Learning+Theory+Examples+(9-14-10)

=**Learning Theory Examples**= In your group, discuss if you believe these examples come from an **objectivist view** or **constructivist view**. Go to the assignment for today.

Here is the concept map we made while discussing objectivism and constructivism.




 * Class notes:**

Focus: Today's focus was Learning Theories. Keep in mind the focus was on the //learning// theories, not on teaching theories.

We defined a few things in class today: __Transfer:__ learn something in one context to use it (or apply it) to another context __Near-End Transfer__: when one memorizes the material for exams and then forgets it without truly learning it __Inert Knowledge__: a term introduced by Whitehead in 1929 to mean skills that students learned but did not know how to transfer later to problems that required them

Today's Activity: Jigsaw Activity: (one group learns one part of the material, then a different group learns the other part of the material, and they "teach" eachother and discuss it together

We spilt up into pairs to read a section on works and discussed it as a class, then we split up into groups of four where each group was assigned either the __OBJECTIVISTS__(knowledge has a seperate, real existents of its own outside the human mind. Learning happens when this knowledge is transmitted to people and they store in in their minds) viewpoint or the __CONSTRUCTIVISTS__ ( humans construct all knowledge in their minds by participating in certin experiences. Learning occurs when one constructs both mechanisms for learning and one's own unique version of the knowledge, colored by background, experience, and aptitudes) viewpoint. Each group read and decided why "their theory" was better than the others. Then there was a class debate in which it was decided that neither theories were 100% correct, but a balance of the two was the key.

Class Debate:

Why objectivists (directed instruction)?
 * step by step process
 * less confussion because of structure
 * easier to access students (strays from the l//earning//, not teaching reminder)

Why constructivists (unguided instruction)?
 * life is not a step by step process (no "Life Manual")
 * helps bulid the students as people
 * promotes independence

Posted by Danielle :) Have an awesome day!

**FreeRice.com**
Your colleague told you about a great website called “FreeRice.com” On this website students can choose from a variety of subjects in which they are prompted by a term or definition and asked a to find the corresponding item. Your collegue suggests this a great website because students learn something and for every richt answer you donate 10 grains of rice through the World Food Programme. "

**Jasper Woodbury**
“The Adventures of Jasper Woodbury consists of 12 videodisc-based adventures (plus video based analogs, extensions and teaching tips) that focus on mathematical problem finding and problem solving. Each adventure is designed from the perspective of the standards recommended by the National Council of Teachers of Mathematics (NCTM). In particular, each adventure provides multiple opportunities for problem solving, reasoning, communication and making connections to other areas such as science, social studies, literature and history (NCTM, 1989; 1991). Jasper adventures are designed for students in grades 5 and up. Each videodisc contains a short (approximately 17 minute) video adventure that ends in a complex challenge. The adventures are designed like good detective novels where all the data necessary to solve the adventure (plus additional data that are not relevant to the solution) are embedded in the story. Jasper adventures also contain "embedded teaching" episodes that provide models of particular approaches to solving problems. These episodes can be revisited on a "just-in-time" basis as students need them to solve the Jasper challenges.” Video Example

[|Accelerated Reader]
Accelerated Reader lets students chose a book that is at their level and read at their own pace. As students read, he or she is prompted with quizzes that allows the students to monitor their reading performance and work on vocabulary “growth.” Students are given immediate feedback on their reading and vocabulary progress as they progress through the system.

View Examples of Diagnostic Reports

**GeoThentic**
GeoThentic is an online teaching and learning environment that focuses on engaging teachers and learners in solving real-world geography problems through use of geospatial technologies. GeoThenic creates opportunities for students to learn geospatial technologies by solving complex problems within an online environment. For example, in the San Francisco Hospital module, learners analyze socio-scientific data (seismic activity, population density, etc) to identify and justify the best location to build a new hospital.

**V-Frog**
“V-Frog, the world's first virtual-reality-based frog dissection software designed for biology education -- allowing not mere observation, but physically simulated dissection -- has been developed and is being marketed by Tactus Technologies.” media type="youtube" key="2X3vNUxstxw?fs=1" height="385" width="480"

**PLATO Learning**
“PLATO Learning, Inc. is a leading provider of computer-based and e-learning instruction for Kindergarten through adult learners, offering curricula in reading, writing, math, science, social studies, and life and job skills. The company also offers innovative online assessment and accountability solutions and standards-based professional development services. With over 4,000 hours of objective-based, problem-solving courseware, plus assessment, alignment and curriculum management tools, we create standards-based curricula that facilitate learning and school improvement.” media type="youtube" key="AYEFBF1qGc4?fs=1" height="385" width="480"

**iExpeditions**
Internet-based collaboration projects should permit participants to comfortably voice opinions that are contrary to opinions held by the majority. An important role of online mentors is to facilitate this open, non-critical exchange of ideas. [|(Wang, Laffey & Poole, 2001)] examined an online collaborative project, in which groups composed of four or five teenagers, in conjunction with one or two college students who served as group mentors, worked on solving various real-world problems. Online tools used in this project included synchronous (real-time) chat rooms, discussion forums, e-mail correspondence, and electronic journals. In the study group where the mentors encouraged frank and non-directed social interactions (primarily by challenging voiced students opinions, and urging students to voice their own dissenting opinions), group participants showed a marked tendency to engage in exploratory conversations, and to successfully incorporate voiced opinions into an acceptable consensus view. Wang et al. felt that this type of open communication promoted the generation of acceptable solutions to presented problems. Wang, M., Laffey, J., & Poole, M. J. (2001). The construction of shared knowledge in an Internet-based shared environment for expeditions (iExpeditions). //International Journal of Educational Technology 2//(2). Retrieved October 31, 2001, from [].[| [go to CARET review]]

=**Your Assignment for Next Time (9/16/10)**=

On your Ning Blog. Make two separate blog post with an examples of technology used to support a particular learning theory.

1. Find an example the borrows from the objectivist learning theory 2. Find an example that borrows from the constructivist learning theory

When you make your post, be sure to add the appropriate "tag" (objectivist or constructivist) to your blog post.

Need help finding examples? Try these sites. 
 * 1) International Society for Technology in Education (Software and Hardware)
 * 2) Center for Applied Research in Educational Technology
 * 3) Emerging Technologies Data Collection Database