http://greenlion31.edublogs.org/2012/02/12/how-do-we-learn/
Calab (Voltron)
I like how you bring “how we learn” together at the end by
creating the learner profile; than it is from that profile that the learner
achieves the outcome. Your inclusion of
humanism interested me because it is not a learning theory but a philosophy. I agree with you that humanism plays role in
how we learn, and your mash up does a great job showing how these four views
can create the learner outcome.
http://bgedtech.blogspot.com/2012/02/connected-constructionism.html
Peter (GrandOrange)
Your use of connectivism in your mash up brings to light the
fact that learning occurs within networks and these networks come in many forms.
According to Davis, Edmunds &
Kelly-Bateman (2008) learning occurs in connectivism when, “distributed within
a network, social, technologically enhance, recognizing and interpreting
patterns1.” This supports your move from ideas (knowledge) to
constructionism (learner is an information constructor2) with
the final outcome being learning.
1APA Citation: Davis, C, Edmunds, E, &
Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives
on learning, teaching, and technology. Retrieved March 4, 2012, from http://projects.coe.uga.edu/epltt/
2Learning Theories Knowledgebase (2012,
February). Cognitivism at Learning-Theories.com. Retrieved February 20th, 2012
from http://www.learning-theories.com/constructivism.html
I love your graphic. The depiction of the new information raining
down on us fits the Internet age so well. It is the sorting out and
categorizing of that information that is essential to the learning outcome. I
can see your chain of thought and I think you are saying the learning theory
comes into play once the information is received. I also like that you included the positive and
negative reinforcements that is something I forgot to include in my mesh up.
As I look at this mash up I like the way you arranged the
cognitive and constructivist learning theories as being at the same level and
interacting with each other. Also the connection you make to contextual
learning provides the process for the learner to digest the information and
form their understanding. However, I can’t help but feel that experiential
learning is working together with cognitive and constructivist learning
theories, and it’s not a result of the two learning theories. The University Of
Colorado Denver Experiential Learning Center, http://www.ucdenver.edu/life/services/ExperientialLearning/about/Pages/WhatisExperientialLearning.aspx,
defines experiential learning as “a process through which students develop
knowledge, skills, and values from direct experiences outside a traditional
academic setting.” It is this definition that makes me want to move experiential
learning closer to cognitive and constructivist learning theories with all
three converging into contextual learning.
National Standard: ISTE NETs
Teachers
Grade: Professional
Subject: Technology
Sub-Focus: None
Standard: ISTE 5: Engage in Professional Growth and Leadership
Details: Teachers continuously improve their professional practice,
model lifelong learning, and exhibit leadership in their school and
professional community by promoting and demonstrating the effective use of
digital tools and resources. Teachers: a. participate in local and global
learning communities to explore creative applications of technology to improve
student learning. b. exhibit leadership by demonstrating a vision of technology
infusion, participating in shared decision making and community building, and
developing the leadership and technology skills of others. c. evaluate and
reflect on current research and professional practice on a regular basis to
make effective use of existing and emerging digital tools and resources in
support of student learning. d. contribute to the effectiveness, vitality, and
self-renewal of the teaching profession and of their school and community.
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