Search Results For constructivis | 68 Results

Week 1
Read – full book
Brown J. S. & D, Thomas. (2011). A New Culture of Learning: Cultivating the imagination for a world of constant change. CreateSpace Independent Publishing Platform. ISBN 1456458884

Week 2

How People Learn: Bridging Research and Practice – How People Learn.pdf (Accessed through course BB site)
– Read the Introduction, Summary and Key Findings of the report

What Teachers Should Know About Learning Theories – Great starting point to get a general overview of the 4 major learning theories.
http://kb.edu.hku.hk/learning_theory_history.html

Learning theory: models, product and process In the Learning as a process – learning theory (section toward the bottom of the page) review the four linked orientations to learning: behaviourist, cognitive, humanistic, and social/situational. Also make note of the Four orientations to learning (after Merriam and Caffarella 1991: 138) table.
http://infed.org/mobi/learning-theory-models-product-and-process/

Learning Theories.com Knowledge base and webliography – WARNING this is a commercial site filled with too many adds. The only reason I am including this resource is that their first page offers a very good top level breakdown or hierarchy of all the learning theories or paradigms and the subdivisions within those categories. This site can help you understand where your thinking about learning fits.
http://www.learning-theories.com/

Learning Theory Database – Another resources that points you to all the different resources.
http://www.instructionaldesign.org/theories/index.html

Learning theories and online learning – Great starting point for exploring what learning theories work best online or in a blended format. There is a link to Tony Bates free ebook and the full chapter on Learning theories that should also be explored
http://www.tonybates.ca/2014/07/29/learning-theories-and-online-learning/

Four keys to understanding learning theories – Provides an overview of the main learning theories and how to approach exploring them.
https://www.harapnuik.org/?p=6344

Beyond information pumping: Creating a constructivist e-learning environment
https://repository.nie.edu.sg/bitstream/10497/4735/1/ET-42-5-48_a.pdf

Learning theories for the digital age
http://steve-wheeler.blogspot.ca/2013/05/learning-theories-for-digital-age.html

Connectivism: A Learning Theory for the Digital Age
http://www.itdl.org/journal/jan_05/article01.htm

Authentic Learning: A Practical Introduction & Guide for Implementation
https://projects.ncsu.edu/meridian/win2003/authentic_learning/

Week 3
Mapping your Learners Journey – https://www.harapnuik.org/?p=6420
Self-Directed Guide to Course Design – Fink Summary.pdf (Accessed through course BB site)

Week 4
Read: Introduction, Chapters 1 & 3
Wiggins G. P. & J. McTighe. (2005). Understanding by Design, Expanded 2nd Edition. Pearson. This text will be referred to as UbD

Read: Chapters 1 – 4
Dweck C. (2006). Mindset: The new psychology of success.

Week 5
Read: Chapters 5 – 8
Dweck C. (2006). Mindset: The new psychology of success.

Fixed Vs Growth Mindset = Print Vs Digital Information Age – https://www.harapnuik.org/?p=3627

Is “Have a Growth Mindset” the New “Just Say No” – https://usergeneratededucation.wordpress.com/2015/09/04/is-have-a-growth-mindset-the-new-just-say-no/

Review the resources on: Mindset site – http://mindsetonline.com/

Mapping Your Learner’s Journey

Dwayne Harapnuik — June 16, 2016 — Leave a comment

As a constructivist educator, I believe that it is my responsibility to not only create a learning environment where the learner has choice, ownership, voice, and agency over their learning, it is also my responsibility to guide them through their personal development journey and help them take ownership of their learning. I like to use the notion or analogy of a journey because it allows me to point to common navigational tools in which most people are familiar and apply those ideas to the learning journey.

When I think about going on a journey I immediately think about Google Maps which I use on a daily basis. Unless I have been to a destination several times, I will type in or speak in the destination name or address and then Google will immediately show me what they believe is the best path. I often preview a trip on my laptop so that I can manipulate my options and once I have the best route laid out I identify the key stages of the journey and transfer the map to my iPhone.

