International Journal of Instructional Technology and Distance Learning (ITDL), January 2005

/pdf/connectivism-a-learning-theory-for-the-digital-age-4fg2fhdvqi.pdf

Connectivism: A Learning Theory for the Digital Age

The authors describe an evolving theoretical framework that has been called one of the best kept secrets of academia: cultural-historical activity theory, the result of proposals Lev Vygotsky first articulated but that his students and followers substantially developed to constitute much expanded forms in its second and third generations. Besides showing that activity theory transforms how research should proceed regarding language, language learning, and literacy in particular, the authors demonstrate how it is a theory for praxis, thereby offering the potential to overcome some of the most profound problems that have plagued both educational theorizing and practice.

/pdf/vygotsky-s-neglected-legacy-cultural-historical-activity-32amo9jh2f.pdf

“Vygotsky’s Neglected Legacy”: Cultural-Historical Activity Theory:

Review on teaching and learning of computational thinking through programming

This literature review focuses on augmented realities (AR) for learning that utilize mobile, context-aware technologies (e.g., smartphones, tablets), which enable participants to interact with digital information embedded within the physical environment. We summarize research findings about AR in formal and informal learning environments (i.e., schools, universities, museums, parks, zoos, etc.), with an emphasis on the affordances and limitations associated with AR as it relates to teaching, learning, and instructional design. As a cognitive tool and pedagogical approach, AR is primarily aligned with situated and constructivist learning theory, as it positions the learner within a real-world physical and social context while guiding, scaffolding and facilitating participatory and metacognitive learning processes such as authentic inquiry, active observation, peer coaching, reciprocal teaching and legitimate peripheral participation with multiple modes of representation.

Augmented Reality Teaching and Learning

@contects:Table of Contents Chapter One: Social Networking as an Educational Tool Chapter Two: Design for a Distributed Environment Chapter Three: Selecting the Media Palette Chapter Four: The Tools in Practice Chapter Five: Constraints on Course Design Chapter Six: Evaluating Course Design and Understanding its Implications References Index

e-Learning and Social Networking Handbook: Resources for Higher Education

Psychology of learning for instruction

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Designing effective instruction

Adult Learning and Technology in Working-Class Life

A tracking system in a large urban school system was examined with respect to how classroom conditions, resources, and teaching methods compared in 20 remedial and 20 regular tracked first-grade classes. An assumption of the program was that the smaller size (17.9 vs. 20.5) of remedial classes and greater instructional time for math and reading would facilitate use of individualized and adaptive teaching methods. Using a systematic observation procedure, 160 1-hour observations were made using the following design: 20 schools × 2 tracks × 2 subjects (reading and math) × 2 visits (per subject, for each teacher). In addition, a 61-item survey of the 40 teachers of the observed classes was used to compare teachers' attitudes toward teaching, perceptions of the effectiveness of different teaching methods, and attributions for students' success or failure. Findings showed that teaching methods (e. g., direct instruction, cooperative learning, work centers, tutoring) and activities frequently varied across math...

Math and Reading Instruction in Tracked First-Grade Classes

Curriculum, plans, and processes in instructional design: International perspectives: Norbert M. Seel and Sanne Dijkstra, Eds. (2004). Lawrence Erlbaum Associates. 385 pp. $39.95. Soft cover. ISBN: 0-8058-4466-X

Linda Lohr

Papers

Psychology of learning for instruction

Designing effective instruction

Adult Learning and Technology in Working-Class Life

Math and Reading Instruction in Tracked First-Grade Classes

Curriculum, plans, and processes in instructional design: International perspectives: Norbert M. Seel and Sanne Dijkstra, Eds. (2004). Lawrence Erlbaum Associates. 385 pp. $39.95. Soft cover. ISBN: 0-8058-4466-X