Learning Theories for the Digital Age
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Learning Theories for the Digital Age

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A slidedeck created for the ELESIG webinar on 9 May, 2013 hosted by Nottingham University

A slidedeck created for the ELESIG webinar on 9 May, 2013 hosted by Nottingham University

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Learning Theories for the Digital Age Presentation Transcript

  • 1. Learning Theories for theDigital AgeSteve WheelerInstitute of EducationPlymouth UniversityPhoto by Steve Wheeler
  • 2. http://commons.wikimedia.org/wiki/File:Albert_Einstein_1947.jpg“I never teachmy students.I only providethe conditionsin which theycan learn.”- Albert EinsteinSteveWheeler,UniversityofPlymouth,2013
  • 3. SteveWheeler,UniversityofPlymouth,2013Behaviourism/Instructionism
  • 4. ‘Personal windows’ on the worldSteveWheeler,UniversityofPlymouth,2013
  • 5. Surface LearningDeep LearningSteveWheeler,UniversityofPlymouth,2013Marton F and Säljö, R. (1976) On Qualitative Differences in Learning, 2: Outcomeas a function of the learners conception of the task, British Journal of EducationalPsychology 46, 115-27
  • 6. KnowledgeWisdomTransformationhttp://slated.orgKnowing thatKnowing howKnowing whyCognitionApplicationAnalysisEvaluationDeclarativeProceduralCriticalSteveWheeler,UniversityofPlymouth,2013
  • 7. DataInformationKnowledgeWisdomTransformationENGAGEMENTSteveWheeler,UniversityofPlymouth,2013
  • 8. http://www.flickr.com/photos/specialkrb/2772991999SteveWheeler,UniversityofPlymouth,2013
  • 9. PassiveObserverTransactionalParticipantPeripheralParticipantAdapted from: Karalis, T. (2010) Situated and transformative learning: exploring thepotential of critical reflection to enhance organizational knowledge, Developmentand Learning in Organizations, Vol. 24 (1), 17 - 20SteveWheeler,UniversityofPlymouth,2013Lurking = legitimate peripheral participation?Core
  • 10. ‘Transformativelearning involvesexperiencing a deep,structural shift in thebasic premises ofthought, feelings, andactions.’(O’Sullivan, 2003)http://www.halloffame.outreach.ou.edu/2003/Mezirow.htmlJack MerizowSteveWheeler,UniversityofPlymouth,2013Merizow, J. (1991) Transformative dimensions of adult learning. San Francisco:Jossey-Bass Publishers.
  • 11. Perspective transformationPsychological (changes in self concept)Convictional changes (revision of belief systems)Behavioural changes (changes in lifestyle)SteveWheeler,UniversityofPlymouth,2013Photo by Steve WheelerMerizow, J. (1991) Transformative dimensions of adult learning. San Francisco:Jossey-Bass Publishers.
  • 12. PassiveObserverTransactionalParticipantPeripheralParticipantCoreGroupFullMemberAdapted from: Karalis, T. (2010) Situated and transformative learning: exploring thepotential of critical reflection to enhance organizational knowledge, Developmentand Learning in Organizations, Vol. 24 (1), 17 - 20SteveWheeler,UniversityofPlymouth,2013The transformation ‘event horizon’ – Kevin Burden
  • 13. We learn by doing (Piaget, 1950)Photo by Steve WheelerSteveWheeler,UniversityofPlymouth,2013
  • 14. Commenting, discussingSharing, retweeting, liking, favouritingWatching, lurking, readingCuratingCreating, repurposingThe EngagementPyramid(Adapted from Altimeter Group)SteveWheeler,UniversityofPlymouth,2013
  • 15. Students taking notesPhoto: Lori CullenSteveWheeler,UniversityofPlymouth,2013
  • 16. http://web.media.mit.edu/~papert/“I am convincedthat the bestlearning takesplace when thelearner takescharge.”– Seymour PapertSteveWheeler,UniversityofPlymouth,2013
  • 17. Digital Natives? (Prensky, 2001)Prensky, M. (2001) Digital Natives, Digital Immigrants, Part 1. On the Horizon.Emerald PublishingSteveWheeler,UniversityofPlymouth,2013
