The Great Educational Mindmap
Theories of Learning
Research Theories
Ontology
Epistemology
Methodology
Meta Theories
Metaphors for Learning
Knowledge Structures
Constructivist Theory of Learning: Constructivists believe learning is about constructing knowledge of experiences.
(Sub category of Cognitive Theory)
Practice
Cognitivism
Major Theorists
Piaget
Citations:
Lev Vygotsky
Social Constructivism
Jerome Bruner
Instructional Scaffolding
Pedagogies
Schema
Role of Instructor
Role oflearner
instructional scaffolding
Qualitative
Mixed Methods
Quantitative
Theory
Deductive
Inductive
Positivism
Pragmatism
Interpretivism
objectivism
Contructivism
Pragmatism
Grounded Theory
Case Study
Ethnographic
Critical STudy
Phenomenological
Narrative
Sequential exploratory
Sequential explanatory
convergent
Experimental
Nonexperimental
single-subject
quasi-experimental
true experimental
descriptive
comparative
correlational
ex post facto
causal comparative
Action
Applied
Feminist perspective
racialized discourse
critical theory
queer theory
disability inquiry
Worldview
Postposivist
Constructivist
Transformative
Pragmatic
determinism
reductionism
empirical observation
theory verification
political
power and justice
collaborative
change-oriented
understanding
multiple meanings
social and historical construction
theory generation
consequences of actions
problem centered
pluralistic
practice oriented
Key
definition or note
Improtant quote or citations
connection between theories or related theoretical concepts. dotted line drawn in a contrasting color for irony and visibility
conflicting viewpoint
viewpoint 1
viewpoint 2
major theory with many branches
Pedagogies and Design Frameworks
Technology Themed
Social Infrastructure Framework (Bielacyzk 2006)
Cultural Beliefs Dimension
Practices Dimension
Socio-techno-spatial relations
interatcion with the outside world dimension
primary dimension of design
major concerns
how is learning and knowledge conceptualized in this culture?
how is a student's social identity understood?
how is the teacher's social identity understood?
how is the purpose of the tool viewd?
how do students view:
relation to peers
learning goals
their purpose
design must align with perspective of student or lrearning goals not met
role of the teacher
Trojan Muse: when the technology shifts identity of teacher to facilitator
view of purpose
how student views teacher
as participant or authority figure
bringing in outside knowledge
extending the audience (presenting work)
interacting with others
organization of physical space and cyberspace
where is the technology meant to be used
does the physical space impact the useage?
Activities
participant structure
teacher structure
on-tool and off-tool activities
santdardized or non-standardized
inclusion of remedial activites?
product of activities
eliciting knowledge structure
Changing Knowledge Structures
Theory
knowledge structure measurements
knowledge structure representations
pathfinder
click to edit
JRATE
listwise
pairwise
free word association
sorting
card sort
vsort
results produced by different elicitations
- introduction of new structure
2: reexamining information to determine value
3: reexamination of existing strucutre
4: adjustment of weights and concept relatedness
Knowledge as lexical relations
lexical terms as ideas
lexical maps as knowledge structures
Participation Metaphor
Acquisition Metaphor
Behavriorism
Theory of Cognitive Development
Constructivism
Design Based Research
Participatory Design
The left half of the map covers the many practices common in cognitive, consructivist, and socio-cultural learning theory.
Separating them was simply impossible as many of the approaches are shared and interconnected to a degree that made organization impossible.
Metatheories are covered seprately and, when relevant, specific approaches to a practice are included
Theory
Constructivism
Cognitivism
Sociocultural Theory
definintionxxxxxxxxxxxxxxxxxxxxxxxxxxx
social construcivism
situated cognition
3 paradigms of situated learning
Situated Social practice
Lave 1991. Pg 67: Learning, thinking , and knowing are relations among people engaged in activity in, with, and arising from the socially structured world
Interpretive
all knowledge and learning is situated in the context of each unique individual's life
langauge, emotion, interest, society give lens to knowledge
Cognition Plus
learning and recall based on similarity between two situations
"situation" is literal.
learning situations are primarily physical
Learning by doing
Modern Apprenticeship
Dated theory
Traditional apprenticeships
situated cognition theorizes that learning and doing are inseparable. It does not necessarily refer to a specific environment or situation. rather, it means that learning is situated in doing.
Situations as coproducers of knowledge
Environment of Learning
Cognitive Apprenticeship
Communities of practice
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Legitimate Peripheral Learning- an
alternative to "learning by doing" understanding
Successful community of practice
improvisation conducted in same space as near peers and examplars
newcomers get initial view of whole learner lifecycle
newcomers furnished with goals
onteachers
Becker: lack of official guidance makes learning difficult
Lave 1991, pg 71: "there are many sources other than teaching through which newcomers grow into oldtimers' knowledge and skill"
Work as analysis
learners judge progress through production
External analysis of progress not present
Lave, 1991
Learrning as a bridge
Peripheral Learning Life cycle
- newcomer enters the sphere
- newcomer wishes to get the skill
- newcomer observes oldimers
- newcomer looks for improvised opportunities
- newcomer becomes more central to participation
- newcomer develops changing understanding of practice through ongoing improvisation in periphery to oldtimers
- newcomer becomes oldtimer
- oldtimer subverted as knowledge changes
centripetal Participation: newcomers become closer and closer to central practice
Cognitive process becomes secondary
Social practice becomes primary function, learning becomes an aspect of the practice
Learners begin as learners, focused on gaining knowledge
Collaborative learning
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enculturation in class
allowing students to build on solution
embedding tasks in familiar activity
False Environment
Inert knowledge: when introduced to information outside of the appropriate situation and culture, students form inert knowledge. This is a knowledge that is trivial and cannot be called up on during problem solving
Authentic Environment
Improves recall and skill based on association with situation
Indexical Knowledge
Can embed practice in learning structure
Concept
Activity
False Activity
Any activity not situated within the culture
Authentic Activity
Activity using the cultural framework and situation appropriate to the activity
Culture
Cultures in Learning
Enculturation
Culture of the student
Culture of practitioner
Anchored Instruction
Situated Cognition Based Pedagogy
Levels of Authenticity
Context
Micro-Apprenticeship
Clarity
Saring final product =authentic production
task / goal relationship must be clear
Clear purpose
sustained problem-solving
potential specialization
Micro community of practice
Task: must be relevant and realistic
Knowledge used to achieve goal
Goal connected to real world
Goals
Goal: Prevent inert knowledge
Goal: Create sustained exploration by students and teachers
Cognitive development
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Value based cognition
Value recognition development
value based behavior change
first notable in adolescents
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Theory and practice
click to edit
Participant Roles
Major Authors
Applications and Affordances
Connections
Ehn
Druin
DiSalvo
Designers of Products
Designers of Goals
Designers of Functions
Interest-Driven Learning
Design Things
Funds of Knowledge
"Things" as objects and social
design before use
democratization of design
empowering users
Considering Stakeholders
Teachers
Students
Administartors
parents
Playfulness in Design
Methodologies
Co design sessions
divergent-convergent discussion
Design Games
Storyboarding
Intervention Design
Educational Design For Educators
Citizen Science
Educational Evaluation
Process
1 tinkering
2 experimenting
3 creating
4reformulating
5 refining
Kim
Affect, Behavior, Cognition Model