Understanding and Measuring Social Capital: A Multi-Disciplinary Tool for Practitioners

Christian Grootaert, Thierry Van Bastelaer, World Bank 0 Reviews World Bank Publications, 01-Sep-2002 - Business & Economics - 304 pages The importance of social capital for sustainable development is well understood. However, the impact of social capital is not easily quantified and to overcome this, the Social Capital Initiative at the World Bank attempts to contribute to this understanding by concentrating on how to measure social capital and its impact.This book details both the quantitative and qualitative approaches to the analysis of social capital. Also included is the Social Capital Assessment Tool which combines quantitative and qualitative instruments in order to measure social capital at the household, community, and organization levels. This tool can be downloaded from a CD-ROM which is included with this book. Less Social Capital: Theory and Research

Nan Lin, Karen S. Cook, Ronald S. Burt 27 Reviews Transaction Publishers, 2001 - Social Science - 333 pages Leading scholars in the field of social networks from diverse disciplines present the first systematic and comprehensive collection of current theories and empirical research on the informal connections that individuals have for support, help, and information from other people. Expanding on concepts originally formulated by Pierre Bourdieu and James Coleman, this seminal work will find an essential place with educators and students in the fields of social

networks, rational choice theory, institutions, and the socioeconomics of poverty, labor markets, social psychology, and race. The volume is divided into three parts. The first segment clarifies social capital as a concept and explores its theoretical and operational bases. Additional segments provide brief accounts that place the development of social capital in the context of the family of capital theorists, and identify some critical but controversial perspectives and statements regarding social capital in the literature. The editors then make the argument for the network perspective, why and how such a perspective can clarify controversies and advance our understanding of a whole range of instrumental and expressive outcomes. "Social Capital" further provides a forum for ongoing research programs initiated by social scientists working at the crossroads of formal theory and new methods. These scholars and programs share certain understandings and approaches in their analyses of social capital. They argue that social networks are the foundation of social capital. Social networks simultaneously capture individuals and social structure, thus serving as a vital conceptual link between actions and structural constraints, between micro- and macro-level analyses, and between relational and collective dynamic processes. They are further cognizant of the dual significance of the "structural" features of the social networks and the "resources" embedded in the networks as defining elements of social capital. "Nan Lin" is professor of sociology, Duke University. "Karen Cook" is Ray Lyman Wilber Professor of Sociology, Department of Sociology, Stanford University. "Ronald S. Burt" is Hobart W. Williams Professor of Sociology and Strategy, University of Chicago Graduate School of Business. Less Top of Form
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Urban Problems and Community Development

Ronald F. Ferguson, William T. Dickens 70 Reviews Brookings Institution Press, 1999 - Political Science - 628 pages In recent years, concerned governments, businesses, and civic groups have launched ambitious programs of community development designed to halt, and even reverse, decades of urban decline. But while massive amounts of effort and money are being dedicated to improving the inner-cities, two important questions have gone unanswered: Can community development actually help solve long-standing urban problems? And,

based on social science analyses, what kinds of initiatives can make a difference?This book surveys what we currently know and what we need to know about community development's past, current, and potential contributions. The authors--economists, sociologists, political scientists, and a historian--define community development broadly to include all capacity building (including social, intellectual, physical, financial, and political assets) aimed at improving the quality of life in low- to moderate-income neighborhoods. The book addresses the history of urban development strategies, the politics of resource allocation, business and workforce development, housing, community development corporations, informal social organizations, schooling, and public security. Less Top of Form
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Bottom of Form Social Capital And Lifelong Learning

John Field 0 Reviews The Policy Press, 01-Jun-2005 - Political Science - 176 pages This book confirms the significance of social capital as an analytical tool, while challenging the basis on which current policy is being developed. It offers a wealth of evidence on a topic that has become central to contemporary government; provides a detailed empirical investigation of the relationship between social capital, knowledge creation and lifelong learning; relates the findings to wider policy debates; questions the dominant theoretical models of social capital; and confronts the assumption of many policy makers that the obvious solution to social problems is to 'invest in social capital'.The book is aimed at researchers in education, policy studies and urban studies, as well as those concerned with an understanding of contemporary policy concerns. It provides readers with a detailed analysis of relevant evidence, as well as a trenchant critique of current conceptual and policy preoccupations. Less Lifelong Learning And The New Educational Order 2ed

John Field 0 Reviews Trentham Books, 30-Mar-2006 - Education - 204 pages Lifelong learning remains an explosive policy issue. In Britain and elsewhere, governments are actively encouraging citizens to learn and to apply their learning across their lifespan. Yet governments often seem uncertain over the best means of achieving this desirable goal. John Fields book explores the background to this sudden rise of interest among policy-makers, maps existing patterns of participation, evaluates the measures being developed to promote lifelong learning, and assesses the prospects of achieving a viable learning society. This second edition to this influential book has been fully revised and updated to take account of recent research and policy developments. It is required reading for academics with a scholarly interest in adult learning, as well as for teachers, managers and others who want to understand one of the most critical and fast-moving areas of modern educational policy. Less Top of Form
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Bottom of Form Lifelong Learning in the Global Knowledge Economy: Challenges for Developing Countries : World Bank Report

