A Manifesto for a Constructivist Approach to Uses of Technology in Higher Education

Jonassen, David H.; Mayes, Terry; McAleese, Ray

doi:10.1007/978-3-642-78069-1_12

Cited by 216 publications

(142 citation statements)

References 7 publications

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“…According to Jonassen et al (Jonassen, Mayes, McAleese, 1993;Jonassen, 1997) and Rosenberg (Rosenberg, 2006) this should be taken into account while designing learning activities. Three levels are distinguished: early development, competent and experienced, expert.…”

Section: New Learning Concepts and Toolingmentioning

confidence: 99%

A Knowledge Based Platform to Support Informal Learning in Do-It-Yourself Retail Stores

Lukosch

Vries²

2011

Proceedings of the 3rd International Conference on Computer Supported Education

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This paper is about an innovative approach to informal, workplace related learning in do-ityourself retail stores. Most organizations ignore informal learning as a strategic tool, although this kind of learning dominates the workplace in many organizations. The objective of the project described here was to facilitate informal learning practices by the sales people on the work floor with an easy to use knowledge platform. The platform should be structured in line with current learning concepts, the specific target group and organizational requirements. An existing knowledge platform was upgraded in this sense to better serve the informal learning activities using a semantic approach and Microtraining, a didactical concept for structuring short learning sessions. This platform has been tested in practice in the retail stores. The outcome of the project shows that using the knowledge platform can indeed strengthen the advisory services of the employees. The semantic web as well as the Microtraining approach enhanced the usability of the platform and fostered selfdirected learning, understood as an important component of informal learning practices.

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Section: New Learning Concepts and Toolingmentioning

confidence: 99%

A Knowledge Based Platform to Support Informal Learning in Do-It-Yourself Retail Stores

Lukosch

Vries²

2011

Proceedings of the 3rd International Conference on Computer Supported Education

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“…The literature on debate between learning theories points to the fundamental philosophical differences between them (Jonassen, Mayes & McAleese, 1993). However, in practice, a mix of learning theory is being used.…”

Section: An Eclectic Approach To Learningmentioning

confidence: 99%

Creating Web-Based Learning Systems: An Evolutionary Development Methodology

Hadjerrouit

2006

InSITE Conference

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In order to become a crucial resource for learners, Web-based learning must take into consideration that education has triggered a shift from the teaching paradigm to the learning paradigm. As a result, students are becoming more independent from the teacher. Besides the evolution of the learning paradigm, educational technologies are evolving constantly. Moreover, changes caused by academic institutions, course content, ethical, legal, cultural issues need to be considered in the development of Web-based learning. Clearly, Web-based learning systems must constantly evolve in order to meet their requirements. But still, much of the development of Web-based learning is carried out without a true understanding of requirements that are proper to Web-based learning, resulting in bad analysis and design, poor quality, and maintainability. This paper focuses on the application of an evolutionary software development process model to translate Web-based learning requirements into a system that provides learners with information that supports effective learning.

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“…In brief, there were limited opportunities for more creative ideas and knowledge construction. An emphasis on learner-centred and activity-orientated cognitive processes for knowledge assimilation, creation and construction are typical features of the constnictivist paradigm, which has been developed by a number of researchers (such as Papert, 1980;Fosnot, 1996;Jonassen, Mayes and McAleese, 1993;see Duffy et al, 1993 for a review) who have been influenced by the work of Jean Piaget (1971Piaget ( , 1973. Probably the most engaging application of this theoretical stance within e-learning was delivered by Seymour Papert (1980) in his book Mindstorms and with the LOGO programming language that he developed.…”

Section: Addressing Individual Differences: Pask and His Colleaguesmentioning

confidence: 99%

From conditioning to learning communities: Implications of fifty years of research in e-learning interaction design

Ravenscroft

2003

ALT-J

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This paper will consider e-learning in terms of the underlying learning processes and interactions that are stimulated, supported or favoured by new media and the contexts or communities in which it is used. We will review and critique a selection of research and development from the past fifty years that has linked pedagogical and learning theory to the design of innovative e-learning systems and activities, and discuss their implications.It will include approaches that are, essentially, behaviourist (Skinner and Gagné), cognitivist (Pask, Piaget and Papert), situated (Lave, Wenger and Seely-Brown), socioconstructivist (Vygotsky), socio-cultural (Nardi and Engestrom) and community-based (Wenger and Preece). Emerging from this review is the argument that effective elearning usually requires, or involves, high-quality educational discourse, that leads to, at the least, improved knowledge, and at the best, conceptual development and improved understanding. To achieve this I argue that we need to adopt a more holistic approach to design that synthesizes features of the included approaches, leading to a framework that emphasizes the relationships between cognitive changes, dialogue processes and the communities, or contexts for e-learning. IntroductionMost stakeholders at all levels of education expect that innovative, improved and more highly communicative pedagogies will be realized through the exploitation of new educational media. But has research and development in this area truly delivered findings that support these anticipations? This paper will argue that it is useful to step back from institutional and practical concerns about Virtual Learning Environments (VLEs) and online courses, so that we can consider e-learning in terms of the underlying learning processes and interactions that are stimulated, supported or favoured by new media and the contexts or communities in which they are used. (Currently, the term 'e-learning' is used quite loosely in the literature to represent learning that is assisted, augmented or 'delivered' by technology. It is this typical and broad coverage of the term that is used in this article). We will review and critique a selection of research and development from the past fifty years that has linked pedagogical and learning theory to the design of innovative e-learning systems and activities and assess the implications for e-learning design. Each initiative will be dealt with concisely, and the most striking findings presented; see Ravenscroft (2001) for a more detailed and descriptive account of some of the included approaches. This review is necessarily selective and aimed at surfacing important work that is often overlooked, but which is valuable to contemporary researchers and practitioners. So the omission of accounts of some well referenced and relatively recent work, such as that of Laurillard (2002), Mayes (1993) and Duffy, Jonassen and Lowyck (1993), as well as those working in the area of Computer Supported Collaborative Learning (CSCL) (for example, Dillenbourg, 1999...

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A Manifesto for a Constructivist Approach to Uses of Technology in Higher Education

Cited by 216 publications

References 7 publications

A Knowledge Based Platform to Support Informal Learning in Do-It-Yourself Retail Stores

A Knowledge Based Platform to Support Informal Learning in Do-It-Yourself Retail Stores

Creating Web-Based Learning Systems: An Evolutionary Development Methodology

From conditioning to learning communities: Implications of fifty years of research in e-learning interaction design

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