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Innovate: A Learning Theory for 21st-Century Students
Innovate: A Learning Theory for 21st-Century Students

The author calls this a new learning theory combining behaviorism & cognitivism. I see a new instructional design model that combines elements from a number of different sources, but I'm not sure I see a new learning theory. The model seems very complex; how long would you have to work with this before you internalized all the separate parts of the model?

Student results were better using this model. However, the control group was tested before doing a roleplaying game and the experimental groups did the game prior to testing. This could just show that roleplaying helps students understand characters in the Aeneid. Free registration required.

With its inclusion of <a href="javascript:open_win('extra.php?id=3158',650,750,0,0,0,0,0,1,1,0,5,'extra');">game elements</a>, which foster attention, memory, and motivation, SCCS provides a bridge between behaviorist and cognitivist learning theories.
SCCS learning theory focuses on the formation of <a href="javascript:open_win('extra.php?id=3011',650,775,0,0,0,0,0,1,1,0,5,'extra');">schemata</a> in the process of learning, particularly <a href="javascript:open_win('extra.php?id=3206',600,625,0,0,0,0,0,1,1,0,5,'extra');">social-connectedness</a> and <a href="javascript:open_win('extra.php?id=3207',600,375,0,0,0,0,0,1,1,0,5,'extra');">cognitive-connectedness</a> schemata.
Students engage their social-connectedness schema in a set of behaviors that I describe as “link, lurk, and lunge”: Students <em>link</em> up with others who have the knowledge they need; they <em>lurk</em>, watching others who know how do to what they want to do; and they<em> lunge</em>, jumping in to try new things often without seeking guidance beforehand (Brown 2000).
The cognitive-connectedness schema structures a student's ability and desire to know how what they are learning connects to a larger picture.
#learningtheories#instructionaldesign#technology#education#k-12#games
·innovateonline.info·
Innovate: A Learning Theory for 21st-Century Students
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.
#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
Instructional Technology Program Student Resources Instructional Designer Skills
Instructional Technology Program Student Resources Instructional Designer Skills
An old (1995) list of skills for instructional designers, very focused on the corporate training side of the field. I wonder why there's so little here about working with others; communication skills are kind of tacked on the end of the list as an afterthought. Communicating and collaborating with SMEs is such a big part of instructional design that I'm surprised that's never mentioned here.
#instructionaldesign#training#technology#career
·coedu.usf.edu·
Instructional Technology Program Student Resources Instructional Designer Skills
Dynamic Learning Communities: An Alternative to Designed Instructional Systems
Dynamic Learning Communities: An Alternative to Designed Instructional Systems
Contrasts the idea of open, dynamic learning communities with closed courses developed through traditional instructional systems design processes. Examines the pros and cons of DLCs and when they would be most effective. Also looks at how the role of instructional designers is changing, and proposes different ways we might define our role.
Heretofore, instructional designers have thought they were in the business of designing instructional systems to meet prespecified learning objectives. But first the constructivist movement--and now communication technologies themselves--seem to be thre atening this conception as the sole way to support learning. People are learning without help from designed instruction! In many settings, in fact, "natural" learning is more prevalent than "designed" learning <a href="#resnick">(Resnick, 1987)</a>. We believe that the situation requires a reexaminination of our core roles. Are we in the business of designing instruction or are we in the business of supporting valuable learning, wherever it may happen? The answer to this question will result in either a narrow or broad interpretation of our role and its relationship to non-instructional forms of learning.
Our own belief is that dynamic learning communities are proper objects of study. We should seek to understand how such communities function, how they grow, how they can be nurtured, and how they can be replicated across diverse settings. But nurturing is different than designing. We must respect the integrity of the community. In time, we may come to think of ourselves more as <em>learning technologists</em> than as <em>instructional technologists</em>, and <em>learning support specialists</em> more than <em>instructional designers</em>.
#change#constructivism#instructionaldesign#learningcommunity#technology
·carbon.cudenver.edu·
Dynamic Learning Communities: An Alternative to Designed Instructional Systems
elearnspace: Do Generational Differences Matter in Instructional Design
elearnspace: Do Generational Differences Matter in Instructional Design
George Siemens raises an interesting question--are the differences really in generations or in technology-based experiences? What should our focus as instructional designers be--differentiating learning based on generations, or helping learners prepare for solving problems when the solution isn't known in advance?
I think, in this instance, the consideration of varied design approaches has been tied to the wrong variable (generational differences). The greater area of change and impact is found in the habits, activities, and needs of learners (not based on generations, but on how technology creates new opportunities for learning networks far beyond the narrow domain of classroom walls).
I'd like to see an instructional design process that attends to the complexity of emergent or unknown processes.
#instructionaldesign#netgeneration#technology#elearning
·elearnspace.org·
elearnspace: Do Generational Differences Matter in Instructional Design