  • 18. http://jiscrsc.jiscinvolve.org/wp/files/2013/04/digvis-digres.png“We all fall somewhere along a continuum betweenDigital Visitor and Digital Resident, from veryoccasional online interaction, like accessing your bankaccount, to the evolution of a complex online presencethrough a variety of platforms.” – Judy Bloxham (JISC,2013)Digital Residents, Digital Visitors(White & Le Cornu, 2011)SteveWheeler,UniversityofPlymouth,2013
  • 19. Personal Learning NetworksPhoto by Steve WheelerSteveWheeler,UniversityofPlymouth,2013
  • 20. //bradley.chattablogs.com“ ‘I store my knowledge in my friends’ …is an axiomfor collecting knowledge… through collecting people”.- Karen StephensonSteveWheeler,UniversityofPlymouth,2013Distributed LearningConnectivism
  • 21. http://thirdmonth.blogspot.co.ukComputers as‘mind tools’ forthe engaging oflearners incritical thinking- David Jonassen‘New’ Social Constructivism
  • 22. Beyond my reachWhat I can learn with help(ZPD)ZPD and scaffoldingWhat I canlearn on myownTechnology and toolsKnowledgeable othersSteveWheeler,UniversityofPlymouth,2013
  • 23. Photo by Mark Hillary http://www.flickr.com/photos/markhillary/4135336907/SteveWheeler,UniversityofPlymouth,2013Twitter Wall
  • 24. We learn by making (Papert, 1980)Photo by Steve WheelerSteveWheeler,UniversityofPlymouth,2013
  • 25. LearningUsergeneratedcontentSteveWheeler,UniversityofPlymouth,2013Learning by making
  • 26. Learning2.0ToolsCollaboratingSharingVotingNetworkingUsergeneratedcontentArchitecture of participationTaggingSteveWheeler,UniversityofPlymouth,2013
  • 27. SteveWheeler,UniversityofPlymouth,2013
  • 28. Blogginghttp://www.volusion.com/In the actof writing......we arewritten.- Daniel ChandlerSteveWheeler,UniversityofPlymouth,2013
  • 29. “Blogging ... Is themost important formof unchoreographedpublic discourse thatwe have.”- Lawrence Lessighttp://news.oreilly.com“Never have somany peoplewritten so muchto be read by sofew...”- Katie HafnerSteveWheeler,UniversityofPlymouth,2013
  • 30. Flip the roles, not just the classroomSteveWheeler,UniversityofPlymouth,2013
  • 31. “Education must beginwith the solution ofthe teacher-studentcontradiction, byreconciling the polesof the contradiction sothat both aresimultaneouslyteachers andstudents.”- Paulo Freirehttp://arts.anu.edu.auSteveWheeler,UniversityofPlymouth,2013
  • 32. http://www.infed.org/biblio/b-learn.htmWe learn by teachingSteveWheeler,UniversityofPlymouth,2013
  • 33. Bearpit Pedagogyhttp://open.salon.comSteveWheeler,UniversityofPlymouth,2013
  • 34. Self organised learningFor successful self organised learning the essentialcomponents are:• Communication• Reflection• Collaboration• Community• Creative Tools• AmplificationSteveWheeler,UniversityofPlymouth,2013
  • 35. HeutagogyFlâneurSelf-determinedlearningHase & KenyonSteveWheeler,UniversityofPlymouth,2013
  • 36. Making ConnectionsIn Connectivism, learning involves creatingconnections and developing a network. It isa theory for the digital age drawing uponchaos, emergent properties, and selforganised learning.(It’s not what you know, but who you know)Source: Wikipediahttp://www.pestproducts.comSteveWheeler,UniversityofPlymouth,2013
  • 37. RhizomesDeleuze &GuattariAnarchy of the WebSteveWheeler,UniversityofPlymouth,2013
  • 38. Rhizomatic learningSource: Cormier, D. (2008) http://davecormier.com/edblog/©SteveWheeler,UniversityofPlymouth,2008“In the rhizomatic view,knowledge can only benegotiated, [and is] apersonal knowledge-creation process withmutable goals andconstantly negotiatedpremises.”
  • 39. http://www.slideshare.net/courosa/why-social-networks-matterGlobalSocialPersonalSteveWheeler,UniversityofPlymouth,2013
  • 40. “All too often we aregiving young peoplecut flowers when weshould be teachingthem to grow their ownplants.”- John W. Gardnerhttp://picsnwall.com/wp-content/uploadsSteveWheeler,UniversityofPlymouth,2013