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This Concept Map, created with IHMC CmapTools, has information related to: 512 Cmap_final, Acctuated learning (i.e. knowledge) can reside in a community, a network, or a database. key concepts linked by Inter-personal and social framework for learning - Nurturing and maintaining connections is needed to facilitate learning - Learning and knowledge rest in diversity of opinions - Different approaches and personal skills are applied, Situated Cognition Knowledge co-produced through Cognitive activities -problem solving -sense making -understanding -transfer of learning -creativity, Activity Theory differentiation of internal and external activities related to Both representational mechanisms assumed to participate in distributed cognitive processes, Presumption that learning is subjective, intrinsic primarily individual (common to all three major perspectives) related to Traditional view: of cognition is subjective, localised phenomenon; explained as information processing, Connectivism addresses - Distributed cognition -Information ecologies - Complexity theories - Chaos and self-organization, Cognitive activities -problem solving -sense making -understanding -transfer of learning -creativity ???? Enviromental situations which co-produce knowledge and meaning through activity. Learning and cognition are fundamentally situated., Inter-personal and social framework for learning - Nurturing and maintaining connections is needed to facilitate learning - Learning and knowledge rest in diversity of opinions - Different approaches and personal skills are applied related to Communities of Practice Wenger and Lave, Cognitive Learning Theories CIP emphasis on memory and learning including assumption of a limited capacity requires control mechanism, Cognitive Learning Theories CIP emphasis on memory and learning including "levels-of-processing" theory of memory encoding, "Every function in the child's cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological). This applies equally to voluntary attention, to logical memory, and to the formation of concepts. All the higher functions originate as actual relationships between individuals." Mind in Society(1978) social learning precedes and shapes cognitive development emphasis on the role of language, Both representational mechanisms assumed to participate in distributed cognitive processes applied to Cognitive activities -problem solving -sense making -understanding -transfer of learning -creativity, Connectivism actuation of learning Currency - accurate, up-to-date knowledge essential for learning, Reevaluation of major theoretical perspectives in learning - Objectivism (similar to behaviorism) reality is external and objective, knowledge is gained through experiences. - Pragmatism (similar to cognitivism) reality is interpreted, knowledge is negotiated through experience and thinking. - Interpretivism (similar to constructivism) reality is internal, and knowledge is constructed. and Presumption that learning is subjective, intrinsic primarily individual (common to all three major perspectives), Observational learning “vicarious conditioning” - involves learning by watching others acquire responses through conditioning key concepts Reproduction, Constructivist Theories "1. Knowledge is constructed, not transmitted. 2. Prior knowledge impacts the learning 3. Initial understanding is local, not global. 4. Building useful knowledge structures requires effortful and purposeful activity. " Cognitive Constructivism, Subsumption Theory - progression from prior knowledge to new learning by gaining meaningful learning set -cognitive structure is hierarchical inclusive, concepts at the top and progressively more specific, less inclusive concepts "subsumed" Challenges Traditional transmission model of learning -rote learning, Connectivism actuation of learning Learning connects nodes or information sources to form networks, Lev Vygotsky Social Development Theory intellectual development as both internal and socio-cultural "Every function in the child's cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological). This applies equally to voluntary attention, to logical memory, and to the formation of concepts. All the higher functions originate as actual relationships between individuals." Mind in Society(1978), e.g. individual human memory connected as network e.g. maps, charts, computer database, Activity Theory analyzes dynamic interplay of actions/operations Meta-theory relating intentionality, situation, mediation, collaboration and cognitive development in constructing consciousness