http://t.co/TE3SyvgB FORO I+E I Reunión Internacion.
See on www.index-f.com
“The Nature of Knowing
One of the most important innovations that an educator can embrace is not a software program or particular technological tool, but rather a philosophy of teaching. In the 20th Century, the theory behind learning and the very nature of knowledge has changed several times. Learning theory has moved from Pavlovian and Skinnerian Behaviorism at the start of the 20th Century , to Cognitivism inspired by Bruner and Piaget in the 1960’s, to the Constructivist ideas of Vygotsky in the 1990’s and, most recently, to Social Constructivism (SC) with theorist such as Lave and Wenger leading the way. Under the social constructivist paradigm, social interaction is required for learning to take place. This most recent change aligns nicely with online education because of the advanced communication technology of the Internet and the prevalence of online social networks and the collaborative meaning-making tools of Web 2.0. These elements are central to both social constructivism and Web 2.0 and the delivery of online education on the Internet and the use of these technologies makes social constructivism a natural fit for virtual learning.”
Dr Justin Marquis makes a case for Social Constructivism as the learning theory for today’s digital age leveraging Web 2.0 social media to support the design of authentic learning experiences and collaborative meaning formation.
See on www.onlineuniversities.com
“A number of new ‘theories’ are emerging in the digital age, as people attempt to provide explanations for what is happening with learning. Some argue that learning is changing as a direct result of technology. Learners are indeed consuming, creating, organising and sharing a lot more content than they ever previously did. The exponential rise in user generated content on social media sites bears testament to this, and when these kind of activities spill over into the formal learning domain, previously well established learning theories are challenged. We now see the emergence of a number of new theories that attempt to explain learning in the 21st Century. These include heutagogy, paragogy, connectivism and rhizomatic learning. One of the characteristics of learning through digital media is the ability to crowd source content, ideas and artefacts, and to promote and participate in global discussions. That’s why I want to ask the questions: What
is learning? Does it differ from learning prior to the advent of global communications technology? Does learning now require new explanatory frameworks?”
These questions have really got me thinking…..
See on steve-wheeler.blogspot.fr
“From understanding what digital literacy is, to developing skills and establishing ethical principles for students, our live chat panel share ideas and resources for universities…
Josie Fraser, social and educational technologist, Leicester City Council
First define what you mean by digital literacy: The definition I most frequently use is this one: digital literacy = digital tool knowledge + critical thinking + social engagement. Then it’s worth knowing its main characteristics:
• It supports and helps develop traditional literacies
• It’s a life-long practice
• It’s about skills, competencies and critical reflection on how these skills and competencies are applied
• It’s about social engagement”
See on www.guardian.co.uk