Web 2.0 Enhancing Role in Heritage Interpretation Based on Constructivist Learning Theories

2015 ◽  
pp. 265-276
Author(s):  
Vlassi Eirini
Keyword(s):  
Web 2.0 ◽  
Constructivist Learning ◽  
Learning Theories ◽  
Heritage Interpretation

Using the Four Lenses of Critical Reflection to Promote Collaboration and Support Creative Adaptations of Web 2.0 Tools in an Online Environment

2011 ◽  
pp. 146-163 ◽  
Author(s):  
Katia González-Acquaro ◽  
Stephen Preskill
Keyword(s):  
Web 2.0 ◽  
Critical Reflection ◽  
Constructivist Learning ◽  
Online Environment ◽  
Instructional Theory ◽  
Multiple Perspectives ◽  
Web 2.0 Tools ◽  
Online Experience ◽  
Student Reactions

This chapter offers an in-depth narrative of how one instructor in an online environment used the four lenses of critical reflection introduced by Brookfield (1995) – (1) self, (2) student reactions, (3) colleagues’ perceptions, and (4) instructional theory – to adapt the use of Web 2.0 tools that have been found to be effective in promoting collaboration and constructivist learning. These tools can provide educators with the opportunity to examine collaboration and learning from multiple perspectives, while also serving as a way to rethink preconceived notions of how power is distributed in the classroom (Brookfield, 1995). In this chapter the authors share how the four lenses were used to design Web 2.0 activities based on the specific grouping techniques, with the aim to construct a rich online experience.

scholarly journals Transforming Pedagogy Using Mobile Web 2.0

2009 ◽  
Vol 1 (4) ◽  
pp. 56-83 ◽  
Author(s):  
Thomas Cochrane ◽  
Roger Bateman
Keyword(s):  
Web 2.0 ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Constructivist Learning ◽  
Social Constructivist ◽  
Social Software ◽  
Mobile Web ◽  
Face To Face ◽  
Student Centred Learning ◽  
Social Constructivist Learning

Blogs, wikis, podcasting, and a host of free, easy to use Web 2.0 social software provide opportunities for creating social constructivist learning environments focusing on student-centred learning and end-user content creation and sharing. Building on this foundation, mobile Web 2.0 has emerged as a viable teaching and learning tool, facilitating engaging learning environments that bridge multiple contexts. Today’s dual 3G and wifi-enabled smartphones provide a ubiquitous connection to mobile Web 2.0 social software and the ability to view, create, edit, upload, and share user generated Web 2.0 content. This article outlines how a Product Design course has moved from a traditional face-to-face, studio-based learning environment to one using mobile Web 2.0 technologies to enhance and engage students in a social constructivist learning paradigm.

Connecting Web 2.0 to Connectivism in Supporting Students' Learning

2013 ◽  
Vol 1 (2) ◽  
pp. 135-145
Author(s):  
Siti Ilyana Mohd Yusof ◽  
Nor Hasbiah Ubaidullah ◽  
Zulkifley Mohamed
Keyword(s):  
Social Interaction ◽  
Web 2.0 ◽  
Communication Networks ◽  
Social Networking Sites ◽  
Learning Theories ◽  
Traditional Learning ◽  
Personal Learning ◽  
Information Sets ◽  
Applicable Knowledge ◽  
Fundamental Insight

Objective- Students' learning has been transformed by the advent of Web 2.0 which is defined as more personalized and a communicative form of the World Wide Web. This paper is positioned within the context of Web 2.0 through connectivism in changing the educational environment. Methodology/Technique Connectivism is a learning theory of the digital age, which reflects social interaction as part of the learning process. In contrast to traditional theories, students' learning can result from social interaction. Students' learning can visualised as connectivity; people derive skills and competencies from forming connections while focusing on connecting specialised information sets. Connectivity has established communication networks that enable students to obtain applicable knowledge and experiences. Findings Web 2.0 tools such as blogs, social networking sites and wikis allow for a variety of online social interactions and moulding the way people relate to each other. It also supports students' learning through the lens of connectivism. Novelty - People can still learn by applying the traditional learning theories, but the fundamental insight, aligning with the underpinning connectivism, relates to people's ability to construct their own social networks that integrates with their personal learning environments to foster and sustain the flow of knowledge. Type of Paper Empirical paper Keywords: , Web 2.0; connectivism; students' learning