Experience has shown me that identifying the key landmarks and stages is a very important part of the travel process. Because I live in one of the most traffic congested cities in North America (Vancouver) it is not uncommon to have a traffic accident, construction, or an event forced me to change my route without warning so having previewed the key stages and landmarks enable me to make adjustments to my course with a lot less stress and anxiety then if I simply relied on Google’s step by step navigation. Both my younger son and I like to look at the big picture to identify the key stages and we can easily make adjustments to our travel much easier than my wife and older son who prefer to rely on Google’s step by step instructions and not have to think about the trip.

While the convenience of Google’s step by step instructions cannot be denied it does come at a cost. When you depend on Google to tell you where to go at every turn you actually aren’t learning the route. My older son is constantly having to rely on Google’s step by step instructions and when he isn’t using Google he is asking his brother or I where to turn and how to get to places that he would have learned how to navigate to if he would have taken ownership of the learning process and looked at the route, identified the key stages and fully engaged in understanding where he was going. It is not uncommon for my younger son to be able to take a variety of alternates to a destination without even having to refer to the map because he has learned how to navigate the city rather than just rely on Google to tell him where to go.

This dependence on step by step instructions or having someone or something tell us exactly what we need to do is paralleled in the educational setting. If our learners are not fully aware of where they are going and are not engaged in recognizing the stages or landmarks along the way, are they simply relying on step by step instruction to satisfy the assignment requirements without having to really think about the process then are they learning? I am in good company with people like John Dewey when I say that they are not learning. In Democracy and Education, Dewey argued learning or growth was the result of the quality of mental process not the production of right answers.

So how do we ensure that our learners are learning and growing and not simply regurgitating the right answers? We must go back to the starting point in this discussion and focus on creating significant learning environments where the learner has choice, ownership, voice, and agency over their learning.

More specifically we do this by using the backward design principles within Dee Fink’s 3 Column table and his Taxonomy of Significant Learning.

The 3 Column table is essential a course map and when you add the notion of Jim Collin’s Big Hairy Audacious Goal (BHAG) you provide your learner their ultimate destination in their learning journey. This is why Fink encourages us to think in terms of who the learner will be or where the learner will be at the end of the course. This type of thinking is analogous to the final destination in our map/travel discussion above but the BHAG perspective adds the emotional factor that addresses why the learner will want to go there. Similarly, the learning outcomes are the stages or landmarks along the way. The activities section of the Finks model is where some of the more detailed instructions are that are necessary for the journey.

At this point, some of you may be thinking that I am totally opposed to step by step instructions. I am not; there are times when the I am on the freeway in heavy traffic and I turn on the Google step by step instructions so that I don’t miss my exit or other times when I just can’t see the context of where I am going and it just makes more sense to follow Google’s direction. The key is that I don’t rely on the step by step but rather use it when it is most beneficial and I also use it within the context of knowing the bigger picture or where the map is leading me.

What about the assessment? To a certain extent, assessment can be compared to the speedometer, and other gauges in the car and other road signs that confirm that I am on the right track and that my car will get me to my destination safely. Unfortunately, this is where the analogy really breaks down because the notion of standardized testing really doesn’t fit into my map and journey example. Then again I would argue that standardized testing really doesn’t fit into our learning environments either…but this is a whole other discussion.

The 3 Column table is that bigger picture or map that I use to guide the learner to their learning destination (BHAG). The learning outcomes are those landmarks that I give them and encourage them to seek them as they go along in their learning journey. Well designed activities should focus on active learning, authentic projects and other learning processes that still address the bigger picture and encourage ownership of the learning. There are times when some step by step instructions/activities are necessary to scaffold a learner and to get them to the point in the journey where they take back the control of the learning process. The key is to remember that it is the learner’s journey and if you adhere to any constructivist thinking then we must acknowledge that we are only the guides on the side.

References

Collins, J. C., & Porras, J. 1994. Built to Last: successful habits of visionary companies. New York: HarperBusiness.

Dewey, J. (2004). Democracy and education. Courier Corporation.

Fink, L. D. (2013). Creating significant learning experiences: An integrated approach to designing college courses. John Wiley & Sons.

In Learning 3 Column table, backward design, Dee Fink, EDLD 5313, mapping

Shouldn’t it Be About the Learning?

