block4

== =Block 4 - Building a Sandbox Foundation (Learning Theory)=

As learners, we can’t just play in our own sandboxes. We have to make connections, think critically and have conversations. Let’s take a look at learning theory and “build a strong foundation” for our sandboxes.

At the conclusion of this block you should be able to address the following:
 * What beliefs about teaching and learning are most conducive to the viable use of technology in education?
 * How do theories of learning such as constructivism and/or connectivism help you better understand how to use/integrate technology into teaching and learning?
 * In moving from theory to practice, what does the use of technology look like as teachers enact a provincial curriculum that promotes a constructivist view of learning?

Brain Blurt

1.) Examining the Foundation – Where Are You Now?
First let’s begin by taking time to examine the structure you are currently working within. On your own, record your reflections on: • your present beliefs about how learning takes place • the methods of teaching that you believe best promote learning • your current uses of technology and how they support learning • draw connections between your beliefs and your uses of technology

2.) Historical Foundations
Within education today, it is widely agreed that educators need to move beyond traditional conceptions of teaching and learning founded in behaviourist and cognitivist theories of learning. As such, we will not formally examine these theories of learning, however, refresh your thinking as needed to be familiar with the framework of these theories: a.) Theories and Models of Learning for Educational Research and Practice. - [|A brief overview] b.) YouTube – [|Learning Theories by Ian Robertson] (you may just want to listen to the beginning which discusses behaviourism and cognitivism)

[[image:bobcat_sand.jpg align="left" caption="Flickr CC: charliebrewer"]]3.) Examining Possible Foundations to Build On
There are many different conceptions on the nature of reality (ontology), knowledge construction (epistemology), and theoretical views about teaching and learning. These conceptions inform us in our daily lives and influence how we conduct ourselves, how we learn, how we teach, and how we interact in social situations. When these conceptions are applied to technology, or more specifically, to the use of technology in a learning environment, the conceptions can polarize from a view where technology can become a catalyst for learning (can change or enable learning by providing unique and rich opportunities for learning), to a view where technology is a hindrance or obstacle to learning (cannot change or enable learning, takes up student and instructor time, is not valuable—is seen as more of a nuisance—something we have to use because it’s there). Obviously these views are at opposite ends of the scale, but somewhere between these polarized views, each of us is situated.

Within our province, renewed curricula reflect a constructivist theory of learning promoting opportunities in which students can construct their own knowledge as they make sense of the world. Much of the educational literature today focuses on constructivist and connectivist theories of learning.

You will explore in-depth these theories of learning.

A.) Constructivism
[|Constructivism as a Paradigm for Teaching and Learning] This online PD Workshop incorporates text, classroom video clip examples and other visual media as it explores the following questions: • What is constructivism? • How does this theory differ from traditional ideas about teaching and learning? • What does constructivism have to do with my classroom? • Expert interviews • What is the history of constructivism, and how has it changed over time? • What are some critical perspectives? • What are the benefits of constructivism?


 * Don’t forget to check out the tabs at the top of the page that include Demonstration, Exploration and Implementation

Regina Public high school teachers [|Constructivism - Knowledge Building in the Secondary Classroom] This project provided an opportunity for these teachers to do research in action as they explored constructivism in their learning environments. Different curriculum areas are explored. The What? and How? are very well done and worth the visit!
 * **//If you are interested://** || Check out another online PD resource created for high school teachers by

YouTube - [|Dr. John Abbott discusses Constructivism] ||

B.) Connectivism
This theory of learning suggests how knowledge is constructed in the information age.
 * (text only)** [|Connectivism - A Learning Theory for the Digital Age] by Dr. George Siemens (2005)

A slide and audio presentation – choose the slides you wish to hear to focus on the theory that is of interest to you or view them all to gain a broad perspective.
 * (slides and audio)** [|Situating Connectivism] by Dr. George Siemens at the University of Manitoba


 * (Slides and audio)** [|Connectivism] - Another presentation by Dr. George Siemens in a similar format

[|Knowledge and Learning] – February 3, 2007 (A Blog Response by Tony Forster, a management consultant in Melbourne, Australia, to a presentation by George Siemens)

[|Dr. George Siemen’s website]

[|Dr. George Siemens Connectivism site]

4.) Reflecting on Your Learning
In your blog reflect on: a) What connections do you make personally to these learning theories? b) What evidence of “theory in practice” do you see in your learning environment? Your larger learning community? c) How does your use of educational technology, or use of technology within your learning space, reflect your theoretical beliefs of learning? d) How do the constructivist and/or connectivist theories of learning help you understand how technology can best support teaching and learning?

Remember - there is no ‘right’ or ‘wrong’ thinking. Through reflection and feedback we can strengthen the foundations of our sandboxes.

5.) Connecting and Building in Others’ Sandboxes
This week, in order to promote interaction between bloggers, sign up to read and comment on two of the student blogs within the group. Contributing to others’ thinking is richest when you dig deep in the sand by:

• adding significantly to the body of knowledge making connections & posing thought provoking questions; • asking questions in a supportive manner that probe thinking & examine multiple perspectives.

On this wiki page, click on **Edit this Page** (at the top) and enter your name in the table beside two classmates so that each has **two critical friends** this week. As we go along, your interaction will be of you own choosing, but this will get you started by handing you a new shovel for the sand!
 * Name || Critical Friend #1 || Critical Friend #2 ||
 * Loretta B. || Timothy || Cheryl H. ||
 * Timothy B. || darcy h || Laurette ||
 * Laurette C. || JIM || JoAnne ||
 * Arlene H. || JoAnne || Pam ||
 * Duane H. || Arlene || Darrell ||
 * Darcy H. || Rosalena || Walter Smith ||
 * Cheryl H. || Laurette ||  ||
 * JoAnne K. || JIM ||  ||
 * Brent K. || Duane H || darcy H ||
 * Rheda M. || Cheryl M. || Rosalena ||
 * Cheryl M. || Pam ||  ||
 * Darrell N. || Duane H || Brent K ||
 * Pamela S. || Cheryl H. ||  ||
 * Rosalena S. || Rheda M. || Arlene ||
 * Walter S. || Rheda M. || Timothy ||
 * Jim S. || Cheryl M. || Walter Smith ||

Make sure you have:
• reflected on your own beliefs about learning • drawn connections between your beliefs and your uses of technology • gained a stronger understanding of constructivist and connectivist theories of learning • reflected in your own blog about these theories of learning and the indicators of “theory in practice” to the learning theory you align most closely with • provided “critical friend” contributions to **two partners’ blogs** 

Thinking Ahead:
Be thinking about your upcoming major project. Make sure to let Marnie know what your initial plans are or if you are ready, submit your proposal any time before the 8th of February. The proposal should be approximately one-page which includes the purpose of the project, how you would use it, why it is worthy of development and initial design ideas (even though you may not know what tools yet).

We hope that this week you have had time to think critically about your own theoretical foundation and how that foundation is represented in your practice. Next week we will begin playing with tools in the sandbox and through your theoretical and pedagogical lenses, we encourage you to analyze the various tools that are available and identify those that support constructivist or connectivist theoretical frameworks for learning.

=February 1 (Note)= There are a number of people who have work to complete from previous blocks before beginning Block 5. Please ensure you keep up to date with the course work. It isn't much fun playing in the sand alone - we need interaction for our community to be a rich learning environment and positive, supportive learning experience. If you are having challenges, please email Marnie (marnie.mcmillan@rbe.sk.ca or use the WebCT email).