A Learning Framework for the Digital Age
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The document discusses a framework for web-based learning that draws from various learning theories and positions the teacher as a learner facilitator, the web as the classroom, and the learner as autonomous. It also outlines the roles of the learner facilitator in understanding learners, curating content, bringing coherence, and co-exploring with learners based on cognitive, social, and constructivist learning theories. The framework aims to integrate formal education with informal, connection-centric web-based learning.
A Learning Framework for the Digital Age
- 1. A Learning Theory Framework for the Digital Age for - enlightened Parents - enthusiastic Teachers - autonomous Learners
- 2. Web-based Learning The Second Strand of Education The world has changed and become more networked... What is needed is not a new theory for the digital age, but a model that integrates the different theories to guide the design of online learning materials. - Dr. Mohamed Ally at Athabasca University
- 3. Summary What is the Second Strand of Education? Elements of the Second Strand Learner Facilitator: Understand the learner, Curate & Filter content, Bring Coherence, Co-explore & Co- create Web as a Classroom Role of the Learner What learning theories apply Cautions
- 4. What is the Second Strand of Education?
- 5. The first strand is formal education Formal Education
- 6. To understand the Second Strand, an analogy Our understanding of solar system has changed… From Earth-centric…
- 9. Likewise our view on education is changing… Teacher- centric… From Earth-centric…
- 10. Learner- centric… to Sun-centric…
- 11. Connection -centric l to Mass-centric - Learners - Mentors - Content - Conversation
- 12. This ‘Web-based Learning’ is the Second Strand of Education Web-based Learning Connection-centric - Learners - Mentors - Content Formal - Conversation Education (Ref: ‘Connective Learning’ - Siemens and Downes)
- 13. Elements of the Second Strand 1. The Teacher (or Parent) becomes a ‘Learner Facilitator’ 2. Web becomes the Classroom 3. Autonomous Learner 13
- 14. 1. Role of Learner Facilitator in the Second Strand of Education
- 15. Web-based Learning 1.0 One-on-one relationship between learner and web- y based learning content. Learner Facilitator, understanding the unique needs of the learner, helps the learner navigate the web, curating and filtering content, co-exploring and leading to deeper comprehension.
- 16. Role of Learner Facilitator Role of Traditional Teacher Learner Maturity
- 17. Role of Learner Facilitator Learner facilitator facilitates web- based learning Web-based Learning Learner Maturity
- 18. Role of Learner Facilitator Guided Web-based Learning Learning + Facilitation Learner Maturity
- 19. 1. Role of the Learner Facilitator a) Understand the specific needs of the learner b) Curate and Filter appropriate content c) Bring coherence d) Co-explore and co-create 19
- 20. a) Learner Facilitator should “Understand the Learner”... Understand specific learner needs Understand type of intelligence Understand learner’s preferred style of learning Understand learner motivation From ‘extrinsic’ to ‘intrinsic‘ motivation (fire-up a yearning to learn) 20
- 21. ...Learning Theories useful for Learner Facilitator to “Understand the Learners” Howard Gardner’s Multiple Intelligences Theory Piaget’s Stage Development Theory ARCS Theory of Motivation Motivation 3.0 - Autonomy, Mastery, Purpose 21
- 22. b) Learner Facilitator as ‘Curator’ and ‘Filter’ of learning content... Guide the learner navigate the huge content available on the web by Curating content Filtering appropriate content 22
- 23. ...Learning Theories useful for Learner Facilitator “Curate and Filter” content Cognitive Learning Theory - build learning muscle; acquire, assimilate, retain and retrieve knowledge Curate appropriate free content . E.g. MIT World, MIT OCW, Google Scholar, iTunes University, OpenYale, Khan Academy 23
- 24. ...Learning Theories useful for Learner Facilitator “Curate and Filter” content Social Learning Theory - ‘more knowledgeable other’ (MKO) Filter content using - Wisdom of the Crowd (e.g. Amazon - people who read this also read), Rating of content, Social Bookmarking (Digg, Reddit) 24
- 25. c) Learner Facilitator should help “Gain Coherence”... Knowledge on the web is highly fragmented, learner facilitator should help the learner make sense and gain coherence Facilitate the Learner gain deeper understanding - from knowledge to application 25
