Cognitive Communities of Practice Creative Commons Reference 
Learning with e's
JULY 11, 2014
The role of stronger, or more knowledgeable learners within a learning community (e.g. 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. Anderson ACT-R Cognitive Architecture 2. and Wenger, E.
Learning with e's
SEPTEMBER 26, 2014
Psychologists and cognitive scientists have offered a number of useful theories that aid our understanding of learning. In this post we return to the cognitive domain, with an examination of Allan Paivio''s theory of dual coding. Reference Paivio, A. Anderson ACT-R Cognitive Architecture 2. 1986) Mental Representations.
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Learning with e's
OCTOBER 5, 2014
Psychologists and cognitive scientists have offered a number of useful theories that aid our understanding of learning. In this post we examine one of the most influential theories of the 20th Century - the stages of cognitive development model proposed by Jean Piaget. Reference Donaldson, M. 1978) Children''s Minds.
Learning with e's
SEPTEMBER 25, 2014
The Theory Not to be confused with constructivism, constructionism is a cognitive theory that relates to learning by making things. They represent the essence of rational thinking, developing cognitive skills that will prepare the child to deal with a multitude of challenges and problems they may encounter later in life.
Learning with e's
AUGUST 31, 2014
Transformative learning is found in the struggle to make sense of chaos, in the churn of the unfamiliar, and in the cognitive dissonance of doubt. Reference Mezirow, J. Anderson ACT-R Cognitive Architecture 2. Festinger Cognitive Dissonance Theory 12. Lave and Wenger Communities of Practice 26.
Learning with e's
AUGUST 17, 2012
One of the key reasons educators need a PLN is to keep in touch, to maintain dialogue with their community of practice. Never before have there been so many opportunities to make contact with educators world wide, many of whom have wonderful creative ideas to share. References Maslow, A. London: Harper Row.
Learning with e's
MARCH 5, 2012
When people talked about ‘smart phones’ they were referring to the design and appearance of the device, not its capability. Anyone who is interested in learning will also be interested in cognition and its relationship to knowledge. Yet connecting into a community of practice can work as a double edged sword.
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