Lecture : Theories of Learning Part II
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Dr. James Stanfield's lecture explores theories of learning, focusing on constructivism and connectivism. Constructivism emphasizes that individuals build their understanding through social interactions and experiences, particularly illustrated by Vygotsky's ideas on development and the role of teachers in facilitating learning. Connectivism, developed by George Siemens, highlights the importance of networks and technology in learning, suggesting that knowledge is dynamic and interconnected rather than merely retained information.
![• Born in New York to Jewish immigrants from
Poland
• The Process of Learning, 1960 - students are
active learners who construct their own
knowledge.
• Exploring, discovering, constructing
understanding
• The role of the teacher should not be to
teach information by rote learning, but
instead to facilitate the learning process.
For Bruner (1961), the purpose of education is
not to impart knowledge, but instead to
facilitate a child's thinking and problem-solving
skills which can then be transferred to a range
of situations – to create autonomous learners.
Jerome Bruner (1915 – 2016) American psychologist
'[Scaffolding] refers to the steps taken to reduce the degrees of
freedom in carrying out some task so that the child can
concentrate on the difficult skill she is in the process of
acquiring' (Bruner, 1978, p. 19).
McLeod, S. A. (2008). Bruner. Retrieved from https://www.simplypsychology.org/bruner.html](https://image.slidesharecdn.com/lecture4-191016080712/85/Lecture-Theories-of-Learning-Part-II-8-320.jpg)
Lecture : Theories of Learning Part II
- 1. The Future of Learning Dr James Stanfield Lecture 3: Theories of Learning Part II Tuesday 15th October 2019
- 2. Plan of Action Part I: Understanding Constructivism Part II: Understanding Connectivism
- 3. Part I: Understanding Constructivism People construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences.
- 4. Lev Vygotsky (1896 – 1934), Russian Psychologist • His work was banned by Stalin after his death • Rediscovered after Stalin’s death in 1953 and translated into English in the 1960s and spread to the West in the 1970s • Best know for his Sociocultural Theory and ZPD • Development and culture are closely linked • Children construct their knowledge through social interaction with wiser members of society • Development cannot be separated from its social context “Every function in the children's cultural development appears twice, first on the social level and then on the individual level. First between people and then inside the child . . All higher functions originate as actual relationships between individuals”. Vygotsky, 1978. “It is through others that we become ourselves” Vygotsky, 1978.
- 5. • Centre is the level of the child’s actual development • ZPD represents level of child’s potential development • Scaffolding – role of teachers and others supporting child’s development and providing support structures to get to the next level • Gradual withdrawal of support as the child’s confidence and knowledge increase • Curricula should be designed to emphasise interaction between learners and learning tasks • Assessment methods should target level of actual and potential development
- 8. • Born in New York to Jewish immigrants from Poland • The Process of Learning, 1960 - students are active learners who construct their own knowledge. • Exploring, discovering, constructing understanding • The role of the teacher should not be to teach information by rote learning, but instead to facilitate the learning process. For Bruner (1961), the purpose of education is not to impart knowledge, but instead to facilitate a child's thinking and problem-solving skills which can then be transferred to a range of situations – to create autonomous learners. Jerome Bruner (1915 – 2016) American psychologist '[Scaffolding] refers to the steps taken to reduce the degrees of freedom in carrying out some task so that the child can concentrate on the difficult skill she is in the process of acquiring' (Bruner, 1978, p. 19). McLeod, S. A. (2008). Bruner. Retrieved from https://www.simplypsychology.org/bruner.html
- 9. Bruner’s ‘spiral curriculum’ “A curriculum as it develops should revisit these basic ideas repeatedly, building upon them until the student has grasped the full formal apparatus that goes with them.” “We begin with the hypothesis that any subject can be taught effectively in some intellectually honest form to any child at any stage of development.” Bruner 1960
- 10. Seymour Papert (1849-1936) A South African-born American mathematician, computer scientist, and educator. After studying at Cambridge and Paris he worked with Jean Piaget in Geneva and would later become the co-founder of the MIT Media Lab. • one of the first to recognize the potential of computers in children’s learning. • computer programming could provide children a way to think and learn about their own learning (1968). • computers should be used not just to deliver information, but also to empower children to experiment, explore, and express themselves • he was critical of the way children were separated into age groups • he believed that subject knowledge was now less relevant and instead there should be an increasing focus on learning how to learn • he believed in giving children the power to control their own learning • he supported the development of enquiry and project based learning • he believed that teachers should do less teaching and act more of a guide
- 14. Mindstorms, Seymour Papert, 1993 Seymour Papert’s Legacy: Thinking About Learning, and Learning About Thinking
- 15. Part II: Understanding Connectivism Connectivism is a theory of learning in a digital age that emphasizes the role of social and cultural context in how and where learning occurs. Learning does not simply happen within an individual, but within and across the networks.
- 16. George Siemens (1970 - ) • George Siemens is a writer, theorist, speaker, and researcher on learning, networks, technology, analytics and visualization, openness, and organizational effectiveness in digital • Behaviourism, cognitivism and constructivism developed in a time when learning was not impacted by technology • Internet and speed new information being discovered and documented • Knowing how to find information is becoming more important than knowing the information • Emphasises the learners ability to navigate the information • Principles integrated from chaos, network, complexity, and self organisation theories
- 17. Principles • Learning and knowledge rests in diversity of opinions. • Learning is a process of connecting specialized nodes or information sources. • Learning may reside in non-human appliances. • Learning is more critical than knowing. • Maintaining and nurturing connections is needed to facilitate continual learning. • Perceiving connections between fields, ideas and concepts is a core skill. • Currency (accurate, up-to-date knowledge) is the intent of learning activities. • Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.
- 20. Why do some people not recognise Connectivism as a new learning theory?
- 21. Group 1: What is the concept of self organisation and how it might apply to education/learning? Group 2: What is the concept of emergence and how it might apply to education/learning? Group 3: What is chaos theory and how it might apply to education/learning? Group 4: What is complexity theory and how it might apply to education/learning?
- 23. #edu8213
Editor's Notes
- #3: Talk to the person next to you: Do you agree or disagree? What year was it said?
- #4: Talk to the person next to you: Do you agree or disagree? What year was it said?
- #16: Talk to the person next to you: Do you agree or disagree? What year was it said?
- #17: Learning depends on interaction with others and the world. It has stages