• for: constructivism, constructivism ,- Winnicott
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  • Winnicott could appreciate that we play a significant role in constructing the world we inhabit

The data of the past is congruent with the current psychological trends that face the education system of today. Developmentalists have charted how children construct and revise intuitive theories. In turn, a variety of theories have developed because of the greater use of statistical information that supports probabilistic contingencies that help to better inform us of causal models and their distinctive cognitive functions. These studies investigate the physical, psychological, and social domains. In the case of intuitive psychology, or "theory of mind," developmentalism has traced a progression from an early understanding of emotion and action to an understanding of intentions and simple aspects of perception, to an understanding of knowledge vs. ignorance, and finally to a representational and then an interpretive theory of mind.

The mechanisms by which life evolved—from chemical beginnings to cognizing human beings—are central to understanding the psychological basis of learning. We are the product of an evolutionary process and it is the mechanisms inherent in this process that offer the most probable explanations to how we think and learn.

Bada, & Olusegun, S. (2015). Constructivism Learning Theory : A Paradigm for Teaching and Learning.

Critique of Perusall as about right or wrong versus the social construction of knowledge.

-I will download the full article in EBSCO.

-This article will provide me with information on the popular learning theory of social constructivism and its benefits.

-rating 7/10

Stigmar, M. (2016). Peer-to-peer teaching in higher education: A critical literature review. Mentoring & Tutoring: partnership in learning, 24(2), 124-136.

This could've been a good place to allow liberal arts folx some point of entry. Alas.

SAMPLE ANNOTATION

As an instructor with a background in K12, I came to post-secondary with a history of writing objectives as measurable skills. Now I see growth is a much better goal than some arbitrary skill and Fosnot & Perry (1996) agree.

Reference

Fosnot, C.T. & Perry, R.S. (1996). Constructivism: A psychological theory of learning. Galactic Challenge. https://gchallenge.org/constructivism-a-psychological-theory-of-learning-2/

Yes, it does, following constructivist theory learning is a collaborative effort involving both students and instructors, a position first described by Vygotsky. Also consistent with Wenger, Community of Practice model: expertise is learned from expert communities.

While I agree, I also sometimes think about where on the social constructivist spectrum different kinds of Hypothesis/social annotation activities fall.

Full article available on EDSCO.

Article presents characteristics of MOOCs such as varied definitions of "openness," barriers to completion, and structure. Concept of MOOCs is connectivist by design, yet researchers found that pedagogical application typically takes one of two approaches: either directed instruction stemming from cognitive-behaviorist or social constructivism. Rating 7/10

Article provides an in depth discussion of learning theories as applied to adult learners. Diagrams are particularly helpful. Clear discussion of Knowles, i.e., how adult and child learning differs. Rating 8/10

For example, I think one could sum the highlight in each specific section. If many people highlighted a passage, then the highlight color is higher. That way one would be able to discover passages that many people found important/interesting. Although, it may also bias others to do the same. As usual.

Social constructivist pedagogical models make the wiki a useful tool. It provides a medium by which learners communicate and negotiate in their efforts to reach a common understanding.

This article was published by a team member of the ASU Online Instructional Design and New Media (IDNM) team at Arizona State University. This team shares instructional design methods and resources on the TeachOnline site for online learning. "Integrating Technology with Bloom's Taxonomy" describes practices for implementing 6 principles of Bloom's Digital Taxonomy in online learning. These principles include Creating, Evaluating, Analyzing, Applying, Understanding, and Remembering. The purpose of implementing this model is to create more meaningful and effective experiences for online learners. The author guides instructors in the selection of digital tools that drive higher-order thinking, active engagmenent, and relevancy. Rating 9/10

This webpage, under the Office of Personnel Management (OPM) .gov site, provides an extensive list of technology resources that can be and have been implemented into a variety of employee deveolpment programs. These tools allow for more personalized learning, active participation, collaboration, and communication.In the first section of the site, examples of Web 2.0 tools are listed that can promote collaboration and constructive learning. You can also find technologies that are used in specific sectors, such as the Federal Government and the Private Sector. Clicking on the links redirects you to additional resources on the tech tools, including how to use them effectively and professionally for employee training. Rating 10/10

This website is part of Angelo State University's online teaching training course for faculty members. This section outlines three prominent theories of education-Behaviorism, Social Cognitive Theory, and Constructivism-and applies them to online learning. Instructional Designers and course instructors can use this guide for the construction of meaningful and active learning environment for students. Rating: 10/10

This website outlines Section 1.5 of Angelo State University's guide to instructional design and online teaching. Section 1.5 describes key characteristics of online learners, as well as the technology and computer skills that research has identified as being important for online learners. Successful online learners are described as self-directed, motivated, well-organized, and dedicated to their education. The article also notes that online learners should understand how to use technology such as multimedia tools, email, internet browsers. and LMS systems. This resource serves as a guide to effective online teaching. Rating 10/10

This website outlines key principles of the E-Learning Theory developed by Mayer, Sweller, and Moreno. E-Learning Theory describes how the implementation of educational technology can be combined with key principles of how we learn for better outcomes. This site describes those principles as a guide of more effective instructional design. Users can also find other learning theories under the "Categories" link at the top of the page. Examples include Constructivist theories, Media & Technology theories, and Social Learning theories. Rating: 8/10

This website provides several examples of domains adults may learn in or engage with. By clicking on each type, you are redirected to a detailed description of the domain. Descriptions include, but are not limited to, definitions, theories and research behind the topic, and real-world examples. You can also find references used in the description, which can be helpful for further exploration. This InstructionalDesign.org website also provides extensive lists of learning concepts (i.e. motivation, personalized learning, storyboard, etc.) and theories (i.e. Adult Learning Theory, Social Learning, Constructivism, etc.). Each learning theory link provides a theoretical definition, applications, examples, key principles, references, and related websites. Rating 10/10.

