From novice to expert

Learning with 'e's

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. Subsequent work on the theory has revealed that cognitive tools (learning with, rather than through technology) can be applied to amplify the ''situatedness'' of learning, by providing active, engaging contexts. Anderson ACT-R Cognitive Architecture 2. Festinger Cognitive Dissonance Theory 12.

Learning, making and powerful ideas

Learning with 'e's

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. Anderson ACT-R Cognitive Architecture 2. Festinger Cognitive Dissonance Theory 12. Jung Archetypes and Synchronicity 19.

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Stage by stage

Learning with 'e's

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. He proposed several influential ideas about how as they grow, children pass through several stages of cognitive growth. Anderson ACT-R Cognitive Architecture 2. Festinger Cognitive Dissonance Theory 12.

In two minds

Learning with 'e's

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. In 1986 he stated: ''Human cognition is unique in that it has become specialized for dealing simultaneously with language and with nonverbal objects and events. Anderson ACT-R Cognitive Architecture 2. Festinger Cognitive Dissonance Theory 12.

Words in mind

Learning with 'e's

Psychologists and cognitive scientists have offered a number of useful theories that aid our understanding of learning. The last post in this series featured the stages of cognitive development model proposed by Jean Piaget. In this post I examine a cognitive theory - spreading activation theory - adapted from a hierarchical model of memory proposed by Ross Quillian and Allan Collins. Anderson ACT-R Cognitive Architecture 2. Festinger Cognitive Dissonance Theory 12.

"Working Out Loud": Using the Tools We Already Have

ID Reflections

Before I get into how each of the tools facilitate and inspire #wol, I want to highlight that the process of working out loud is not only restricted to synchronous sharing of what one is doing at the moment with a closed group or team. LinkedIn : It's a professional networking platform that offers various collaboration and sharing features like " Share an Update ", " Upload a Photo " or " Publish a Post ".

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Self fulfilling prophecies

Learning with 'e's

Anderson ACT-R Cognitive Architecture 2. Festinger Cognitive Dissonance Theory 12. Jung Archetypes and Synchronicity 19. Piaget Cognitive Stages of Development 34. Rotter Locus of Control Photo by Dhillan Chandramowli on Flickr Self fulfilling prophecies by Steve Wheeler was written in Plymouth, England and is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0

Behave yourself

Learning with 'e's

In my last post I featured the work of Carl Jung and his theories of synchronicity and archetypes. Anderson ACT-R Cognitive Architecture 2. Festinger Cognitive Dissonance Theory 12. Jung Archetypes and Synchronicity Photo from Wikimedia Commons Behave yourself by Steve Wheeler is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 This is number 19 in my series on learning theories.

Lightbulb moments

Learning with 'e's

Anderson ACT-R Cognitive Architecture 2. Festinger Cognitive Dissonance Theory 12. Jung Archetypes and Synchronicity 19. Koffka Gestalt theory Photo by Alan Cleaver Lightbulb moments by Steve Wheeler is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 We reach number 21 in this series on learning theories.

Joining the dots

Learning with 'e's

Anderson ACT-R Cognitive Architecture 2. Festinger Cognitive Dissonance Theory 12. Jung Archetypes and Synchronicity 19. Jahoda Ideal Mental Health Photo by Clemens Koppensteiner Joining the dots by Steve Wheeler is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 This is number 20 in my series on learning theories.

The point of no return

Learning with 'e's

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. Anderson ACT-R Cognitive Architecture 2. Festinger Cognitive Dissonance Theory 12. Jung Archetypes and Synchronicity 19. Maslow Hierarchy of Human Needs Photo by Sid Mosdell on Flickr The point of no return by Steve Wheeler is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0

How to Effectively Shift to Online Teaching: The Ultimate Guide

TechSmith Camtasia

Synchronous vs. asynchronous learning – What makes a quality online course? According to Dr. Michelle Pacansky-Brock , humanized online learning “supports the non-cognitive components of learning and creates a culture of possibility for more students.”

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Here comes the SAMR

Learning with 'e's

Such an approach could result in deeper engagement of learners, an extension of their learning experience or an enhancement of their physical or cognitive capabilities. One low level example of augmentation would be the use of Google Docs to not only manipulate and save text (a wordprocessor can do this), but also to share a document with others so that collaborative writing is possible, in both synchronous and asynchronous modes (something a standard wordprocessor cannot do).