World Bank 0 Reviews World Bank Publications, 2003 - Education - 141 pages

The global knowledge economy is transforming the demands of the labor market in economies worldwide. It is placing new demands on citizens, who need more skills and knowledge to function in their day-to-day lives than can be acquired in formal education systems alone.Lifelong learningfrom early childhood to retirementis education for the knowledge economy, and it is as crucial in transition and developing economies as it is in the developed world.A roadmap for policymakers in developing countries to the key issues and challenges of education in a knowledge economy, this book explores the ways in which lifelong learning systems encourage growth. The authors discuss the changing nature of learning and the expanding role of the private sector in education and training world-wide. In a detailed and practical way, they consider the policy and financing options available to governments seeking to meet the lifelong needs of their learners. Less Top of Form
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Learning for Life: The Foundations of Lifelong Learning

David H. Hargreaves 0 Reviews The Policy Press, 2004 - Education - 114 pages Working within the spirit of David Blunkett's visionary foreword to The learning age: A new renaissance for Britain, David H. Hargreaves' radical analysis challenges the myth that lifelong learning can or should be separated - in any sense - from school education. It asks the critical question: what changes in thinking, policy and practice are needed for the culture and process of lifelong learning, as visualised by David Blunkett, to become a reality?Starting with a clear, unequivocal statement that "whether people are motivated to learn beyond the end of compulsory education, and have the capacity to do so, depends very much on what happens to them during the school years", the author explores ways in which policy and practice at school level will need to change in order to meet the crucial challenge of sparking and sustaining a person's motivation and capacity to learn throughout life. Less Top of Form
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Preview this book Social Learning Capital - interlinking social capital, lifelong learning and quality learning conversations (Citations: 1) Deirdre Baker This seminar builds on research by Falk, Balatti and Golding (2000) whose 'principle of interconnectivity' enables community networks of learners to "connect information, other people and their communities in meaningful ways"; and Field (2005) who looks at the "way people's networks affect their access to learning". Social capital becomes the modus operandi for sustaining lifelong learning. Social capital, lifelong learning and learning conversations are linked to create Social Learning Capital where certain social connections, networks and relationships act as a resource to help people to access knowledge and advance their learning through co-operation with others, over time. There is a way of being in conversation that increases the likelihood of creative learning within "conversational spaces". Two case studies are illustrated: a whole-of-government Leadership Lounge, and a community sector Learning Conversation. Published in 2006. Social Capital: An Analytical Tool for Exploring Lifelong Learning and Community Development Sue Kilpatrick, John Field and Ian Falk Page [417] of 417-433

Social Capital: An Analytical Tool for Exploring Lifelong Learning and Community Development Sue Kilpatrick, John Field and Ian Falk Page 418 of 417-433 Previous Page

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Next Page British Educational Research Journal 2003 BERA Gender, social capital and lifelong learning for people with learning difficulties Authors: Riddel, Sheila1; Wilson, Alastair1; Baron, Stephen2 Source: International Studies in Sociology of Education, Volume 11, Number 1, March 2001 , pp. 3-24(22) Publisher: Routledge, part of the Taylor & Francis Group view table of contents | next article > Buy & download fulltext article: Top of Form
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Bottom of Form Abstract: Social capital is currently a very popular idea in social science. In this article, it is argued that the idea of social capital has tended to be developed in a somewhat unidimensional way which takes little account of wider social factors which structure people's lives. A gender critique of social capital ideas is developed and the extent to which social capital theory may be useful in understanding the ways in which lifelong learning is experienced by people with learning difficulties is ubsequently considered. It is argued that social capital thinking is useful in understanding the nature and effects of people's social networks, but that social capital will be limited in its usefulness until existing theories incorporate wider sociological understandings. Document Type: Research article DOI: http://dx.doi.org/10.1080/09620210100200069 Affiliations: 1: Strathclyde Centre for Disability Research, Glasgow, United Kingdom 2: University of Glasgow, United Kingdom Publication date: 2001-03-01 Articles Mapping pedagogy and tools for effective learning design

Details Category: Constructivism Published on Saturday, 04 February 2012 09:55 Written by Super User Hits: 268 Mapping pedagogy and tools for effective learning design - G. Conole, M. Dyke, M. Oliver & J. Seale - Computers & Education 43 (2004) p. 1733. Abstract: A number of pedagogies and approaches are often quoted in the e-learning literature constructivism, communities of practice, collaboration but we suggest that much of what is described could more easily be explained in terms of didactic and behaviourist approaches to learning. In this paper we propose a model that supports the development of pedagogically driven approaches to e-learning. The paper begins by explaining how models can be used to represent theoretical approaches and to support practitioners engagement with these. After outlining the method through which this can be achieved, a model of pedagogies is developed. This process begins with a review of learning theories, from which key components of learning are distilled. This abstraction is used as an analytical tool, allowing components of learning scenarios to be described and related to appropriate theoretical approaches through the use of specific tools and resources. Our assertion is that a better articulation and mapping of different pedagogical processes, tools and techniques will provide a pedagogic approach that is more reflexive and consistent with practitioners' theoretical perspective on learning and teaching. Full text: PDF Next > gional Sustainable Development: Barriers in Practice - Findings from policy, citizens, practitioners and monitoring- Annemarie van Zeijl-Rozema - Universiteit Maastricht, 2011 Abstract: This thesis refers to operationalising regional sustainable development in a scientific understanding of sustainable development. It does not look at how policy can be operationalised, but it aims at making regional sustainable development more tangible in order to provide useful information for policy-makers to operationalise and, finally, implement sustainable development policy. We do this by investigating current sustainable development practices and the problems associated with them that represent barriers to implementation of sustainable development. One issue mentioned before is that different views on sustainable development exist and that different views will result in different trajectories towards implementation of sustainable development, which is recognised in this thesis. Different modes of governance exist with which to shape sustainable development. Their role in sustainable development is recognised and explored in this thesis. Because of the importance of the region in operationalising sustainable development, and because of the interest of the Province of Limburg in finding better ways to implement its sustainable development policies, this thesis addresses the regional level. Thus, the research question reads: What are the barriers to implementation of sustainable development in current practices in Limburg, taking into account different perspectives on sustainable development and different modes of governance; and how can they be overcome?