Connectivism as a Learning Theory and Its Relation to Open Distance Education

2019 ◽  
Vol 41 (1) ◽  
Author(s):  
Gavin Peter Hendricks
Keyword(s):  
Distance Education ◽  
Social Construction ◽  
Learning Environment ◽  
Web 2.0 ◽  
Learning Theory ◽  
Learning Theories ◽  
Traditional Learning ◽  
Construction Of Knowledge ◽  
The Social ◽  
Social Construction Of Knowledge

This paper focuses on connectivism as a learning theory and its relation to open distance education. Connectivism is presently challenging existing learning theories and is unlike behaviourism, cognitivism and constructivism, which place learning at the centre of the cognitive development of the learner. Connectivism stresses that learning is located in different networks and the social construction of knowledge makes the learner key in the knowledge creation process. Connectivism is the thesis that knowledge is distributed across a network of connections, and therefore that learning consists of the ability to construct and traverse those networks. This is a learning environment where students simply plug into the network and create their own learning. Unlike traditional learning methods and theories like cognitivism (where learning is an active, constructive process), behaviourism (a theory of learning based on the idea that all behaviours are acquired through conditioning) or constructivism (the theory that humans construct knowledge and meaning from their experiences), with connectivism, learning is defined by connections to a network of knowledge that can include any form of interaction. Siemens’ theory of connectivism is based on Web 2.0 technologies. This raises key questions as to whether it can be seen as a learning theory in the context of open distance learning (a delivery mode and teaching and learning approach that focuses on increased access to education and training where barriers caused by time, place and pace of learning are eliminated). Web 2.0 learning in the last decade has impacted on the way we teach in traditional classroom settings and how knowledge is disseminated in an online learning environment. Siemens’ theory of connnectivism is a paradigmatic shift from traditional learning theories to new ways of learning through networks, databases, and Web learning on different virtual learning platforms. This raises questions about the radical discontinuity of traditional knowledge systems as the learner becomes part of the social creation and social construction of knowledge in a virtual learning environment.  

scholarly journals Behaviourism, Constructivism and Sports Coaching Pedagogy: A Conversational Narrative in the Facilitation of Player Learning

2014 ◽  
Vol 1 (3) ◽  
pp. 180-187 ◽  
Author(s):  
Simon Roberts ◽  
Paul Potrac
Keyword(s):  
Learning Theory ◽  
Constructivist Learning ◽  
The Other ◽  
Learning Theories ◽  
Constructivist Learning Theory ◽  
Philosophical Beliefs ◽  
Conversational Narrative ◽  
Group Members ◽  
Sports Coaching ◽  
Do So

To develop our understanding about how learning theory can help to make sense of and inform the facilitation of player learning, this article presents a fictitious discussion, which takes place following a postgraduate sports coaching lecture on learning theories, pedagogy and practice. Following the lecture, Coach Educator (CE) joins two group members for a coffee to listen to their thoughts, experiences, and coaching practices in relation to pertinent player learning theory. Behaviourist Coach (BC) discusses his approach to coaching and how he has come to coach in this way; and his practices that conform to behaviourist learning theory. When BC has finished sharing his views and practices, CE then invites the other student to contribute to the discussion. Constructivist Coach (CC) recognises that his philosophical beliefs about the facilitation of player learning are vastly different to those of BC. As such, CC decides to share his approach to coaching, which aligns itself with constructivist learning theory. It is hoped that this dialogue will not only further theorise the facilitation of player learning, but do so in a way that helps coaching practitioners make the connection between learning theory and coaching practice.

Instructional methods in computing education judged by computer science teachers and educational experts

2018 ◽  
Vol 60 (2) ◽  
pp. 79-90
Author(s):  
Andreas Zendler
Keyword(s):  
Science Education ◽  
General Education ◽  
Computer Science ◽  
Science Teachers ◽  
Computer Science Education ◽  
Instructional Methods ◽  
Constructivist Learning ◽  
Learning Theories ◽  
Computing Education ◽  
Knowledge Processes

Abstract Answers to the questions of which instructional methods are suitable for school, what instructional methods should be applied in teaching individual subjects and how instructional methods support the act of learning represent challenges to general education and education in individual subjects. This article focuses on empirical examinations of instructional methods for computer science education supporting knowledge processes in the act of learning and their integration into the context of significant learning theories. The results of this article show that certain instructional methods are especially predestined for computer science education. They can also be attributed to behavioristic, cognitivist and constructivist learning theories; they are thereby localized and can profit from the empirical findings of the learning theories, especially in practical use on teaching computer science.

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