- 26. ...Learning Theories useful for Learner Facilitator create “Coherence” Cognitive Learning Theory - information processing, change in mental schemata, transfer from short- term to long-term Add Context to information Online Mindmaps Graphic Organisers 26
- 27. ...Learning Theories useful for Learner Facilitator create “Coherence” Constructivist Learning Theory - inquiry based learning, discovery learning, active participation Webquests Blog, Twitter - learner shares what is being learnt in own words, which leads to deeper comprehension 27
- 28. d) Learner Facilitator as a “Co-Explorer and Co-Creator” Sage-on-stage > Guide-by-the-side > Co-explorer Learner Facilitator actively participates and ‘co-creates’ with the learners 28
- 29. ...Learning Theories useful for Learner Facilitator as “Co-Explorer and Co-Creator” Social Learning Theory - Guided Learning, Scaffolding, Fading, Zone of Proximal Development, Self-Efficacy Co-explore learning content as a guide , providing scaffolding and enhancing the Self-Efficacy of the learner Blog, Twitter - learner shares what is being learnt in own words, which leads to deeper comprehension 29
- 30. ...Learning Theories useful for Learner Facilitator as “Co-Explorer and Co-Creator” Constructivist Learning Theory - inquiry based learning, discovery learning, active participation Young Learners - guided participation in learning communities like ‘Scratch’ (MIT) Inquiries that require game-based learning (e.g. serious gaming, simulations (e.g. Gizmo Learning) 30
- 31. ...Learning Theories useful for Learner Facilitator as “Co-Explorer and Co-Creator” Humanism Learning Theory - learning from with-in Write blogs, tweets Self-publish books - e.g. Lulu, Create Space, iBookStore 31
- 32. 2. Web as a Classroom in the Second Strand of Education
- 33. Web-based Learning 2.0 Web 2.0 h makes online Social Learning possible
- 34. Importance of Online Social Learning
- 35. 21st Century What you know
- 36. 21st Century n ow t ok d n ee y ou at Wh What you know
- 37. 21st Century n ow t ok d n ee y ou at Wh GAP! What you know
- 38. 21st Century Fill the ‘gap’ by using kn ow cknowledge of to d nee your you h at network / W connections What you know
- 39. WEB-BASED SOCIAL LEARNING l “I store I kn owledge y n eed in m friends” w k no Fill the ‘gap’ by to using knowledge d n ee c of your web- ou ty based network / W ha connections What you know
- 40. a) Lessons from Vygotsky Online Collaborative Learning Environment Enhance ‘Zone of Proximal Development’ Connect with many ‘More Knowledgeable Others’ 40
- 41. b) Lessons from Albert Bandura Online Collaborative Learning Environment Social Constructivism - Modelling Attention Retention Replication Motivation Enhance ‘Self-Efficacy’ 41
- 42. c) Lessons from Lave and Wenger Online Collaborative Learning Environment Situated Learning Contextual Learning Legitimate Peripheral Participation 42
- 43. 3. Role of Autonomous Learner in the Second Strand of Education
- 44. Learning Cycle in the Second Strand
- 45. h Second Strand facilitates Cognitivist Learning
- 46. a) Web-based Cognitivist Learning www.AcademicEarth.org www.KhanAcademy.org www.JusticeHarvard.org www.Scribd.com www.Slideshare.com iTunes University MIT World (video lectures) 46
- 47. Second Strand facilitates Constructivist and Social Learning h
- 48. b) Web-based Constructivist Learning John Seely Brown’s thinking Online Study Groups Learning by tinkering Learning through play Marinating in the problem space 48
- 49. b) Web-based Constructivist Learning Online conversations for coherence and deep understanding - TED.com lectures and conversations Serious Gaming www.EnergyVille.com UNICEF games like Ayiti World without Oil ‘Apps’ for mobile phones 49
- 50. Web-based Learning - CAUTIONS! Nicolas Carr’s views Internet is making us ‘hunter gatherers’ rather than ‘cultivators’ Skimming is becoming the dominant mode of thinking Every medium develops some cognitive skills at the expense of others Cognitive Overload Multitasking and hypertext environment of the web, implies break in our concentration burdens or wipes our working memory 50
- 51. Good Reads and References George Siemen’s Blog: http://www.connectivism.ca/ Connectivism and Connective Knowledge MOOC - http://cck11.mooc.ca/ Stephen Downes’ website: http://www.downes.ca/news/index.html John Seely Brown’s website: http://www.johnseelybrown.com/ The Encyclopaedia of Informal Education : http://www.infed.org/index.htm Learning Theories: http://www.learning-theories.com/ Learning Theories: http://tip.psychology.org/theories.html 51
- 52. Author: Atul Pant Email: atul.pant@timelesslifeskills.co.uk