Implementation in this thesis refers to operationalisation and implementation of policy and plans on sustainable development, or: policy operationalisation and policy implementation. No specific distinction between the two is made because the boundary between them is often diffuse. When the term operationalisation is used, it refers to the scientific interpretation of operationalisation: making a construct measurable and tangible. Related sub-questions that are addressed in this thesis are: What role do different perspectives on sustainable development and different modes of governance play in current sustainable development practices? What barriers to realising sustainable development exist in sustainable development strategies (SDS)? What barriers exist in the current understanding of, and action towards, sustainable development of the Limburg population? What barriers to realising sustainable development exist in current sustainable development projects in Limburg, and what role do the different modes of governance play? How can sustainable development be monitored in an integrated way, and what barriers occur? Full text: http://www.icis.unimaas.info

Conceptual evolution and policy developments in lifelong learning - Yang Jin; Valds-Cotera, Ral - UNESCO Institute for Lifelong Learning, 2011 Abstract: This book is an outcome of the Shanghai International Forum on Lifelong Learning coorganised by UNESCO, the Shanghai Municipal Peoples Government, the Chinese Society of Educational Development Strategy and the Chinese National Commission for UNESCO. The Forum took place in Shanghai during the World Expo 2010, from 19 to 21 May. The 24 papers collected here document the debates and discussions led by experts from across the world. The papers are grouped into five themes, recounting first how lifelong learning has evolved conceptually and then how policy has developed in its promotion. Subsequent sections examine its relationship with distance education, new learning media and higher education; its association with the learning cities movement; and its role in rural and industrial development. The General Rapporteurs Summary Report of the Forum provides the final section, giving an overview of the event. The UNESCO Institute for Lifelong Learning and its Chinese partners hope that this publication will contribute meaningfully to international endeavours in making lifelong learning a reality for all. Contents: Preface v Acknowledgements vii Introduction viii

Jin Yang and Ral Valds-Cotera I. Conceptual evolutions of lifelong learning 1 1. Discovering the treasure of learning 3 Roberto Carneiro 2. Evolution of and perspectives on lifelong learning 24 Adama Ouane 3. Lifelong learning: moving beyond Education for All (EFA) 40 Rosa Mara Torres 4. Revisiting the classics: the necessitated return of research on the 51 teaching/learning relationship in modern China Ye Lan II. Policy developments in promoting lifelong learning 59 5. The development of an institutional framework of lifelong learning in China 61 Hao Keming 6. The development of lifelong learning policy in the United States of America 70 Brenda Dann-Messier 7. Better city, better life! Lifelong learning with Canadian characteristics 77 Roger Boshier 8. Policy developments towards lifelong learning in the European Union 98 Heribert Hinzen 9. Policy framework designed to build a learning society in Thailand 110 Kasama Varavarn 10. Lifelong learning and connected-up development: insights from South Africa 114 Shirley Walters 11.Improving coordination between formal education and non-formal 120 education in the domain of lifelong learning in Benin Abdel Rahamane Baba-Moussa 12. Promoting the quality of adult non-formal education and lifelong learning 131 in Tanzania: policy, practice, challenges and prospects Salum R. Mnjagila 13.A review of Mexicos lifelong learning model 145 Juan de Dios Castro 14. Sharing innovative practices in financing lifelong learning in the Philippines 154 Ma. Eloisa M. Ramirez 15. Using research to guide policy frameworks for building a learning society 169 in the United States of America Judith Alamprese III. Distance education, new learning media and higher education in 181 lifelong learning 16. Distance education: ends, means, opportunities and threats 183 John Daniel 17. The new paradigm of lifelong learning and the construction of a 192 new learning media market informal and non-standard learning platform for all Kang Ning 18. Reflections on the value of higher education in lifelong learning 199

