
	Where results make sense

Topic: Constructionist learning

In the News (Fri 1 Jun 12)

EXECUTIVE POWER

Iran

ANALYSIS

Pakistan

Family compact

	Constructionist learning - Wikipedia, the free encyclopedia
		Constructionism (in the context of learning) is the idea that people learn effectively through making things.
		Constructionism is connected with experiential learning and builds on some of the ideas of Jean Piaget.
		Constructionist learning involves students drawing their own conclusions through creative experimentation and the making of social objects.
	en.wikipedia.org /wiki/Constructionist_learning (536 words)

	Contructivist Learning Theory (Site not responding. Last check: 2007-09-17)
		Learning is conceived as a process of changing or conditioning observable behavior as result of selective reinforcement of an individual's response to events (stimuli) that occur in the environment.
		In von Glasersfeld's (1995b) radical constructivist conception of learning, the teachers play the role of a "midwife in the birth of understanding" as opposed to being "mechanics of knowledge transfer".
		Von Glasersfeld (1995) argues that: "From the constructivist perspective, learning is not a stimulus-response phenomenon.
	www.cdli.ca /~elmurphy/emurphy/cle2b.html (1460 words)

	Gary Stager's WCCE 2001 Paper
		Learning is also weakened because the ideas being learned are disempowered by the act of removing them from a context for authentic discovery arising from need or serendipity.
		Constructionists are concerned with the goal of re-empowering the powerful ideas learned by students by taking a step towards re-empowering the idea of learning by discovery.
		Since constructionist theory addresses both the cognitive and social aspects of learning, it is important to research the application of the theory in an environment designed from the bottom-up to reflect such principles.
	www.stager.org /wcce (3963 words)

	Constructivist Learning Theory
		Learning is not understanding the "true" nature of things, nor is it (as Plato suggested) remembering dimly perceived perfect ideas, but rather a personal and social construction of meaning out of the bewildering array of sensations which have no order or structure besides the explanations (and I stress the plural) which we fabricate for them.
		Learning is a social activity: our learning is intimately associated with our connection with other human beings, our teachers, our peers, our family as well as casual acquaintances, including the people before us or next to us at the exhibit.
		Learning is contextual: we do not learn isolated facts and theories in some abstract ethereal land of the mind separate from the rest of our lives: we learn in relationship to what else we know, what we believe, our prejudices and our fears.
	www.exploratorium.edu /IFI/resources/constructivistlearning.html (4139 words)

	Learning-centered approach using the Web
		Learning is no longer considered as a mimetic process where knowledge is merely transferred or distributed to the students.
		According to the objectivist model of learning, which is based on Skinner's stimulus-response theory, the role of teaching is to transfer knowledge from the teacher to the learner.
		Learning is also treated as a collaborative and cooperative process where students constantly interact with the teachers and other students.
	home.ubalt.edu /abento/ais/teach96h.html (2137 words)

	constructionist learning (Site not responding. Last check: 2007-09-17)
		Constructionism is the name given by Seymour Papert to that sub-species of constructivist thought that focuses on the special advantages for learning derived from the external construction of an artifact alongside the internal construction of a mental model.
		Constructionist thinking has been deeply influential on the learning science and educational research, especially in the areas of learning technologies and mathematics and science education reform.
		Constructionist thought has its origins in the developmental psychology of Piaget and the early Vygotsky.
	ccl.northwestern.edu /courses/cl (300 words)

	[No title] (Site not responding. Last check: 2007-09-17)
		The goal of the MOOSE Crossing project is to create a new type of constructionist learning culture, and observe that culture to shed light on the power of the combination of construction and community.
		In samba schools, learning is: * self-motivated, * richly connected to popular culture, * focused on personally-meaningful projects, * community based, * an activity for people of all ages to engage in together, * life long--experts as well as novices see themselves as learners, and * situated in a supportive community.
		Constructionist learning cultures seek to change the child's relationship to learning, fostering self-directed and self-motivated learning, so they instead will think "this is what I want for me!" I experienced one innovative, constructionist learning culture first-hand as a child.
	ftp.game.org /pub/mud/text/research/moose_crossing.txt (6918 words)

