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Learning Theories (Connectivist Theory (Learning is created through social…

- - - - Instructional Methods
        
        Case studies, problem-based, Socratic inquiry, debates, & direct application within a scenario.
  - - - Instructional Methods
        
        Fostering a safe & trusting learning environment, brainstorming ideas, exploring ideas not aligned with learner's values to provide opportunities to question our own assumptions, problem-based assignments, and providing opportunities to learn from risks failure and success.
  - - - Instructional Methods
        
        Goal setting, self-reflection throughout the learning process, self-evaluation identifying areas of weakness and strengths, exploring ways of boosting areas of weakness, open-ended assignments,
        and application of new knowledge in new situations.
- - - - Instructors goals are to understand the student, guide students through extrinsic motivations (approval) to internalize knowledge with the goal of becoming lifelong learners. Always craving a deeper understanding of subjects. Maslow's Heirarchy of Needs.
      - Intrinsic (doing something even if there isn't a reward because the student enjoys it) vs Extrinsic (task oriented, from outside, needs outside validation, rewards, etc.).
      - Convergent vs Divergent Thinking Divergent-Open and Extroverted-generates creative ideas and nonlinear thoughts. Naturally curious. Convergent thinking weighs alternatives and ranks results, often too focused on correct answers and dismisses accurate answers. Instructors guide students through a balance of both.
  - - - OLC-Group intellectual discourse through generating of ideas, the organization of ideas and the synthesizing of ideas presented through a joint piece of work. CoI-Social Presence which enables individuals to communicate with community members while fostering relationships (interdependence). Teaching Presence facilitates the content and sets the stage for learning to occur. Cognitive Presence is the intellectual process of making meaning through discourse and self-reflection.
      - Discussion forums, membership within online groups, group work towards defined outcomes, self-reflection on knowledge attainment and process.
  - - - The generating, organizing and synthesizing of ideas through the use of technology and communication through technology. Clearly defined goals, defining acceptable behaviors, and the instructor facilitates learning through ongoing presence, monitors and interjects as necessary. Provides opportunities for collaboration, scaffolding, critical thinking, and problem-solving.
        
        Being clear in learning outcomes of each assignment, and understanding the limitations of group work based on the individual learner's fears such as the impact on grade, "group mentality." Constructing flexibility within the assignments to be based on group & individual work, providing support to meet students where they are and a balance of interdependence and individual accountability. Assessing the processes and products of work (Swan, Shen, Hiltz).
- - - - Mental processes such as thinking, memory, knowing and problems solving are taken into consideration in the learning process.
      - The learner actively processes information. We are rational beings.
      - Marriner David Merill
        Charles Reigeluth
        Robert Mills Gagné
        Jerome Bruner
        Roger Scha
      - We construct knowledge.
- - - - Student-centered approaches that are social and collaborative in the construction of knowledge. Promotes critical thinking, utilizes past experiences to contextualize content and encourages the application of knowledge in new situations.