Han Yanming IV. Learning cities and lifelong learning 207 19. Introduction to building a learning city 209 Han SoongHee 20. Constructing a learning society for better city, better life: 222 Shanghais experience Li Junxiu 21. Development of lifelong learning and promotion of the construction of 228 a learning city in Changzhou Ju Liqin V. Rural and industrial development and lifelong learning 233 22. Lifelong education of farmers in the context of coordinated urban-rural 235 development in China Hong Fuzeng 23. Lifelong learning and industry development the practice of the 245 machinery industry Tu Zhonghua VI. Summary of the General Rapporteur of the Forum 253 24.Summary report of Shanghai International Forum on Lifelong Learning 255 Manzoor Ahmed Full text: http://unesdoc.unesco.org UNESCO Institute for Lifelong Learning: Medium-term strategy 2008-2013 - UNESCO Institute for Lifelong Learning, 2009 Abstract: Here we present our strategic objectives based on our analysis of the challenges in a globalised world and the mandate of the Institute within the UNESCO family. This is what we are hearing from various stakeholders in the field, expressed as needs and demands. As in the previous Medium-Term Strategy, partnerships with the Member States, inter-governmental agencies, civil society and the private sector will be fundamental in reaching our objectives. Trans lating this strategy into reality will require resources, and we look upon our ever-reliable partners, the governments of Denmark, Finland, Germany, Nigeria, Norway, Sweden and Switzerland, and to maintain their support, even as we look for new partners to further strengthen our work. Contents: Foreword 5 The global context and its challenges 7 Making the case for lifelong learning 8 Lifelong learning and UNESCO 10 UNESCO and UIL 12 UILs strategic objectives 14 Advancing lifelong learning 15

Furthering literacy as a foundation for lifelong learning 19 Recognising and integrating adult education into sector-wide strategies 23 Strengthening capacity of governments and civil society in Africa 26 Institutional support for the pursuit of UILs goals 30 Full text: http://uil.unesco.org Title: Accreditation of prior learning as a lever for lifelong learning: lessons learnt from the New Opportunities Initiative, Portugal Author: Carneiro, Roberto Corporate author: UIL; Universidade Catlica Portuguesa. Centro de Estudos dos Povos e Culturas de Expresso Portuguesa; MENON Network Imprint: Lisboa, Universidade Catlica Portuguesa, 2011 Country: Portugal Publ Year: 2011 Collation: 384 p. Original Language: English ISBN ISSN: 978-972-9045-29-5 General notes: Incl. bibl. Main descriptors: adult education; lifelong education; adult students; slow learners; prior learning evaluation; skills development; empirical research; Portugal Secondary descriptors: educational policy; adult education programmes; occupational qualifications; life skills Identifiers: New Opportunities Initiative (Portugal) Item available at: UIL Hamburg On line: Yes Full text: http://unesdoc.unesco.org More Articles... UNESCO Institute for Lifelong Learning (UIL): annual report 2010 Page 1 of 2 Learning Theories: Introduction to Behaviorism - in Learning Theories e-Book - Asia e University, 2009 Learning Outcomes: After studying this chapter, you should be able to: 1. Explain the principles of classical conditioning, operant conditioning and social learning theory; 2. Compare among classical conditioning, operant conditioning and social learning theory; and 3. Apply the principles of classical conditioning, operant conditioning and social learning theory in classroom teaching. Full text: PDF

Instructional Design and Learning Theory - Brenda Mergel - University of Saskatchewan, 1998 Introduction: To students of instructional design the introduction and subsequent "sorting out" of the various learning theories and associated instructional design strategies can be somewhat confusing. It was out of this feeling of cognitive dissonance that this site was born. Why does it seem so difficult to differentiate between three basic theories of learning? Why do the names of theorists appear connected to more than one theory? Why do the terms and strategies of each theory overlap? The need for answers to these questions sparked my investigation into the available literature on learning theories and their implications for instructional design. I found many articles and internet sites that dealt with learning theory and ID, in fact, it was difficult to know when and where to draw the line. When I stopped finding new information, and the articles were reaffirming what I had already read, I began to write. The writing process was a learning experience for me and now that I have finished, I want to start over and make it even better, because I know more now than I did when I began. Every time I reread an article, there were ideas and lists that I would wish to add to my writing. Perhaps in further development of this site I will change and refine my presentation. Reading about the development of learning theories and their connection to instructional design evoked, for me, many parallels with the development of other theories in sciences. I have included some of those thoughts as asides within the main body of text. Besides behaviorism, cognitivism and constructivism one could discuss such topics as connoisseurship, semiotics, and contextualism, but I decided that a clear understanding of the basic learning theories would be best. The main sections of this site are as follows: - What are Theories and Models? - The Basics of the Learning Theories -- The Basics of Behaviorism -- The Basics of Cognitivism -- The Basics of Constructivism - The History of Learning Theories in Instructional Design -- Behaviorism and Instructional Design -- Cognitivism and Instructional Design -- Constructivism and Instructional Design - Comparing The Development of Learning Theories to the Development of the Atomic Theory - Learning Theories and the Practice of Instructional Design - Learning Theories - Some Strengths and Weaknesses - Is There One Best Learning Theory for Instructional Design? - Conclusion - References and Bibliography Full text: PDF

Basic Principales, Embedded Theories and Principal Theorists of Cognitivism - Dr. Nada Dabbagh - Graduate School of Education, George Mason University, 2012 Basic Principles Objectivism/Behaviorism Learning happens when a correct response is demonstrated following the presentation of a specific environmental stimulus Learning can be detected by observing an organism over a period of time Cognitivism/Pragmatism Learning is a change of knowledge state Knowledge acquisition is described as a mental activity that entails internal coding and structuring by the learner Constructivism/Interpretivism Learners build personal interpretation of the world based on experiences and interactions Knowledge is embedded in the context in which it is used (authentic tasks in meaningful realistic settings) Create novel and situationspecific understandings by "assembling" knowledge from diverse sources appropriate to the problem at hand (flexible use of knowledge)