The Science of Connection

CLO Magazine

Sometime after that, she sent me a letter and a photo of her father.”. As this occurs, the activity in the brain circuits of the two individuals becomes synchronized. This in turn also activates synchronized physiology, resulting in increased mutual liking, understanding, empathy, rapport, helping and a more successful working relationship. Engaging Cognitively. A trusted relationship also depends on cognitive connections.

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Design for life

Learning with 'e's

Anderson ACT-R Cognitive Architecture 2. Festinger Cognitive Dissonance Theory 12. Jung Archetypes and Synchronicity 19. Milgram Obedience to Authority Photo by Cyrano82 on Deviant Art Design for Life by Steve Wheeler is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 This is number 30 in my series on learning theories.

Distributed digital identity

Learning with 'e's

We now find ourselves in a transitionary phase where we are just beginning to come to terms with the ways technology might mediate our virtual, social and cognitive presence in synchronous and asynchronous spaces. Photo by Freya Bigg Flipping the teacher by Steve Wheeler is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0

Our mutual friends

Learning with 'e's

Anderson ACT-R Cognitive Architecture 2. Festinger Cognitive Dissonance Theory 12. Jung Archetypes and Synchronicity 19. Merizow Transformative Learning Photo by Stefano Bertolo on Flickr Our mutual friends by Steve Wheeler is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 This is number 28 in my series on learning theories.

Strictly for adults?

Learning with 'e's

Anderson ACT-R Cognitive Architecture 2. Festinger Cognitive Dissonance Theory 12. Jung Archetypes and Synchronicity 19. Kolb Experiential Learning Cycle Photo by Norwood Adult Services on Wikimedia Commons Strictly for adults? This is number 23 in my series on learning theories. I''m working through the alphabet of psychologists and theorists, providing a brief overview of each theory, and how it can be applied in education.

Knowledge, practice and community

Learning with 'e's

Anderson ACT-R Cognitive Architecture 2. Festinger Cognitive Dissonance Theory 12. Jung Archetypes and Synchronicity 19. Lave Situated Learning Photo by Steve Wheeler Knowledge, practice and community by Steve Wheeler is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 After a break from blogging during the summer break, I''m back, and here is the continuation of my series on theories of learning, with number 25.

Working Out Loud: Using the Tools We Already Have

Learnnovators

Before I get into how each of the tools that facilitate and inspire #wol, I want to highlight that the process of working out loud is not only restricted to synchronous sharing of what one is doing at the moment with a closed group or team. Crafting a presentation to share on SlideShare once a month or so can be an effective #wol habit that not only communicates your ideas to a wider audience but enhances your processing and meta-cognitive skills.

Going the extra mile

Learning with 'e's

Anderson ACT-R Cognitive Architecture 2. Festinger Cognitive Dissonance Theory 12. Jung Archetypes and Synchronicity 19. Lave and Wenger Communities of Practice Photo by Steve Wheeler Going the extra mile by Steve Wheeler is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 This is number 26 in my series on learning theories.

Shocking behaviour

Learning with 'e's

Anderson ACT-R Cognitive Architecture 2. Festinger Cognitive Dissonance Theory 12. Jung Archetypes and Synchronicity 19. Milgram Six Degrees of Separation Photo by Deviant Art Shocking behaviour by Steve Wheeler is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 This is number 29 in my series on learning theories.

Try it and see

Learning with 'e's

Anderson ACT-R Cognitive Architecture 2. Festinger Cognitive Dissonance Theory 12. Jung Archetypes and Synchronicity 19. Köhler Insight learning Photo by Steve Ford Elliott on Wikimedia Commons Try it and see by Steve Wheeler is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 This is number 22 in my series on learning theories.

Theory-informed design tips

E-Learning Provocateur

In other words, assist the learner to link the new knowledge to the relevant point in their existing cognitive structure, and to construct high-level cognitive branches within which to fill the detail. • Apply a minimalist design to reduce extraneous cognitive load. • Use real photos rather than cartoons or illustrations. The forum may be synchronous or asynchronous, or both.

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eXSpace exploration

Learning with 'e's

The ability to interact directly with the thinking of others by creating one's own content alongside existing content, merging, comparing and contrasting and even overwriting, is a complex process that can support advanced levels of cognition and problem solving. Photo from Pixabay eXSpace exploration by Steve Wheeler was written in Plymouth, England and is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0

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Going the extra mile

Learning with 'e's

Photo by Steve Wheeler This is number 26 in my series on learning theories. Anderson ACT-R Cognitive Architecture 2. Festinger Cognitive Dissonance Theory 12. Jung Archetypes and Synchronicity 19. Lave and Wenger Communities of Practice Photo by Steve Wheeler Going the extra mile by Steve Wheeler is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0