Dwayne Harapnuik — February 24, 2015 — Leave a comment

If you have been around school of any level for the past 20 – 30 years or more you may have noticed that there are all kinds of learning. The following list is just a very short snapshot of the past 25 years and is by no means complete or is it chronological:

Flexible Learning
Digital Learning
Blended Learning
21st Century Learning
Mobile Learning
E-Learning
Virtual Learning
Online Learning
Distance Learning
Active Learning
Student-centred Learning
Problem-based Learning
Project-based Learning
Natural Learning
Mastery Learning
Social Learning
Discovery/Inquiry Learning
Experiential Learning
Case-based Learning
Scenario-based Learning
Situated Learning
Authentic Learning

Even when learning theorists place the different types of learning into one of the follow four major paradigms:

Behaviorism,
Cognitivism,
Humanism,
Constructivism;

we are still left with a fundamental problem.

We focus on the type of learning and not the learning itself. There is an assumption with most educators that we have the learning part figured out and if we, for example, get the mobile, or digital, or flexible and so on… part right then everything will work just right. Unfortunately, it doesn’t work that way.

It’s about the learning first–the type, approach or “ism” comes second.

Fortunately, the human being is one of the most amazing learning entities on this planet and as John Hattie points out in his book, Visible Learning, and various presentations, short of physical and psychological abuse, almost anything you do in the classroom will positively impact student achievement…the key is to figure out what promotes achievement.

Yes. It’s about the learning.

In Learning approaches, Learning, learning theory, visible learning

Publications

Dwayne Harapnuik — September 29, 2014 — Leave a comment

Harapnuik, D. (2009-2017) Its About Learning. Professional Blog, https://www.harapnuik.org/

Harapnuik, D., Thibodeaux, T. & Poda, I. New Technologies. (2017) In Martin, G.E., Danzig, A.B., Wright, W.F., Flanary, R.A. and Orr, M.T. School leader internship: Developing, monitoring, and evaluating your leadership experience (4th Ed.). New York: Routledge, pp. 91-94.

Cummings, C. Thibodeaux, T. & Harapnuik, D. (2017 In Press). ePortfolio persistence: Factors that contribute to ePortfolio use beyond the program of study, International Journal of ePortfolios, Manuscript in preparation.

Harapnuik, D. (2015) Future of learning in the School of Health Sciences. Burnaby: BC. British Columbia Institute of Technology.

Harapnuik, D. (2011) Not Suited for School but Suited for Learning. Youtube. http://youtu.be/clv2yr_UhDU

Powel, C. B., Perkins, S., Hamm, S., Hatherill, R., Nicholson, L., & Harapnuik, D. (2011) Mobile Enhanced Inquiry-Based Learning: A Collaborative Study. EDUCAUSE Quarterly, http://www.educause.edu/ero/article/mobile-enhanced-inquiry-based-learning-collaborative-study

Bruff, D. Harapnuik, D. & Julius, J. (2011) Revolution or Evolution? Social Technologies and Change in Higher Education. ProfHacker: Chronicle of Higher Education. http://chronicle.com/blogs/profhacker/revolution-or-evolution-social-technologies-and-change-in-higher-education/29304

Diaz, V., Collier, A., Hammons, A., Koralesky, B., Dallis, D., Harapnuik, D. et al. (2010) Teaching and Learning in Review: Insights from the EDUCAUSE 2010 Annual Conference. EDUCAUSE Quarterly, http://www.educause.edu/ero/article/teaching-and-learning-review-insights-educause-2010-annual-conference

Rankin, W., Saltsman, G. & Harapnuik, D. (2010) Codex: Considering the Future of Textbooks and Learning in a Converged World. E-book.

Harapnuik, D. (2008). Inquisitivism: The Evolution of a Constructivist Approach to Web-Based
Instruction. In E.K. Sorensen & D.O. Murchu (Eds.), Enhancing Learning Through Technology. Hershey, PA: Idea Group Inc.

Harapnuik, D. (2004). Inquisitivism as a Foundation for Web-Based Instruction. (Doctoral dissertation). Edmonton, AB: University of Alberta.

Harapnuik, D. (1998). Inquisitivism or “The HHHMMM??? What Does This Button Do?” Approach to
Learning: The Synthesis of Cognitive Theories into a Novel Approach to Adult Education. Edmonton, AB: University of Alberta.