Learner is viewed as an active participant in the Emphasis is on observable learning process and measurable behaviors Emphasis is on the Uses a "black box" building blocks of metaphor - the learner is a knowledge (e.g. black box, what happens identifying prerequisite inside is unknown relationships of content) Emphasis is on relationships between environmental variables and behavior Instruction utilizes consequences and reinforcement of learned behaviors Believes behavior is guided by purpose Cues are antecedents to behavior and set the conditions for its occurence

Believes that there are many ways (multiple perspectives) Emphasis on structuring, of structuring the world and organizing and sequencing its entities information to facilitate optimal processing Believes that meaning is imposed by the individual Focus is on how learners rather than existing in the remember, retrieve, and world independently store information in memory Examines the mental structure and processes related to learning Learning is viewed as an active process that occurs within the learner and which can be influenced by the learner

The outcome of learning is not only dependent on what the teacher presents but also on what the learner does to process this information.

Embedded Theories Objectivism/Behaviorism Pavlov's Classical Conditioning Skinner's Operant Conditioning Stimulus-Response Theory Thorndike's Laws and Connectionism Information Processing Principal Theorists Objectivism/Behaviorism Bandura Pavlov Skinner Thorndike Cognitivism/Pragmatism Anderson Ausubel Gardner Gagn Merrill Norman Novak Reigeluth Rummelhart Constructivism/Interpretivism Bransford and the CTGV Bruner Dewey Grabinger Lave & Wenger Papert Piaget Spiro and colleagues Vygotsky Cognitivism/Pragmatism Component Display Theory Dual Coding Theory Elaboration Theory Gestalt Theory Mental Models Schema Theory Subsumption Theory Constructivism/Interpretivism Cognitive Flexibility Theory Generative Learning Theory Knowledge as Tools Situated Cognition Social-Cultural Learning

Goals of Teaching/Learning Objectivism/Behaviorism Communicate or transfer behaviors representing knowledge and skills to the learner (does not Cognitivism/Pragmatism Communicate or transfer knowledge in the most efficient, effective manner (mind-independent, can be Constructivism/Interpretivism Build personal interpretations of the world based on individual experiences and interactions (constantly open

consider mental processing) Instruction is to elicit the desired response from the learner who is presented with a target stimulus Learner must know how to execute the proper response as well as the conditions under which the response is made Learner acquires skills of discrimination (recalling facts), generalization (defining and illustrating concepts), association (applying explanations), and chaining (automatically performing a specified procedure).

mapped onto learners) Focus of instruction is to create learning or change by encouraging the learner to use appropriate learning strategies Learning results when information is stored in memory in an organized, meaningful way. Teachers/designers are responsible for assisting learners in organizing information in an optimal way so that it can be readily assimilated

to change, cannot achieve a predetermined, "correct" meaning, knowledge emerges in relevant contexts) Learning is an active process of constructing rather than acquiring knowledge Instruction is a process of supporting knowledge construction rather than communicating knowledge Do not structure learning for the task, but engage learner in the actual use of the tools in real world situations Learning activities should be authentic and should center around the problematic or puzzlement as perceived by the learner The focus is on the process not the product Role of teacher is a mentor not a teller Encourage reflective thinking, higher-order learning skills Encourage testing viability of ideas and seeking alternative views

Instructional Models Objectivism/Behaviorism Computer-Based Instruction Contract Learning Individualized Instruction Programmed Instruction Information Processing Model Systems Approach Cognitivism/Pragmatism Collins & Stevens Inquiry Teaching Model Keller's ARCS Model of Motivation Merrills Component Display Model Constructivism/Interpretivism Anchored Instruction Authentic Learning Case-Based Learning Cognitive Apprenticeship Cognitive Flexibility Hypertext Collaborative Learning Communities of Practice Computer-Supported Intentional Learning

Environments (CSILEs) Discovery Learning Distributed Learning Epistemic Games Generative learning Goal-Based Scenarios (GBSs) Inquiry-Based Learning Microworlds/Simulations MOOs and MUDs Problem-Based Learning (PBL) REALs Reciprocal Teaching Situated Learning WebQuest(s) Implications for Instructional Design Objectivism/Behaviorism Behavioral objectives Dick & Carey instructional design model Performance-based assessment Systems models Events of Instruction Source: http://classweb.gmu.edu/ Interrelations among university students approaches to learning, regulation of learning, and cognitive and attributional strategies: a person oriented approach - Annamari Heikkila , Markku Niemivirta , Juha Nieminen and Kirsti Lonka - Higher Education (2011) 61:513529 Abstract: This study investigated the relationships among approaches to learning, regulation of learning, cognitive and attributional strategies, stress, exhaustion, and study success. University students (N = 437) from three faculties filled in a questionnaire concerning their self-reported study behaviour, cognitive strategies, and well-being. Their interrelations were examined in a variable- and a person-oriented way. Latent class clustering was used for clustering students into homogeneous groups. Three groups of students were identified: non-academic, self-directed, and helpless students. Helpless students reported higher levels of stress and exhaustion than nonacademic or self-directed students. Self-directed students had the highest GPA. Our findings demonstrate the usefulness of combining cognitive and emotional aspects for investigations of students learning. Cognitivism/Pragmatism Cognitive objectives >Learning strategies Learning taxonomies (Gagn's intellectual skills) Prerequisite skills Task analysis Constructivism/Interpretivism Authentic assessment methods Learning through exploration Problem-oriented activities "Rich" environments Visual formats and mental models

