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Jean Piaget (1896-1980) |
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Lev Semenovich Vygotsky (1869-1934) |
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John Dewey (1859-1952) |
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Jerome Bruner (1915- ) |
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Seymour Papert (19-) |
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Genetic Espistemology |
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Cognitive structures are patterns of physical or
mental action that underlie specific acts of intelligence and correspond to
stages of child development. |
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Cognitive development consists of a constant
effort to adapt to the environment. |
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(Kearsley 2000) |
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Social Development Theory |
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Social interaction plays a fundamental role in
the development of cognition. |
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Full development during zone of proximal
development depends on full social interaction. |
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The range of skill that can be developed with
guidance of a more competent other or with peer collaboration exceeds what
can be attained alone. (Kearsley, 1994-2000) |
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Students learn by “directed living” : combining
learning with hands-on projects |
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Students must be engaged in meaningful and
relevant activities which allow them to
apply the concepts they are endeavoring to learn. |
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(Briner, 1999) |
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Constructivist Theory (subset of Constructivism) |
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Learning is an active process in which learners
construct new ideas or concepts based upon their current/past
knowledge. The learner selects and
transforms information, constructs hypotheses, and makes decisions, relying
on a cognitive structure to do so. |
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Socratic dialog, spiraling curriculum. |
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Constructionism (the n-word, not the v-word) |
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Knowledge is constructed, not absorbed. Children don’t “get” ideas, they make
them. They learn best when
constructing personally-relevant artifacts which they then reflect on and
discuss. |
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Ways in which computers can change learning. |
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In an authentic and meaningful situation: |
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To provide target input |
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To provide opportunities to produce target
output |
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To provide opportunity to negotiate meaning |
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To provide feedback |
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To provide assistance from a more-competent
other |
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To provide opportunities for collaboration |
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To provide audience for published project |
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Communicate frequently with class |
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Design opportunities for as much interaction as
possible |
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Create a space for non-classroom-related
interaction |
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Use available technology wisely |
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Ask questions often and interact in forum
(Bauman, 1997) |
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Student-Content |
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Student-Teacher |
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Student-Student |
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Give and receive assistance |
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Exchange resources and information |
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Give and receive feedback |
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Challenge each other’s reasoning |
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Advocate increased efforts to achieve |
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Mutually influence each other’s reasoning and
behavior (Johnson & Johnson,
1989) |
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Interaction and Negotiation |
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As Socialization |
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As Speech Activity |
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As Apprenticeship |
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(Warschauer, 1998) |
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In Constructivist Learning Theory, learning is
assessed through performance –based projects rather than through
traditional paper and pencil testing. |
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(Briner, 1999) |
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Hands-on meaningful artifacts should be
constructed: projects |
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Opportunity provided for learning and for
practice |
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Roblyer, M.& Ekhaml, L.(2000). How
Interactive are YOUR Distance Courses? A Rubric for Assessing Interaction in Distance
Learning. |
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http://www.westga.edu/~distance/roblyer32.html |
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Putting the Theory into Practice |
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Notes