	Stager Presentation
		The intent of the project was to create a rich constructionist learning in which severely at-risk students will be engaged in long-term projects based on personal interest, expertise and experience.
		The careful design of the constructionist learning environment and the challenging student population found at the Maine Youth Center may make a significant contribution towards the eventual satisfaction of the strong claim.
		The presenter has been involved in the development of the Constructionist Learning Laboratory since it's inception and is documenting the project as part of his doctoral studies.
	www.tcpd.org /Stager/Presentations/Papertian.html (969 words)

	JEP: A Collaborative Learning Model
		This position on learning argues that the process of acquiring knowledge cannot be separated from the process of applying it, because knowledge is temporary, developmental, and socially and culturally mediated.
		We argue that learning is fundamentally a social activity, embedded in ongoing domains of practice, and that these empirical activities, in turn, give rise to new theoretical problems that drive learning to a new level of mental, affective, and behavioral responses and endeavors.
		learned that student satisfaction in the on-line course was not as high as in the traditional course; "face-to-face" classrooms rate significantly higher in assessment categories such as instructor quality, course quality, course structure, instructor support and student interaction.
	www.press.umich.edu /jep/06-01/hamada.html (7483 words)

	Introduction (Site not responding. Last check: 2007-09-17)
		The paper describes quantitative measurement of learning performance in the community, shows that performance is uneven and proposes a possible solution to the uneven performance.
		Constructionism, envisioned by Seymour Papert is developed from Jean Piaget’s constructivism, extending that model of learning being fully in the minds of the learner to the idea that learning is literally in the hands of the learner: learning is facilitated by the construction of external things.
		To ease their study, learning performance was defined as computer programming performance and did not include the more difficult to assess creative writing performance.
	www.burningchrome.com:8000 /~cdent/slis/l509/L509_cjdentPaper.htm (1359 words)

	Doing Learning (Site not responding. Last check: 2007-09-17)
		Some find our learning environment compelling, most find it difficult at some point in the experience, but all find it has broadened their ideas of what it means to teach online and in real life.
		We learn to shake hands and to communicate using a wide variety of social verbs, such as waving, hugging, nodding, etc. We learn to speak and to whisper.
		The educators were forcing the learning environment to meet the needs of the user, rather than fulfilling the traditional role of showing the student how to modify his or herself to adapt to the requirements of the technology.
	jasonnolan.net /papers/doing.html (5018 words)

	Untitled (Site not responding. Last check: 2007-09-17)
		If we follow the cognitive science view of the mind, which says that knowledge is stored as structures in memory, and learning is a matter of simply using and encoding the right structures, we might conclude that the right way to use computers for teaching is to build intelligent tutoring systems (Sleeman and Brown, 1982).
		Notice how the performance and learning elements are separate: According to the AI view, behaving and learning are distinct processes that take place at different times.
		Representations are not at the core of learning because memory is not a storage place for representations.
	cogprints.org /455/00/115.htm (2387 words)

	NECC 2005 Attendees \| Program: search result details
		Guided by the learning theory of constructionism, a multi-age, interdisciplinary technology-rich learning environment was created to support the development of personally meaningful projects based on student interest, talent and experience.
		Students in the Constructionist Learning Laboratory (CLL) often classified as learning disabled, engaged in rigorous learning adventures and developed positive personal behaviors in a context free from traditional curricula, behaviorism or other aspects of coercion.
		The constructionist use of computers, computationally-rich objects and a plethora of other materials challenges current educational technology practices and suggests that more be done with what already exists.
	center.uoregon.edu /ISTE/NECC2005/program/search_results_details_print.php?sessionid=7582571 (764 words)

