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Constructivism is a theory of learning, not a theory of pedagogy. Neuroscience explains why this is important | npj Science of Learning Community
Constructivism is a theory of learning, not a theory of pedagogy. Neuroscience explains why this is important | npj Science of Learning Community
This is intended to be a controversial position, but it seems to align with research. We construct our understanding in context, building and elaborating schema over time. Our schema are only partial representations though. Learning is supported by creating multiple, overlapping partial representations of knowledge. Repeated exposure and practice in varied contexts is important.
Imported from Diigo#constructivism#neuroscience#pedagogy#learningtheories
·npjscilearncommunity.nature.com·
Constructivism is a theory of learning, not a theory of pedagogy. Neuroscience explains why this is important | npj Science of Learning Community
Main Articles: 'New Schemas for Mapping Pedagogies and Technologies', Ariadne Issue 56
Main Articles: 'New Schemas for Mapping Pedagogies and Technologies', Ariadne Issue 56

Schemas for categorizing the use of pedagogies, learning theories, and technologies. For example, Table 1 maps learning theories (behaviorism, cognitive constructivism, social constructivism, and situated learning) against types of technologies. Online communication tools offer more potential for social constructivist interaction and joint construction of knowledge.

This article also suggests a way to map tool use along three dimensions:

  • Individual - Social
  • Information - Experience
  • Passive - Active This isn't a simple framework where a single tool always is used the same way. Blogs can be more social or more based on individual reflection, and could be at different places in that framework depending on the actual learning activities.
Imported from Diigo#education#pedagogy#web2.0#constructivism#technology#learningtheories#instructionaldesign#cck08#elearning
·ariadne.ac.uk·
Main Articles: 'New Schemas for Mapping Pedagogies and Technologies', Ariadne Issue 56
JOLT: CREST+ Model: Writing Effective Online Discussion Questions
JOLT: CREST+ Model: Writing Effective Online Discussion Questions
The CREST+ model, a model for writing effective online discussion questions, covers the cognitive nature of the question, the reading basis, any experiential possibility, style and type of question, and finally ways to structure a good question.  This model encourages students to participate in online forum discussions, provides a template for new online faculty to use in creating effective discussion questions, and promotes a higher level processing of the material.
The CREST+ model covers the cognitive nature of the question [C], the reading basis [R], any experiential [E] possibility, style and type of question [ST] , and finally ways to structure a good question [+]. 
Imported from Diigo#constructivism#discussion#highered#pedagogy#research#elearning
·jolt.merlot.org·
JOLT: CREST+ Model: Writing Effective Online Discussion Questions