The Power of Metaphor in Bringing Clarity for Learners in Learner-Centered Design

2017 ◽  
pp. 274-290
Author(s):  
John Ewing ◽  
Doug Reid
Keyword(s):  
Learning Theory ◽  
Social Constructivism ◽  
Reference Points ◽  
Community Of Learners ◽  
Student Centered ◽  
Common Reference ◽  
Learner Centered ◽  
Knowledge Learning ◽  
Learner Centered Pedagogy

The study focuses on guiding students through an exploration of social constructivism model as it relates to the roles of instructor and learner. It explores the use of a metaphor, the dot, to demonstrate that metaphors can support deeper understanding of difficult concepts inherent in learner-centered and constructivist pedagogies. This research was conducted to ascertain whether metaphors provide common reference points for learners that can be used to build and test new assumptions of knowledge. Additionally, the study highlights challenges that learner-centered pedagogy face when identifying preconceived constructs and moving towards the adoption of new thoughts, perspectives, and reasoning. In theory, this study identified the continuing role that metaphors play in the learning theory and how the literature can be explored further. In practice, the study identified student-centered activities, which include the learner as a contributor to knowledge, learning in a community of learners, and empowering the learner to change.

scholarly journals Pedagogy and History: Ujamaa and Learner-Centered Pedagogy in Tanzania

2021 ◽  
pp. 000-000
Author(s):  
Nozomi Sakata ◽  
Moses Oketch ◽  
Mano Candappa
Keyword(s):  
Learner Centered ◽  
Learner Centered Pedagogy

Role of the Social Constructivist Theory, Andragogy, and Computer-Mediated Instruction (CMI) in Adult ESL Learning and Teaching Environments

2019 ◽  
pp. 1-37
Author(s):  
Seda Khadimally
Keyword(s):  
Language Learning ◽  
Social Constructivism ◽  
English Language ◽  
Current Knowledge ◽  
Mobile Technologies ◽  
Student Centered ◽  
Student Centered Learning ◽  
Learning And Teaching ◽  
Adult Esl ◽  
Social Constructivist Theory

The purpose of this chapter is to explore whether social constructivism promotes mobile technology rich, student-centered learning/teaching practices, leading adult English as a second language (ESL) students to transform into self-directed learners. Under this theory, a shift from teacher-centered English language learning to a student-oriented approach to how students acquire basic English skills is promoted and students' possible transformation into independent and autonomous learners is fostered because, by use of mobile technologies, they may successfully transfer information from their previous experiences to their current knowledge. Incorporating mobile learning (m-Learning) into their instruction and making social constructivism an integral part of their curriculum, ESL teachers can contribute to their students transformation into self-directed learners as an active, knowledge-building community and in charge of their own learning processes, which explains that this theory is highly compatible with the principles grounded in what Knowles proposed as a progressive learning approach for adult education: andragogy.

Vygotsky and the Zone of Proximal Development

2011 ◽  
pp. 948-950
Author(s):  
Susan Gebhard
Keyword(s):  
Social Cognition ◽  
Social Context ◽  
Social Constructivism ◽  
Educational Experiences ◽  
Zone Of Proximal Development ◽  
Reference Points ◽  
Interpersonal Interaction ◽  
Proximal Development ◽  
Shared Experience ◽  
Social Reference

Thinkers throughout history have surmised that humans exist most fully in communion with others. Learners mimic or model, read or reflect, and listen or lecture within a social context; therefore educational experiences,traditional or technology based,ought not to discount the interplay between shared experience, individual’s attitudes, and relational understandings. The theories of learning that emphasize this kind of interpersonal interaction, the necessity of collaboration and collegiality, a reliance on social reference points, and intentional modeling have had various nomenclatures (Rogoff & Lave, 1984). Vygotsky’s (1978) seminal work is commonly referred to as “social cognition” or “social constructivism.”

Learner-Centered Pedagogies

2017 ◽  
pp. 373-390
Author(s):  
Anne W. Kanga
Keyword(s):  
Deep Learning ◽  
Theoretical Approach ◽  
Teaching And Learning ◽  
Educational Institutions ◽  
Student Centered ◽  
Student Centered Learning ◽  
Learner Centered ◽  
African Context ◽  
Approach To Teaching ◽  
Global World

This chapter is a critical review of conventional and not so conventional Student-Centered Learning (SCL) pedagogies. Additionally, in the African context, educational institutions have been caught up in a theoretical approach to teaching and learning, characterized by a desire to pass examinations. Consequently, this approach leads to surface learning as opposed to deep learning. Hence, teaching and learning outcomes lack quality and definitely fails to meet and promote skills required by the fast changing modern and postmodern global world. To address this need, this chapter examines the following: Overview of SCL pedagogies; Conventional and not so Conventional SCL pedagogies; Implications for SCL pedagogies to learners, instructors, curriculum, and assessment. Finally, this chapter examines the misconceptions and advantages of adopting SCL in the light of learners and instructors.