Keywords: Approaches to learning ! Regulation of learning ! Cognitive and attributional strategies ! Latent class clustering ! Study success Full text: PDF Learning Theories: Introduction to Cognitive Learning Theories - Asia e-University, 2009 Learning Outcomes: After studying this chapter, you should be able to: 1. Explain what is cognitive revolution and the cognitive perspective on learning and how it differs from other theoretical perspective; 2. Discuss the origins of the contemporary cognitive perspective including the Gestalt psychology and the role of perception; 3. Describe the Information processing model to learning and distinguish the features of Multistore model; 4. Explain what is schema theory; 5. Link schema theory to cognitive structuralism and examine the role of insightful learning and meaningful learning; and 6. Discuss application of cognitive theories in the classroom. Full text: PDF Mapping pedagogy and tools for effective learning design - G. Conole, M. Dyke, M. Oliver & J. Seale - Computers & Education 43 (2004) p. 1733. Abstract: A number of pedagogies and approaches are often quoted in the e-learning literature constructivism, communities of practice, collaboration but we suggest that much of what is described could more easily be explained in terms of didactic and behaviourist approaches to learning. In this paper we propose a model that supports the development of pedagogically driven approaches to e-learning. The paper begins by explaining how models can be used to represent theoretical approaches and to support practitioners engagement with these. After outlining the method through which this can be achieved, a model of pedagogies is developed. This process begins with a review of learning theories, from which key components of learning are distilled. This abstraction is used as an analytical tool, allowing components of learning scenarios to be described and related to appropriate theoretical approaches through the use of specific tools and resources. Our assertion is that a better articulation and mapping of different pedagogical processes, tools and techniques will provide a pedagogic approach that is more reflexive and consistent with practitioners' theoretical perspective on learning and teaching. Full text: PDF Replacing Professor Monologues with Online Dialogues: A Constructivist Approach to Online Course Template Design- Cynthia Stewart, Christine Bachman & Stephanie Babb - MERLOT Journal of Online Learning and Teaching, Vol. 5, No. 3, September 2009

Abstract: Online educators have instituted a constructivist approach to course delivery, but have created superficial connections between the technology used and the approach itself. The following article addresses the value of theory-driven online course development and provides a model for launching a constructivist best practices course template. Keywords: Course design, Constructivism, Introduction to Psychology, online template, cognitive theory Full Text: PDF Beyond constructivism: Exploring future learningparadigms - Dr Tom H Brown - Education Today, issue 2 of 2005, Aries Publishing Company, Thames, New Zealand Abstract: Educational practice is continually subjected to renewal, due to developments in information and communication technology (ICT), the commercialisation and globalisation of education, social changes and the pursuit of quality. Of these, the impact of ICT and the new knowledge economy are the most significant. Changes in our educational practice lead, in turn, to changes in our approaches to teaching and learning. These changes also impact on our teaching and learning paradigms. Currently, as over the past few decades, we teach and learn in a constructivist learning paradigm. This article discusses past and present paradigm shifts in education and then explores possible future learning paradigms in the light of the knowledge explosion in the knowledge era that we are currently entering. Full text: PDF (260 KB) Space travel in Mode Neutral: Approaching a New Age ofConstructivism - B. Smith & P. Reed - Solstice Conference 08, Edge Hill University, UK, June 2008 Abstract: Much has been, and will continue to be written about technology within education. Various work confidently speaks of the blend of technology within teaching and learning, such as use of Virtual Learning Environments (VLE). Taking a momentary step back to view the myriad of research, one is left thinking that pure elearning, that is online education, is at the far end of the spectrum opposed to the more popular blended approach. This paradigm occurs for several reasons. One in particular is the continual investigations into e-pedagogical principles, and an uncertainty surrounding the provision of an equal learning experience for students when comparing with more traditional approaches. What is certain is that we have a rich legacy of research informing classroom pedagogy, but lacking conclusive data for online education. With increasing pressure on HEIs to offer greater flexibility in programmes, we have undertaken our own mission to explore how we could offer true flexibility to students across traditional geographical boundaries. Our arduous journey so far, gives us confidence in sharing our discovery and early research findings from a new method of pedagogy for classroom, blended and online students. We refer to this as Mode Neutral (MN) pedagogy. MN has three distinct components offering all students,