	Situating Constructionism
		And I have learned to take as a sign of relevantly common intellectual culture and preferences the penchant for playing with self-referentially recursive situations: the snake eating its tail, the man hoisting himself by his own bootstraps, and the liar contradicting himself by saying he's a liar.
		It allowed time to think, to dream, to gaze, to get a new idea and try it and drop it or persist, time to talk, to see other people's work and their reaction to yours--not unlike mathematics as it is for the mathematician, but quite unlike math as it is in junior high school.
		The creation of a multitude of learning situations (sometimes called learning environments or microworlds) is a great asset, but what gives constructionism the status of a theoretical project is its epistemological dimension.
	www.papert.org /articles/SituatingConstructionism.html (4415 words)

	The Children's Machine by Seymour Papert (Site not responding. Last check: 2007-09-17)
		According to Papert, we are entering the "age of learning" during which time the "competitive ability is the ability to learn".
		It is the revolution in technology that has simultaneously brought about the need for improvements in learning as well as providing the opportunity to improve "learning environments".
		Schools practise discrimination and actually impede learning by emphasizing "abstract-formal knowledge" and by using an "epistemology of precision" that insists on students being "precisely right" and that considers knowledge inferior if it lacks precision.
	www.cdli.ca /~elmurphy/emurphy/papert.html (913 words)

	ExploreNet tra la and the Virtual Academy
		The authors have constructed a habitat named ExploreNet, which was specifically designed to support a constructionist model of education.
		The associated learning process for metacognitive skills corresponds chronologically to the maturation in roles from a guest (where everything is concrete) through action as a cast member, to a world builder - where much of the work is planning.
		Initially a formal quantitative study of learning outcomes was contemplated, and arrangements were made to provide the same amount of contact time (45 minutes for Guests) to matching classes for each grade, with a teacher reading the Egg Quest story and a written post-test.
	www.cs.ucf.edu /~ExploreNet/papers/VA.Explanation1095.html (5474 words)

	WSU Robotics in the Classroom
		The results of a National Education Association (NEA) survey indicate that faculty in higher education believe that distance learning can be quality learning (2000).
		Constructionist learning is an active process in which people actively construct knowledge from their experiences in the world (Papert 1980).
		During the workshop, teachers learn to use robotics as a tool to engage their students in real problem solving and collaborative learning while learning
	education.wichita.edu /mindstorms/global/technology.html (385 words)

	VLearn 3D - Online Library: Case Studies
		The constructionist philosophy of education argues that learning through designing and constructing personally meaningful projects is better than learning by being told.
		In addition, we were interested in their perceptions of the value the particular technology added to their students' learning and to their teaching.
		The potential of computer conferencing as a flexible, innovative form of networked learning was signalled in the literature several years ago and since then it has become mainstream pedagogic practice in many tertiary settings.
	www.vlearn3d.org /library/case_studies.html (3950 words)

	MOOSE language
		A kind of constructionist culture often emerges when the toolís designer is present to help grow a community of users, but this spirit usually fails when dissemination is tried on a larger scale.
		Younger children are motivated to learn by their desire to be like the older children, and learn by imitating them.
		Barbara Rogoff contrasts three models of learning: adult-run (where adults transfer information to children), child-run (where children discover things on their own, with adult support only when requested), and a community of learners (where everyone is participating in shared activities, and learning is a process of transformation of participation).
	www.cc.gatech.edu /~asb/papers/cscw.html (14710 words)

	ICLS2000 Proceedings (Site not responding. Last check: 2007-09-17)
		Abstract: MOOSE Crossing is a text-based virtual reality environment (or "MUD") designed to be a constructionist learning environment for children ages 8 to 12.
		We believe this to be a typical problem in self-motivated learning environments.
		Bruckman, A., Edwards, E., Elliott, J., and Jensen, C. Uneven Achievement in a Constructionist Learning Environment.
	www.umich.edu /~icls/proceedings/abstracts/ab157.html (145 words)

	4-collaborative-learning
		Even when people undertake learning experiences alone, they are still in some way responding to a broader social context—to the expectations of others, and the way we define our sense of self through our accomplishments and in relationship to others.
		She learned about the mail system because she wanted to read her mail from Rachael—interactions with other children were an integral part of her explorations with the system from the very first command typed.
		Storm is not learning from a randomly selected example; she’s learning from an example created by her new friend, Rachael.
	www-static.cc.gatech.edu /fac/Amy.Bruckman/thesis/4-collaborative-learning.html (8557 words)