Learner-Centered Pedagogies

2020 ◽  
pp. 1678-1695
Author(s):  
Anne W. Kanga
Keyword(s):  
Deep Learning ◽  
Theoretical Approach ◽  
Teaching And Learning ◽  
Educational Institutions ◽  
Student Centered ◽  
Student Centered Learning ◽  
Learner Centered ◽  
African Context ◽  
Approach To Teaching ◽  
Global World

This chapter is a critical review of conventional and not so conventional Student-Centered Learning (SCL) pedagogies. Additionally, in the African context, educational institutions have been caught up in a theoretical approach to teaching and learning, characterized by a desire to pass examinations. Consequently, this approach leads to surface learning as opposed to deep learning. Hence, teaching and learning outcomes lack quality and definitely fails to meet and promote skills required by the fast changing modern and postmodern global world. To address this need, this chapter examines the following: Overview of SCL pedagogies; Conventional and not so Conventional SCL pedagogies; Implications for SCL pedagogies to learners, instructors, curriculum, and assessment. Finally, this chapter examines the misconceptions and advantages of adopting SCL in the light of learners and instructors.

scholarly journals From ambition to practice: An Analysis of Teachers’ Attitude Toward Learner-Centered Pedagogy in Public Primary Schools in Rwanda

SAGE Open ◽  
2019 ◽  
Vol 9 (1) ◽  
pp. 215824401882346
Author(s):  
Alfred Otara ◽  
Alphonse Uworwabayeho ◽  
Wenceslas Nzabalirwa ◽  
Beata Kayisenga
Keyword(s):  
Primary Schools ◽  
Negative Attitude ◽  
Chi Square ◽  
Primary School Teachers ◽  
Preservice Training ◽  
Learner Centered ◽  
Proper Training ◽  
Teachers Attitudes ◽  
Chi Square Analysis ◽  
Learner Centered Pedagogy

Learner-centered pedagogy (LCP) is one of the best approaches in developing knowledge, skills, and attitudes of learners to cope with the changing world. Implementation of LCP practices tend to vary from one context to another. It is within this perspective that this study was conducted with the aim of investigating the teachers’ attitudes toward LCP in public primary schools located in Nyarugenge District. A sample size of 165 teachers was selected from 13 public and government-aided primary schools. Simple percentages, and chi-square analysis were used to analyze data, and the findings were triangulated with questionnaire and interview responses. Results show that primary school teachers manifested negative attitude toward LCP. The study also indicates that both institutional and individual factors, such as insufficient and inadequate trainings, lack of clear indicators on LCP, and lack of prior experience on LCP among colleges and university tutors during preservice training, affect the attitude of teachers. It is further revealed that gender does not influence the attitude of teachers; however, training was found to be significant at .05 level. It is therefore important that authorities ensure proper training to head teacher, school subject leaders, and teachers on LCP and avail clear indicators on those methods.

Learning theory in practice: case studies of learner-centered design

1996 ◽  
Author(s):  
Elliot Soloway ◽  
Nancy Scala ◽  
Shari L. Jackson ◽  
Jonathan Klein ◽  
Chris Quintana ◽  
...  
Keyword(s):  
Case Studies ◽  
Learning Theory ◽  
Learner Centered

Critique of Nursing as Caring Theory: Aesthetic Knowing and Caring in Online Learning

2015 ◽  
Vol 19 (2) ◽  
pp. 49-49
Author(s):  
Jennifer E. Shearer,
Keyword(s):  
Online Learning ◽  
Nursing Education ◽  
Learning Strategy ◽  
Learning Activity ◽  
Nursing Knowledge ◽  
Learner Centered ◽  
Online Nursing Education ◽  
Learner Centered Pedagogy

The expansion of online nursing education with learner-centered pedagogy provides opportunity to build knowledge as well as demonstrate caring toward learners. A learning strategy using a criterion-based critique model is presented as an exemplar of a caring learning activity. Nursing as caring theory is critiqued using the model as a didactic tool. This application stimulates aesthetic knowing for learners and demonstrates respect and value for learners’ contribution to nursing knowledge.

Sign in / Sign up

Export Citation Format

Share Document