Second IMS podcast on technology in education: Constructivism

Today’s vocast will be broadcasted live at:

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and will be archived at:

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Constructivism.
Student-centered learning theory and practice are based on the constructivist learning theory that emphasizes the learner’s critical role in constructing meaning from new information and prior experience.

• What is it?
• Why do we have to know about it
• Can we just disagree and stick to behaviorism?
• Is it about student engagement?
• Is it about the use of technology?
• Resources
  • https://blog.stcloudstate.edu/ims/2014/06/28/constructivism-lecture-versus-project-based-learning/
    https://blog.stcloudstate.edu/ims/2013/12/03/translating-constructivism-into-instructional-design-potential-and-limitations/
    https://blog.stcloudstate.edu/ims/2016/03/28/student-centered-learning-literature-review/
    https://blog.stcloudstate.edu/ims/2015/11/05/online-discussion-with-plovdiv-university/
    https://blog.stcloudstate.edu/ims/2015/05/27/handbook-of-mobile-learning/
    Crompton, Muilenburg and Berge’s definition for m-learning is “learning across multiple contexts, through social and content interactions, using personal electronic devices.”
  • The “context”in this definition encompasses m-learnng that is formalself-directed, and spontaneous learning, as well as learning that is context aware and context neutral.
  • therefore, m-learning can occur inside or outside the classroom, participating in a formal lesson on a mobile device; it can be self-directed, as a person determines his or her own approach to satisfy a learning goal; or spontaneous learning, as a person can use the devices to look up something that has just prompted an interest (Crompton, 2013, p. 83). (Gaming article Tallinn)Constructivist Learnings in the 1980s – Following Piage’s (1929), Brunner’s (1996) and Jonassen’s (1999) educational philosophies, constructivists proffer that knowledge acquisition develops through interactions with the environment. (p. 85). The computer was no longer a conduit for the presentation of information: it was a tool for the active manipulation of that information” (Naismith, Lonsdale, Vavoula, & Sharples, 2004, p. 12)Constructionist Learning in the 1980s – Constructionism differed from constructivism as Papert (1980) posited an additional component to constructivism: students learned best when they were actively involved in constructing social objects. The tutee position. Teaching the computer to perform tasks.Problem-Based learning in the 1990s – In the PBL, students often worked in small groups of five or six to pool knowledge and resources to solve problems. Launched the sociocultural revolution, focusing on learning in out of school contexts and the acquisition of knowledge through social interaction
  • Socio-Constructivist Learning in the 1990s. SCL believe that social and individual processes are independent in the co-construction of knowledge (Sullivan-Palinscar, 1998; Vygotsky, 1978).
  • 96-97). Keegan (2002) believed that e-learning was distance learning, which has been converted to e-learning through the use of technologies such as the WWW. Which electronic media and tools constituted e-learning: e.g., did it matter if the learning took place through a networked technology, or was it simply learning with an electronic device?

• Discussion
  • Share with us practical examples of applying constructivist approach in your class
  • Would one hour workshop on turning existing class assignments into constructivist-based class assignments be of interest for you?

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https://blog.stcloudstate.edu/ims/2018/02/12/first-ims-podcast-on-technology-in-education/