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Integrating Technology to Bloom's Taxonomy for ESL Teachers

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Integrating Technology to Bloom's Taxonomy for ESL Teachers

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If you go to this link, you will find a slide-share which relates Bloom's Taxonomy to ways in which ESOL students, and probably other students, can work online. It's more of a starting point than something fully-formed, though. see: https://www.slideshare.net/madaboutelt/blooms-digital-taxonomy-for-esl-teachers

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From cradle to grave learning is a process

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Quite useful in acquiring skills to do something e.g. enter invoices or credit notes on sage.  Technology added to this will make more interesting stimuli and immediate response/feedback.

Margaret O'Gorman

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Blended learning or hybrid learning, also known as technology-mediated instruction, web-enhanced instruction, or mixed-mode instruction, is an approach to education that combines online educational materials and opportunities for interaction online with physical place-based classroom methods.

Blended learning requires the physical presence of both teacher and student, with some elements of student control over time, place, path, or pace. While students still attend brick-and-mortar schools with a teacher present, face-to-face classroom practices are combined with computer-mediated activities regarding content and delivery. It is also used in professional development and training settings.

Since blended learning is highly context-dependent, a universal conception of it is difficult. Some reports have claimed that a lack of consensus on a hard definition of blended learning has led to difficulties in research on its effectiveness. A well-cited 2013 study broadly defined blended learning as a mixture of online and in-person delivery where the online portion effectively replaces some of the face-to-face contact time rather than supplementing it.

Whereas, "Hybrid learning is an educational model where some students attend class in-person, while others join the class virtually from home."

Many Universities turned to remote learning during and hybrid formats returning from the pandemic.

The terms "blended learning", "hybrid learning", "technology-mediated instruction", "web-enhanced instruction", and "mixed-mode instruction" are often used interchangeably in research literature.

Although the concepts behind blended learning first developed in the 1960s, the formal terminology to describe it did not take its current form until the late 1990s. One of the earliest uses of the term appears in a 1999 press release, in which the Interactive Learning Centers, an Atlanta-based education business, announced a change of name to EPIC Learning. The release mentions that "The Company currently operates 220 on-line courses, but will begin offering its Internet courseware using the company's Blended Learning methodology."

The term "blended learning" was initially vague, encompassing a wide variety of technologies and pedagogical methods in varying combinations (some making no use of technology whatsoever). In 2006, the term became more concrete with the publication of the first Handbook of Blended Learning by Bonk and Graham. Graham challenged the breadth and ambiguity of the term's definition, and defined "blended learning systems" as learning systems that "combine face-to-face instruction with computer mediated instruction".

Technology-based training emerged as an alternative to instructor-led training in the 1960s on mainframes and mini-computers. The major advantage that blended learning offers is scale, whereas one instructor can only teach so many people.

One example is PLATO (Programmed Logic for Automatic Teaching Operations), a system developed by the University of Illinois and Control Data. PLATO in particular had a long history of innovations and offered coursework from elementary to the college level. Mainframe-based training had a number of interface limitations that gave way to satellite-based live video in the 1970s. The advantage here was serving people who were not as computer literate. The major challenge was the expense required to make this work.

In the early 1990s, CD-ROMs emerged as a dominant form of providing technology-based learning as bandwidth through 56k modems wasn't able to support very high quality sound and video. The limitation to CD-ROMs was tracking completion of coursework, so learning management systems emerged as a way to facilitate progress tracking. The aviation industry used this heavily to track how well one did on courses, how much time was spent, and where someone left off. AICC, Aviation Industry Computer-Based Training Committee, was formed in 1988 and companies such as Boeing used CD-ROMs to provide training for personnel.

Modern blended learning is delivered online, although CD-ROMs could feasibly still be used if a learning management system meets an institution's standards. Some examples of channels through which online blending learning can be delivered include webcasting (synchronous and asynchronous) and online video (live and recorded).

There is little consensus on the definition of blended learning. Some academic studies have suggested it is a redundant term. However, there are distinct blended learning models suggested by some researchers and educational think-tanks. These models include:

Face-to-face driver - where the teacher drives the instruction and augments with digital tools.

Rotation - students cycle through a schedule of independent online study and face-to-face classroom time.

Flex - Most of the curriculum is delivered via a digital platform and teachers are available for face-to-face consultation and support.

Labs - All of the curriculum is delivered via a digital platform but in a consistent physical location. Students usually take physical classes in this model as well.

Self-blend - Students choose to augment their physical learning with online course work.

Online driver - Students complete an entire course through an online platform with possible teacher check-ins. All curriculum and teaching is delivered via a digital platform and face-to-face meetings are scheduled or made available if necessary.

It is important to note that even blended learning models can be blended together and many implementations use some, many, or even all of these as dimensions of larger blended learning strategy. These models, for the most part, are not mutually exclusive.

