updated for fall, 2005
* Developmental Status
* Model Prestige and Competence
* Vicarious Consequences
* Outcome Expectations
* Goal Setting
* Self-Efficacy
Environment and Social Influences
* models, instruction, feedback, etc.
Self-influences
* self-efficacy, mastery orientation, fear of failure, monitoring, etc.
Behavior and Learning Outcomes
* performance, progress toward goals, achievement, etc.
* Learners actively construct meaning.
* broad movement within cognitive science and education
* also known as individual constructivism
* social component is not emphasized
* Individuals have different prior knowledge, therefore they construct different meaning from same information.
* Constructed meaning is not a copy or "isomorphic model" of input from environment.
* Self-regulated learning is an example of psychological constructivism.
* Individual's knowledge is co-constructed (with a teacher, parent or peer).
* Non-constructivist elements: e.g., cultural tools shape individual's knowledge and performance.
* Also, known as social constructionism
* Knowledge and cognition are distributed over social networks, not inside individual's heads.
* All knowledge is socially constructed. There is no absolute truth.
* isomorphic model (copy) or something else?
* individualized knowledge
* socially distributed knowledge
* external direction (advance organizer)
* internal direction (self-regulation)
* interaction of external and internal (e.g., self-regulation may work better with advance organizers)
* collaboration
* Radical constructivists propose that there is no single, objective reality.
* Contrast with the position that there is a single reality, but we can only construct imperfect interpretations of it.
* Consider that we seem to genetically inherit some knowledge.
* Knowledge is specific to the setting in which it is used.
* legitimate peripheral participation
* cognitive apprenticeship
* complex environments and authentic tasks
* social negotiation
* multiple representations of content
* mindful learning (metacognition)
* student-centred instruction
* Students determine learning goals.
Inquiry Learning:
Problem Based Learning (PBL)
Project Based Learning: similar to problem based learning, except that a tangible product is created.
Cooperative Learning (produces learning gains of .3 to .5 SD):
Cognitive Apprenticeship
* active learner
* places causes in the environment
* emphasis on individual learning
* information has the role of prompting or cueing behavior
* teachers role is to reinforce and shape behavior
* designer analyses learning goals into specific behavioral objectives
* Learning critically depends on the way that information is presented (e.g. dual coding theory).
* emphasis on individual learning
* Knowledge is represented by production rules, linked concepts, memory structures (e.g. J. R. Anderson, Atkinson-Shiffrin model).
* places causes in the mind and the incoming information
* Designer analyses cognition into rules, concepts and misconceptions.
* Teacher sequences information to promote learning (e.g., massed versus spaced learning, order of examples).
* emphasis on individual
* places causes in the mind
* Learner actively constructs meaning and applies strategies (e.g. self-regulated learning).
* Knowledge constructed from information differs across individuals.
* Prior knowledge is critical to learning.
* Students set their own goals.
* Teachers role is to guide and facilitate, not provide direct instruction.
* Knowledge is socially constructed.
* emphasis on the social setting
* knowledge is tied to specific situations
* active learners
* places causes in the social setting
* teachers role is to establish social setting for learning