regardless of delivery mode, the use of the SAME content, the SAME tutors, the SAME classroom sessions, and the SAME VLE, developing a single learning community. This community aspect is vital, because irrespective of the method in which students access module content, MN strongly adopts Social Constructivist theories and practices, creating situations for students to actively construct knowledge and understanding, whilst providing flexibility that has never previously been available within HE courses. Development of new modules utilising innovative approaches such as MN will seldom be hiccup-free, and we are continually reflecting and internalising upon the day-to-day processes of a mammoth task. Join us as we boldly go where no one has gone before with e-learning. Full text: PDF (340 KB) Constructing on Constructivism: The Role of Technology - A. Nanjappa & M.M. Grant Electronic Journal for the Integration of Technology in Education, Vol. 2, No. 1, Spring 2003 Abstract: A complementary relationship exists between technology and constructivism, the implementation of each one benefiting the other. Constructivism is a doctrine stating that learning takes place in contexts, while technology refers to the designs and environments that engage learners. Recent attempts to integrate technology in the classroom have been within the context of a constructivist framework (e.g., Richards, 1998). The purpose of this paper is to examine the interrelationship between constructivism and technology as revealed by empirical research. The cases include a variety of studies in a variety of settings teacher education, online learning, and K-12 education; constructivist strategies include collaborative and cooperative learning methods, engaging in critical and reflective thinking, evaluation through electronic portfolios, and a critical look at emerging teacher roles within constructivist paradigms. Success has been reported in the development of constructivist course modules using technology as cognitive tools, benefiting both students and faculty. However, many teachers do not use constructivist practices, and those who do are not judicious in their selection of technology use (Rakes, Flowers, Casey, & Santana, 1999). Full text: PDF More Articles... Towards the Development of a New Model for Best Practice and Knowledge Construction in Virtual Campuses IICT model: a pedagogical strategy for education Learning Theories: Metacognition and Constructivism Learning and Teaching; Piaget's developmental theory Page 1 of 2 Prev12Next A Critical Discussion of Deep and Surface Processing: What It Means, How It Is Measured, the Role of Context, and Model Specification - Daniel L. Dinsmore, Patricia A. Alexander Educational Psychology Review (2012) 24:499567 Abstract: The prevailing assumption by some that deep processing promotes stronger learning outcomes while surface processing promotes weaker learning outcomes has been called into

question by the inconsistency and ambiguity of results in investigations of the relation between levels of processing and performance. The purpose of this literature review is to examine four areas that may be contributing to the inconsistency and ambiguity of these research results: conceptualization, operationalization, situational factors, and model specification of deep and surface processing. A PsycINFO database search was conducted, and 221 studies were identified for a comprehensive data table. Analysis of these data revealed trends that suggested conceptualization and operationalization of deep and surface processing differed depending on the theoretical frame utilized in each study. Additionally, the choice of theoretical frame also seemed to impact what situational factors may or may not have been present as well as how the model of levels of processing and performance was specified. Results from studies that met certain criteria demonstrated that levels of processing and performance are related, and further, these relations may be moderated by other factors. Implications for future research are discussed that focus on these four areas. Keywords: Deep processing Surface processing Levels of processing Conceptualization Operationalization Full Text: PDF The effects of information and communication technologies (ICTs) on higher education: From objectivism to social constructivism - Chirag J. Patel1, Vidya S. Gali, Dhaval V. Patel and Ramesh D. Parmar - International Journal of Vocational and Technical Education Vol. 3(5), pp. 113-120, November 2011 Abstratc: Higher education has been on the rollercoaster for the last couple of decades with the advent of the first personal computer in the 1980s and then the internet in the 1990s and not only explicitly in terms of using innovative digital gadgets, but also implicitly in perceptions about and approaches to e- Learning from behaviourism through cognitive to social constructivism or more specifically, from transmitted knowledge to negotiated and then harvested knowledge. The journey reflects the emancipation of learners from bonded (teacher-led) learning to independent and self-reigned knowledge-acquisition. This paper is a short discourse on the theoretical voyage of pedagogy and learning in higher education institutions (HEIs) from the introduction of traditional technology-based-instruction to modern network based web-enhanced e-courses in collaborative and socially active learning environments operating with social-software-tools of blogging and social-book marking. Keywords: Objectivism, behaviourism, constructivism, cognitive-constructivism, socialconstructivism, transmitted, negotiated, harvested-knowledge, e-learning, blended, virtual. Full text: PDF Social Constructivism and the School Literacy Learning of Students of Diverse Backgrounds Kathryn H. Au - Journal of Literacy Research 1998 30: 297 Abstract: This theoretical review builds on the idea that social constructivism offers implications

for reshaping schooling in ways that may correct the gap between the literacy achievement of students of diverse backgrounds and that of mainstream students. A diverse social constructivist perspective may encourage literacy educators to progress from a mainstream orientation toward a serious consideration of the significance of students' ethnicity, primary language, and social class to literacy learning. From a social constructivist perspective, 5 explanations for the literacy achievement gap appear plausible: linguistic differences, cultural differences, discrimination, inferior education, and rationales for schooling. Incorporating these 5 explanations and building on the work of Cummins (1986, 1994), a conceptual framework for addressing the literacy achievement gap is proposed. This framework suggests that the school literacy learning of students of diverse backgrounds will be improved as educators address the goal of instruction, the role of the home language, instructional materials, classroom management and interaction with students, relationships with the community, instructional methods, and assessment. Full text: PDF Cognitive and Social Constructivism: Developing Tools for an Effective Classroom - Katherine C. Powell, Cody J. Kalina - Education, Vol. 130 No. 2, December 2009 Abstract: An effective classroom, where teachers and students are communicating optimally, is dependent on using constructivist strategies, tools and practices. There are two major types of constructivism in the classroom: (1) Cognitive or individual constructivism depending on Piaget's theory, and (2) Social constructivism depending on Vygotsky's theory. Similarities include inquiry teaching methods and students creating concepts built on existing knowledge that are relevant and meaningful. Differences include language development theory where thinking precedes language for cognitive constructivism and language precedes thinking for the theory of social constructivism. Understanding communicative tools and strategies helps teachers to develop individual learning methods such as, discovery learning, and social interactive activities to develop peer collaboration. Full text: PDF Implementing change-oriented pedagogy in higher education: An exploration of instructors' experiences and perceptions - Cheryl Mallen, Frank Crowther - International Journal of Pedagogies and Learning, Volume 4 Issue 3 - 2008 Abstract: This inquiry provided university educators with an opportunity to experience a conceptual pedagogical change model (the Change Infusion Model). The model encouraged framing teaching and learning activities with characteristics of theories of change to encourage learning for change. This inquiry developed understandings of educators' realities of pedagogical change. Data collection procedures were framed with LaBoskey's Dimensions of Reflection (1993) and involved a written and collaborative discourse method. Analysis involved 'sensitizing concepts' (Patton 2002) to guide the generation of meaning of the experiences of change. The findings revealed 4 paradoxes that have significant meaning in the professional lives of educators. The significance of this inquiry is its contribution to understandings of the challenge