	Kindergarteners Can Do It—So Can You: A ... (Abstract) [AACE Digital Library] (Site not responding. Last check: 2007-09-17)
		Constructionism is a theory of learning proposed by Seymour Papert of MIT.
		Co-instructors for a first year seminar for undergraduate students provided education students with a one-semester constructionist experience to learn by engaging with technology.
		Student responses and essays revealed meta-cognitive growth from constructionist learning activities, problem solving, collaboration, and reflection.
	www.aace.org /dl/index.cfm?fuseaction=Print&paperid=12650 (223 words)

	Pet Park: A Virtual Learning World for Kids
		By working on Logo projects, kids learn to manage complexity in their projects with procedures and subprocedures, breaking their programs up into "mind-sized bites." Papert argues that this kind of "procedural thinking is a powerful intellectual tool," helping kids learn to think through problems step-by-step (Papert 1980).
		In a traditional school setting, "many children are held back in their learning because they have a model of learning in which you have either ‘got it’ or ‘got it wrong.’" Papert argues that teaching kids how to program can help break this trend.
		Much of the added learning potential in a graphical world comes from being able to engage younger kids in constructing the virtual world, scaffolding their learning as they begin to write programs first in a graphical language, and later in a textual one.
	llk.media.mit.edu /papers/archive/deBonte-MEng (15213 words)

	[No title]
		In a self-motivated learning environment, students are given the freedom to choose whether to get involved in the hopes that they will embrace the opportunity with genuine enthusiasm.
		One teacher commented that she would like to use the badge system as a form of assessment for her students: they will be assigned to earn a certain number of badges during the course of the school year.
		We are attempting to achieve a delicate balance between a radical constructionist perspective (which eschews assessment and insists that the project should be its own reward) and a more traditional perspective (which sees assessment as an essential component of any learning environment that can meet the demands of functioning in real classrooms).
	inkido.indiana.edu /dvc/bruckman.doc (2612 words)

	Homemade PowerPoint Games - Lloyd Rieber
		As exciting as these projects might be, one of the main hurdles yet to be overcome is the problem of scaling — that is, widespread implementation of the project in schools without special assistance or resources.
		This project is different in that it contends that a better use of class time for learning is to turn over the act of game design to the children themselves.
		This instructivist result of a constructionist project likewise confronts the problem of scalability because teachers who are not yet ready to have their own classes construct games are likely to use already existing PowerPoint games with their classes.
	it.coe.uga.edu /wwild/pptgames/ppt-games-paper.html (1464 words)

	MIT OpenCourseWare \| Media Arts and Sciences \| MAS.962 The Nature of Constructionist Learning, Spring 2003 \| Home
		This course features a calendar and readings from the class, as well as a complete set of assignments.
		This course examines the philosophical and theoretical foundations of constructionism as a paradigm for formulating and evaluating new theories for learning and approaches to education.
		One of the goals of this course is to help new learning researchers situate their work within the constructionist framework through readings and projects that will focus on the rich interplay between the process of knowledge construction and the development and co-evolution of ideas, learners, tools, and contexts.
	ocw.mit.edu /OcwWeb/Media-Arts-and-Sciences/MAS-962Spring-2003/CourseHome (163 words)

	Constructionist, Project-Based Models
		Students may work alone or in teams, but their efforts are scaffolded closely by the instructor.
		The Valley of the Shadow digital library could be used by students working on constructionist design tasks to conduct background research into topics of interest (e.g., women in the war, newspapers during the war, food supply during the war), then write a paper or develop some other product to interpret or teach their selected topic.
		For instance, if each student group was assigned a particular Native American tribe, then asked to develop a Web site describing the culture of their assigned tribe, the instructor could link together each Web site into a large "digital library" describing Native American cultures.
	www.edtech.vt.edu /edtech/id/models/construction.html (384 words)

Try your search on: Qwika (all wikis)