Additional connectivism resources and discussion
Resources on connectivism, including transcripts of the presentations from the 2007 Online Connectivism Conference
Social Networking: Learning Theory in Action
Exploring how social networking applications could be used to create a more social constructivist learning environment to support collaboration, creativity, and networking. (The author calls it "social learning theory" and contrasts it with "objectivist" learning, but never uses the phrase "social constructivism." Still, it seems like that's what she's describing.)
Scenario-based-learning.pdf
"Scenario-based learning is based on the principles of situated learning theory (Lave & Wenger, 1991), which argues that learning best takes place in the context in which it is going to be used, and situated cognition, the idea that knowledge is best acquired and more fully understood when situated within its context (Kindley, 2002)."
"SBL usually works best when applied to tasks requiring decision-making and critical thinking in complex situations. Tasks that are routine to the students will require little critical thinking or decision-making, and may be better assessed using other methods. "
"Checklist: Is SBL the right option? (Clark, 2009)
- Are the outcomes based on skills development or problem-solving?
- Is it difficult or unsafe to provide real-world experience of the skills?
- Do your students already have some relevant knowledge to aid decision-making?
- Do you have time and resources to design, develop, and test an SBL approach?
- Will the content and skills remain relevant for long enough to justify the development of SBL?"
A Learning Science Alternative to Bloom's Taxonomy by Brenda Sugrue : Learning Solutions Magazine
Bloom's taxonomy sometimes creates unclear verb categorization and connection to assessments. This framework is focused on performance objectives and ties the type of knowledge to verbs, instructional strategies, and types of practice or assessment. This is partially drawn from Merrill's work. Procedural knowledge and declarative knowledge are handled differently.