of approaching pedagogical change from practitioners' perspectives. Keywords: change-pedagogy, post-industrial pedagogy, paradoxes in pedagogical change processes Full text: PDF Connectivism: Its Place in Theory-Informed Research and Innovation in Technology-Enabled Learning Frances Bell - International Review of Research in Open and Distance Learning, Vol. 12.3, March, 2011 Abstract: The sociotechnical context for learning and education is dynamic and makes great demands on those trying to seize the opportunities presented by emerging technologies. The goal of this paper is to explore certain theories for our plans and actions in technology-enabled learning. Although presented as a successor to previous learning theories, connectivism alone is insufficient to inform learning and its support by technology in an internetworked world. However, because of its presence in massive open online courses (MOOCs), connectivism is influential in the practice of those who take these courses and who wish to apply it in teaching and learning. Thus connectivism is perceived as relevant by its practitioners but as lacking in rigour by its critics. Five scenarios of change are presented with frameworks of different theories to explore the variety of approaches educators can take in the contexts for change and their associated research/evaluation. I argue that the choice of which theories to use depends on the scope and purposes of the intervention, the funding available to resource the research/evaluation, and the experience and philosophical stances of the researchers/practitioners. Keywords: Theory; learning; implementation; research; evaluation; connectivism; actor-network theory; social shaping of technology; activity theory; zone of proximal development; change management Full text: PDF Connectivism: a theory for learning in a world of growing complexity - Kay Strong and Holly Hutchins Impact: Journal of Applied Research in Workplace E-learning, 1(1), 2009 Abstract: Connectivism is an emergent theory that attempts to capture and reflect the complexity of learning in a world of proliferating information. The authors review the origins and underpinnings of connectivism, situating it within more established and accepted traditional learning theory and demonstrating how it both challenges and expands our understanding of how, why and when learning occurs. They also explore what organisations should do differently, how learning design should change and how organisational performance potential can be improved using the principles of connectivism. The authors offer practical examples of how these principles are applied in workplace learning and e-learning, and suggest specific instructional design strategies and activities in line with the principles. Finally, the authors conclude with brief suggestions for future research. Keywords: connectivism; instructional design; workplace e-learning; learning theories Full text: PDF

Connectivism: Learning as Network-Creation - George Siemens - August 10, 2005 Abstract: Existing theories of a particular subject matter are typically revised and adjusted to reflect changing environments. At some point, due to continual revisions, the theories becomes so dichotomous and complex that it is no longer reflective of the subject it is intended to define and explain. At this point, the existing theories need to be replaced with models that more accurately reflect the link between theory and reality. The domain of learning is significantly hampered by progressive revisions of what it means to learn, to know, and to understand. A subset of connectivism, network forming, is presented as an accurate model for addressing how people learn. The test of any theory is the degree to which it solves problems and incongruities within a domain. The shortcomings of behaviourist, cognitivist, and constructivist ideologies of learning are answered in light of learning as a connection-forming (network-creation) process. Table of Contents: Abstract 3 Introduction 4 What is a Network? 5 Types of Nodes 6 Forming Connections 8 Creating Meaning 13 Characteristics of Learning Networks 17 Use of Learning Networks 21 Corrections within Networks 22 Networked Learning and Connectivism 23 Ecology 24 Implications for Higher Education 25 and Corporat-means-how-it-is-measured-the-role-of-context-and-model-specification"> A Critical Discussion of Deep and Surface Processing: What It Means, How It Is Measured, the Role of Context, and Model Specification A REVIEW OF THE BASES AND SOLUTIONS TO DEFICIENCY IN THE EFFECTIVE USE OF TECHNOLOGY IN THE CREATION OF LIFELONG LEARNING IN HIGHER EDUCATION Mapping the landscape of Open Educational Resources institutional initiatives System-wide improvement in education Trade in higher education: The role of the General Agreement on Trade in Services (GATS) Smaller, Quicker, Cheaper Improving Learning Assessments for Developing Countries Selected books 2005-2013 pedagogy.ir : learning environment, learning perform Prev12Next Bottom of Form Bottom of Form