Harapnuik, D., Montgomerie, T.C., & Torgerson, C. (1998). Costs of Developing and Delivering a Web-Based Instruction Course. In Maurer, H. & Olson, R. Proceedings of WebNet 98–World Conference of the WWW, Internet, and Intranet (pp. 387- 394). Charlottesville, VA: Association for the Advancement of Computing in Education.

Harapnuik, D., Phoh, H., Smith, N., & Udey, N. (1998). AMEE Technical Evaluation: Evaluation of the Adaptive Multimedia Education Enabler Project. Calgary, AB:TELUS Communications Inc.

Montgomerie, T.C., Harapnuik, D., Keenan, T., Chugh, U., Kirek, I., Phoh, H., Smith,N., & Udey, N. (1998). Development of a Delivery System for Multimedia Instruction over the Internet:The Adaptive Multimedia Education Enabler (AMEE). In D. Wedemeyer & R. Nickelson (Eds), Coping with Convergence – The Future is Now. Proceedings of the 20th Annual Pacific Telecommunications Conference PTC ’98 (pp. 158-169). Honolulu, HI: Pacific Telecommunications Council.

Montgomerie, T.C., & Harapnuik, D. (1997). Observations on Web-Based Course Development &
Delivery. International Journal of Educational Telecommunications, 3 (2-3), 181-203.

Montgomerie, T.C., & Harapnuik, D. (1997). Student Evaluation of a Web-Based Course. Proceedings of WebNet ’97, (pp. 802-804). Charlottesville, VA: Association for the Advancement of Computing in Education.

Montgomerie, T.C., & Harapnuik, D. (1997). The Internet –Communicating, Accessing & Providing Information: An On-Line Web-Based Course. Proceedings of EDMEDIA 97 & ED-TELECOM 97 – World Conference on Educational Multimedia and Hypermedia & World Conference on Educational Telecommunications, (pp. 2254 – 2258). Charlottesville, VA: Association for the Advancement of Computing in Education.

Montgomerie, T.C., Harapnuik, D., & Palmer, K. (1997). An Online Database System for Managing, Supporting, and Administering Web-Based Courses. In Z. Halim, T.Ottmann, & Z. Razak. Proceedings of the International Conference on Computers in Education, 1997 (pp. 589-592). Charlottesville, VA: Association for the Advancement of Computing in Education.

Montgomerie, T.C., Harapnuik, D., & Palmer, K. (1997). Managing, Supporting and Administering Web Based Courses. Proceedings of ED-MEDIA 97 & EDTELECOM 97 – World Conference on Educational Multimedia and Hypermedia & World Conference on Educational Telecommunications. Association for the Advancement of Computing in Education, (pp. 2249 – 2253). Charlottesville, VA: Association for the Advancement of Computing in Education.

Montgomerie, T.C., & Harapnuik, D. (1996). Observations on Web-Based Course Development and
Delivery. Proceedings of WebNet 96—World Conference of the Web Society, (pp. 729 – 733). Charlottesville, VA: Association for the Advancement of Computing in Education.

Harapnuik, D. (1995). HHHMMM??? What Does This Button Do: Internet Basics. Edmonton, AB: Haven Internet Consulting.

Harapnuik, D. (1991). Infant Baptism. Outstanding Religion Papers of 1991. Edmonton, AB: Concordia University College.

Harapnuik, D. (1990). Understanding the Prophet Hosea’s Message. Outstanding Religion Papers of 1990. Edmonton, AB: Concordia University College.

Published Training Manuals

Harapnuik, D. (1996). Business on the Internet. Edmonton, AB: OA Internet.

Harapnuik, D. (1996). Introduction to Internet. Edmonton, AB: OA Internet.

Harapnuik, D. (1996). Seniors on the Internet. Edmonton, AB: Edmonton Public Schools—Continuing Education Services.

Harapnuik, D. (1995). Advanced Internet. Edmonton, AB: Edmonton Public Schools—Continuing
Education Services.

Harapnuik, D. (1995). Intermediate Internet. Edmonton, AB: Edmonton Public Schools—Continuing Education Services.

Harapnuik, D. (1995). Introduction to Internet. Edmonton, AB: Edmonton Public Schools—Continuing Education Services.