This article highlights the need for and benefits of implementing more technology tools to support first-generation college students' learning, engagement, and success. For many first-gen students, especially those from low-income backgrounds, the transition to college can be challenging; this leads to lower retention rates, performance, and confidence. The authors, drawing off of research, suggest mobile devices and Web 2.0 technologies to prevent these challenges. Example of such tools include dictionary and annotation apps that are readily-accessible and aid in students' understanding of material. Fist-gen students can also use social media apps (Twitter, Facebook, etc.) to maintain supportive connections with family, peers, and mentors. Rating: 8/10

The article by Dr. Steve Bada outlines the constructivism learning theory and the overall benefits to adult learners. The article starts by providing preliminary information about constructivism and how the learning theory is centered around self-directed learning (SDL). In addition, the article reviews how the theory takes into consideration that adults learn best when they incorporate their past experiences to assist in developing new knowledge- the knowledge is constructed from past knowledge; built upon. Two important notions are outlined: learners are construct new knowledge from things they already know and that the learning process is more active than passive. The article then reviews the general benefits, implications, and principals of adopting a constructivism learning theory in the classroom; both for learners and facilitators. (Rating: 9/10)

Drawing from constructivist principles, the authors address how emotions affect motivation and learning for adults. They then provide practical application for instructors to implement to create productive learning environments where adult learners feel safe to explore new knowledge and learn from their experiences.

9/10: while most of the application is to learning in general, the strategies are still applicable to technology in the classroom

Discusses the use of blended-learning incorporating technology especially for adult education programs that reduce education gaps and help the under-employed with career readiness. This also focuses in on adults with chronic disease and how online education might better support their needs. It uses constructivist leanings placing education in the context of activity and environment and recreating the correct environments online.

Research article. Discussed the use of web 2.0 including blogs, wikis, and social media as a method of information sharing that is impacting education through teaching and learning management. The work suggests that learning outcomes, activities, and assessment have to be in alignment to create effective learning experiences and uses a case study within an information management program in which students use various web 2.0 tools and document their use .

In this peer-reviewed study, two tenth-grade classes were analyzed as they used either a virtual or a real laboratory to accomplish learning tasks. The question raised was whether a real or a virtual laboratory was more conducive to constructivist learning. The study concluded that a real lab is better than a virtual one to trigger constructivist learning. This is of importance to me because I teach adults about software in both virtual and real laboratories, and when I develop content, I try to use the constructivist theory as much as possible as I find it works best for my audience, in addition to making novel content more relatable. Please note: I could not put the annotation on the text because the paper opened in a popup page that does not work with Hypothes.is. 7/10

Constructivism is my favorite learning theory. It states that in order to learn, learners must experience something, then reconcile that experience with their previous experiences. The learner will create and test hypotheses based on all experiences, and prove those hypotheses right or wrong based on future experiences. They will then use what they learned from those hypotheses to create new ones. I frequently use this in my instructional design. 6/10

The Berkeley Graduate Division published an interesting and straightforward table of learning theories. The table compares behaviorism, cognitive constructivism, and social constructivism in four ways: the view of knowledge, view of learning, view of motivation, and implications for teaching. This is an easy-to-read, quick resource for those who would like a side-by-side comparison of common theories. 9/10

The cutting edge of informal learning: makers, mobile, and more. This article discusses the features of informal learning and also discuss how it can be 'meaningful' and engaging. Constructivism and constructionism are mentioned though not at length. This may be useful given the limited resources I have but it is not one of the more impressive journal articles I have seen. rating 3/3

This article was a long, but interesting read in taking a constructivist approach to technological integration. This theory is often applied in K-12 classrooms but is equally as important and useful to adult learners.

This was an excellent article Chen (2007) in defining and laying out how a blended learning approach of objectivist and constructivist instructional strategies work well in online instruction and the use of an actual online course as a study example.

RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

Useful note. And reminder.

This might be the most explicit link to constructivism and constructionism. Not only is it about “learn by doing”, but it’s about concrete action in the physical world. Can’t help but find it limiting and restrictive to mention “3D Printing” as the main component. After all, FabLabs got started without 3D printers and the Maker movement has a lot of stuff which has little to do with 3D Printing. But it’s hard to argue that 3D Printing haven’t attracted attention, in the past couple of years. Sexier than laser etching? As Makers often point out, there’s a lot in the movement which is really very similar to what was happening in shop class. Though the trend may sound new, it’s partly based on nostalgia. A neat aspect, though, is that much of it can happen through learners’ projects cutting across class boundaries. Sure, we’ve known about project-based learning for a while. You do a project for a class or a series of classes. But how about a personal pathway (cf. “individualism”, above) through which learners add learning experiences around a central project? Learning Circles can make that into something really neat.