Ackermann, E. (n.d.). Piaget’s constructivism, Papert’s constructionism: What’s the difference? Retrieved from http://learning.media.mit.edu/content/publications/EA.Piaget%20_%20Papert.pdf
In this article, Ackermann explains how Piaget's and Papert's views are similar in order to understand them both better. You can read about the theorists' beliefs in self-directed and experience-based learning.
Piaget and Papert are both constructivists in that they view children as the builders of their own cognitive tools, as well as of their external realities. For them, knowledge and the world are both constructed and constantly reconstructed through personal experience. (Ackermann, n.d.)
Bates, T. (2014, July 29). Learning theories and online learning. Retrieved from http://www.tonybates.ca/2014/07/29/learning-theories-and-online-learning/
In Bates webpage, he discusses the different theories of learning (Behaviourism, Cognitivism, Constructivism) and online collaborative learning, along with Connectivism. As a learner and a teacher, we must know these different learning theories and know how them in today's digital world.
In practice, even without formal training or knowledge of different theories of learning, all teachers and instructors will approach teaching within one of these main theoretical approaches, whether or not they are aware of the educational jargon surrounding these approaches. Also, as online learning, technology-based teaching, and informal digital networks of learners have evolved, new theories of learning are emerging. (Bates, 2014)
Cognitive constructivism. (n.d.). Retrieved March 10, 2018, from http://kb.edu.hku.hk/theory_cognitive_constructivism.html
In this webpage, the author reveals a table comparing traditional classrooms to constructivist classrooms. There is also information about primary theorist Jean Piaget and his defined essential components of the growth of knowledge.
Traditional classroom: Learning is based on repetition. Constructivist Classroom: Learning is interactive, building on what the student already knows. (n.d.)
Constructivism. (2016, September 08). Retrieved from https://www.learning-theories.com/constructivism.html
This webpage on Constructivism points to the main theorists related to the learning theory and key concepts.
Constructivism as a paradigm or worldview posits that learning is an active, constructive process. The learner is an information constructor. (2016)
Harapnuik, D. (2016). Four keys to understanding learning theories. Retrieved from http://www.harapnuik.org/?p=6344
In this blog post, Harapnuik discusses the importance of knowing which learning theory or theories which you identify best with, in order to create the most significant environment.
The better you know and understand specific learning theories the better able you will be to select the best elements from all the theories which will help you to mashup the most effective learning environment. (Harapnuik, 2016)
History of learning theories. (n.d.). Retrieved March 10, 2018, from http://kb.edu.hku.hk/learning_theory_history.html
In this webpage, the various systems of learning theories are established. One can browse the learning theories to get an idea of which learning theory they identify their learning with.
There are many systems of learning theories, and taken together, researchers have distinguished the major concepts and theories of learning into behaviorism, humanism, cognitivism, and constructivism (cognitive constructivism and social constructivism) based on historical development in changes of understanding. (n.d.)
Perkins, D. (1999). The many faces of constructivism. Educational Leadership. Retrieved from http://www.wou.edu/~girodm/library/Perkins.pdf
In this article, Perkins highlights the three roles in constructivism: the active, social, and creative learner. There is also ample information about constructivist learning experiences and how teachers can foster the environment needed for the constructivist learner.
The active learner: Knowledge and understanding as actively acquired. The social learner: Knowledge and understanding as socially constructed. The creative learner: Knowledge and understanding as created or recreated. (Perkins, 1999)
Siemens, George. (2005) Connectivism: A learning theory for the digital age. Retrieved from http://www.itdl.org/journal/jan_05/article01.htm
In this article, Siemens presents a learning theory that extends the boundaries of the current learning theories, Connectivism.
Connectivism also addresses the challenges that many corporations face in knowledge management activities. Knowledge that resides in a database needs to be connected with the right people in the right context in order to be classified as learning. Behaviorism, cognitivism, and constructivism do not attempt to address the challenges of organizational knowledge and transference. (Siemens, 2005)
Smith, M. K. (2003). ‘Learning theory’, the encyclopedia of informal education. Retrieved from http://infed.org/mobi/learning-theory-models-product-and-process/
Smith discusses comparisons between looking at learning as a product or a process. Also, the article expresses four orientations of learning: behaviorism, cognitivism, humanism, and social/situationism.
I want to talk about learning. But not the lifeless, sterile, futile, quickly forgotten stuff that is crammed in to the mind of the poor helpless individual tied into his seat by ironclad bonds of conformity! I am talking about LEARNING – the insatiable curiosity that drives the adolescent boy to absorb everything he can see or hear or read about gasoline engines in order to improve the efficiency and speed of his ‘cruiser’. (Smith, 2003)
Weimer, M. PhD. (2016, May 11). What's your learning philosophy? Retrieved March 10, 2018, from https://www.facultyfocus.com/articles/teaching-professor-blog/whats-learning-philosophy/
Dr. Weimer outlines why developing your learning philosophy is so important in creating meaningful learning. It’s important to reflect on what I really want for my learners; consequently, we will learn what we want for ourselves as learners.
When am I at my learning best and worst, and what do I take from those experiences? How do I handle learning that is hard? How do I deal with failure? Do I spend too much time learning what I love and avoid everything else? Do the ways I approach learning inspire those I teach? (Weimer, 2016)