E-learning Curve Blog at Edublogs

At its heart, learning is about growth. The reason for learning, and education is to facilitate peoples’ need to acquire and develop new skills and knowledge.

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As discussed in a previous post, Driscoll (1994) outlines five conditions for learning (p.382-3). Very much like the multiple approaches and interpretations that exist in constructivism, a number of conditions must be met for the approach to be implemented. The conditions are:

Providing complex learning environments that incorporate authentic activity. Constructivists argue that learners should learn [...]

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Chris Argyris, Professor Emeritus at Harvard Business School, has made significant contributions to the development of organizational learning theory and experiential learning.

Any company that aspires to succeed in the tougher business environment …must first resolve a basic dilemma: success in the marketplace increasingly depends on learning, yet most people don’t know how to learn. What’s more, those members of the organization that many assume to be the best at learning are, in fact, not very good at it.

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Welcome to my blog, The E-Learning Curve.

So began my first post to the E-Learning Curve Blog on this day in 2007. Upon reflection, I don’t think that I really had any idea about what I was letting myself in for, in terms of the discipline and commitment, not to mention the sheer effort required to [...]

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Phase One: Using a Constructivist Theoretical Approach
Bruner’s 1966 text Toward a Theory of Instruction described the key principles of constructivism (p.225):
Table

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Phase One: Using a Constructivist Theoretical Approach
Bruner’s 1966 text Toward a Theory of Instruction described the key principles of constructivism (p.225):
Table 1 Principles of constructivism

Principle

Definition

Readiness

Instruction must be concerned with the experiences and contexts that make the student willing and able to learn

Spiral organisation

Structure.

The content must be [...]

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In terms of a learner’s cognitive development, Vygotsky’s argues that learning precedes development. As developmental processes lag behind learning processes, less experienced or developed individuals can often carry out tasks with the help of others when they could not accomplish these tasks independently. The knowledge, behaviours and skills that learners demonstrate when assisted are actually [...]

[Read more]

In terms of a learner’s cognitive development, Vygotsky’s argues that learning precedes development. As developmental processes lag behind learning processes, less experienced or developed individuals can often carry out tasks with the help of others when they could not accomplish these tasks independently. The knowledge, behaviours and skills that learners demonstrate when assisted are actually [...]

[Read more]

In terms of a learner’s cognitive development, Vygotsky’s argues that learning precedes development. As developmental processes lag behind learning processes, less experienced or developed individuals can often carry out tasks with the help of others when they could not accomplish these tasks independently. The knowledge, behaviours and skills that learners demonstrate when assisted are actually [...]

[Read more]

Bruner’s 1966 text Toward a Theory of Instruction described the key principles of constructivism (p.225):
Table

[Read more]