
Downes Tweets
RT@Downes who ask how can I apply connectivism to pedagogy: let's learn how to learn first, then worry about teaching
Downes: Online learning environments should consist of may outlets and not just one application.
this is apparent because Downes is active in several social media networks including Twitter and Facebook: http://is.gd/3C51V
Downes shows students a myriad of Personal Learning Environments such as Google Reader & uStream: http://is.gd/3C5PG
Downes Tweets
Jenny Lucca on Downes. How do we get teachers to use new learning environments? His response: model and demonstrate
Lucca explains how she used Twitter during Downes presentation to give readers insight of his speech!
Downes: Collaborative Thinking -->Remain individual but think cooperatively. Thus reach new levels. http://is.gd/3C7jg
Downes' Learning Theory: "To teach is to model and demonstrate. To learn is to practice and reflect" http://is.gd/3C92f
Downes Tweets
Downes: Solo Model...With Silo Model resources are not easily distributed in a wide rage. This can be problematic in education.
Any instance of the silo model and hinder a certain learning resources. Downes has several examples of the silo models: 1. Proprietary Standards - copyrights, legal
contracts, protection of information, content, or software.
2. Overly strict standards - Limited data, limited ability, too complex of standards.
3. Monolithic Solutions -some systems don't allow for outside integration. Could require purchasing more than what's realistic.
Downes Tweets
4. Closed Marketplace - limited selection of learning environment content. From vendor agreements to lack of free software.
5. Disintermediation - "when there is no form of assessment or review guiding the selection of learning resources"
6. Selective Semantics - learning resources as "stand-alone" and not well integrated.
7. Digital Rights Mismanagement - crucial to link learning resources but no good solution for digital rights MGMT is present.
Downes Tweets
Downes' article on Silo Models http://is.gd/3CiRa
We are in the intermediate stage of an information age. Where will it go? Via elearnspace interview. http://is.gd/3CjtU
Downes has his own technology and education RSS page! http://is.gd/3CjQY
Downes shows some of his personal learning environments. http://is.gd/3Ckne Too much content, we need to learn how to sort it.
Downes Tweets
Downes has created is own open-source RSS software. The gRSShopper Project. http://is.gd/3CkJz
Downes shares several presentation from Elearning 2.0 to RSS to Connectivism! http://is.gd/3Cl9N
Downes talks explains eLearning Trends. Where are we now? http://is.gd/3ClWF
Marc Prensky
Digital Wisdom
By James Shearer (aka: JDScionRS)
Prensky Tweets
Marc Prensky is internationally acclaimed speaker, writer, consultant, inventor, visionary and futurist in the field of education/learning.
Marc P's professional focus has been reinventing the learning process and combining video games with engaging learning activities.
Marc P created the world's first fast-action video game based corporate training tool with his company Games2train, an e-learning company.
Marc P's background includes, but is not limited to having master's degrees from Yale and Harvard, concert musician, and Broadway actor.
Prensky Tweets
Marc P has taught schooling from elementary to college level. He also worked in HR and Tech at Bankers Trust Company.
Marc P spent six years of his life as a corporate strategist and product development director with the Boston Consulting Group.
Marc P has been named one of training's top "New Breed of Visionaries" by Training.
Strategy & Business named MarcP "That rare visionary who implements," because he has build over 100 software games world wide in his career.
Prensky Tweets
In Digital Natives, Digital Immigrants, MarcP addresses his theory that today's students learn differently.
The learners of today learn differently, because they were brought up differently. They were brought up with technology in hand.
Marc P-"Digital Immigrants instructors, who speak an outdated language, are struggling to teach learners that speak an entirely new language"
Digital Natives prefer their graphics before text, to receive information really fast, prefer random access, and like to multi-task.
Prensky Tweets
Digital Natives (DN) prefer games to serious work, thrive in instant gratification and frequent rewards and function best when networked.
Digital Immigrants (DI) disregard these new skills and teach how they were taught to learn and teach, slowly, step-by-step and seriously.
DI assume that the same methods that worked for them will work for the students of today. They assume learners are the same of the past.
Marc P says we need to address the issue, because our students of today are bored in class and are "not paying" attention to the lectures.
Prensky Tweets
Is their choice to not pay attention, because they can't or they just don't want to pay attention anymore because it is not worth while?
Marc P brings up which should change to better educate the future and present students. Should the DN or the DI change?
DI's need to get off their high horses and just do it! It is highly unlikely that DN's with change so, DI's need to change their tactics.
Marc P is proposing that we need to invent DN methodologies for all subjects and at all levels of education. The process has already begun.
Prensky Tweets
Like any theory there are always criticism and objections and Marc P's theory is no exception.
The most frequent objection that surfaces for Marc P is that educators believe that this approach will not work for their subject.
When MarcP does talks he nows includes a section where educators share what their subject matter is and he attempts to invent a game for it.
Many still speculate if this approach will work, while others are actually putting it to the test and finding out it is very effective.
Prensky Tweets
The Lightspan Partnership created Playstation games for curricular reinforcement in over 400 individual school districts for studies.
They found that the games increased vocabulary learning by 24%, language arts by 25%, math problem solving by 51% and math procedures by 30%
All these numbers were over the control groups put in place for the conducted studies by the Lightspan Partnership.
