Classroom Cognitive Creative Commons Press 
Learning with e's
JULY 11, 2014
Lave''s argument is that most traditional classroom learning is based on abstract knowledge that can be difficult to apply within meaningful contexts. a student cohort) can be extended by encouraging them to scaffold weaker, or less expert learners, to encourage and lead, in a kind of cognitive apprenticeship. Reference Lave, J.
Learning with e's
JUNE 1, 2014
In this post, we continue to explore Festinger''s work, this time focusing on his theory of cognitive dissonance. Festinger called this phenomenon cognitive dissonance. Cognitive dissonance is essentially a theory of motivation through conflict resolution. Some problems we encounter in education have conflicting outcomes.
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Learning with e's
NOVEMBER 28, 2012
Most people learn best by being "with it," yet school makes them identify their personal, cognitive growth with elaborate planning and manipulation.' How do we transfer these powerful ideas into classrooms? 1989) Situated cognition and the culture of learning. Cambridge: Cambridge University Press. References Brown, J.S.,
Learning with e's
MAY 27, 2014
plans, cognitive maps) to achieve their goals. How it can be applied in education Teachers should be aware that everything in the classroom has a cultural and social meaning. Cambridge: Cambridge University Press. Figure 2: Interpretation of AT in the context of digital identity In AT people (actors) use external tools (e.g.
Learning with e's
FEBRUARY 22, 2018
This important nuance of education was relegated during the era of mass instruction, where entire classrooms of individuals were taught at the same pace, at the same level of understanding and in a uniform environment where behaviour was strictly standardised. Social foundations of thought and action: A social cognitive theory.
Learning with e's
SEPTEMBER 22, 2014
Teachers can harness this principle in the design of just about anything from the layout of the classroom to the design of a learning resource. Cambridge, MA: MIT Press. Anderson ACT-R Cognitive Architecture 2. Festinger Cognitive Dissonance Theory 12. Further Reading Norman, D. 1990) The Design of Everyday Things.
Learning with e's
FEBRUARY 9, 2014
This relates back to training, which brings familiarity, but teachers also need to see beyond the technology, using it as an extension and enhancement of their own cognitive capabilities, or ‘ mind technology ’. The Digital Classroom: Harnessing the Power of Technology for Learning and Teaching. London: The MIT Press.
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