There are many components that can comprise a blended learning model, including "instructor-delivered content, e-learning, webinars, conference calls, live or online sessions with instructors, and other media and events, for example, Facebook, e-mail, chat rooms, blogs, podcasting, Twitter, YouTube, Skype and web boards".

Blended instruction is reportedly more effective than purely face-to-face or purely online classes. Blended learning methods can also result in high levels of student achievement more effective than face-to-face learning.

By using a combination of digital instruction and one-on-one face time, students can work on their own with new concepts which frees teachers up to circulate and support individual students who may need individualized attention. "Rather than playing to the lowest common denominator - as they would in a physical classroom - teachers can now streamline their instruction to help all students reach their full potential."

Proponents of blended learning argue that incorporating the "asynchronous Internet communication technology" into higher education courses serves to "facilitate a simultaneous independent and collaborative learning experience".

Blended learning also has the potential to reduce educational expenses, although some dispute that blended learning is inherently less expensive than physical classroom learning.

Blended learning can lower costs by putting classrooms in the online space and it essentially replaces pricey textbooks with electronic devices that students often bring themselves to class. E-textbooks, which can be accessed digitally, may also help to drive down textbook budgets. Proponents of blended learning cite the opportunity for data collection and customization of instruction and assessment as two major benefits of this approach.

Blended learning often includes software that automatically collects student data and measures academic progress, providing teachers, students and parents detailed students data. Often, tests are automatically scored, providing instantaneous feedback. Student logins and work times are also measured to ensure accountability. Schools with blended learning programs may also choose to reallocate resources to boost student achievement outcomes.

A classroom environment that incorporates blended learning naturally requires learners to demonstrate more autonomy, self-regulation, and independence in order to succeed. If teachers offer a form of initial program orientation before introducing blended learning strategies, it can better prepare students to feel confident navigating the different components and developing a stronger sense of independence.

Blended learning plays an important role to prime students' learning and to then maximise in-person opportunities and resources.

Some online institutions connect students with instructors via web conference technology to form a digital classroom. These institutions borrow many of the technologies that have popularized online courses at the university level. Some advantages of blended learning, particularly at a Kindergarten to grade 12 level of education, can be found under the general concept of educational technology. It is also one of the most effective ways for personalized learning at scale.

Blended learning supports the use of standards as a way to manage quality and ease of use. This includes multiple kinds of standards: interoperability standards like the SIF specification from A4L or the Learning Tools Interoperability specification from IMS Global Consortium or academic standards like state standards and Common Core State Standards, which encourage integration of technology into a variety of subjects.

A learning management system, or federation of systems, helps develop a better feel for an online community where discussions can be held to better aid students.

The advantages of blended learning are dependent on the quality of the programs being implemented. Some indicators of excellent blended learning programs are "facilitating student learning, communicating ideas effectively, demonstrating an interest in learning, organizing effectively, showing respect for students, and assessing progress fairly".

Unless successfully planned and executed, blended learning could have disadvantages in technical aspects since it has a strong dependence on the technical resources or tools with which the blended learning experience is delivered. These tools need to be reliable, easy to use, and up to date, for them to have a meaningful impact on the learning experience.

There are several disadvantages to blended learning. While this type of learning does offer students the ability to go online when necessary, or learn from anywhere, there is no guarantee that each student will have access to the tools that they need to learn on the computer. Another problem that may arise is unreliable internet. Many times, the internet may be down. If the whole class does not have access to the same tools, then the teacher will not be able to keep the class on the same page. This creates a learning gap within classrooms. Unless the education system can offer reliable internet and computers to all students, it is not possible to ensure that this is an effective alternative to mainstream education.

From an educator's perspective, most recently, it has been noted that providing effective feedback is more time-consuming (and therefore more expensive) when electronic media are used, in comparison to traditional (e.g. paper-based) assessments. Using e-learning platforms can be more time-consuming than traditional methods and can also come with new costs as e-learning platforms and service providers may charge user fees to educators.

Finally, in educational fields where interprofessional simulation and clinical based placement are key components (i.e. medicine, obstetrics & gynaecology), in-person teaching remains a cornerstone of clinical skills education, and teaching via online discourse alone is not sufficient to completely replace and provide comparable learning outcomes.

These literacies are dynamic due to the ability to be linked to one another. According to NCTE, active, successful participants in this 21st century global society must be able to:

develop proficiency and fluency with the tools of technology;

build intentional cross-cultural connections and relationships with others so to pose and solve problems collaboratively and strengthen independent thought;

design and share information for global communities to meet a variety of purposes;

manage, analyze and synthesize multiple streams of simultaneous information;

create, critique, analyze and evaluate multimedia texts;

attend to the ethical responsibilities required by these complex environments.

Digital badge - Indicator of accomplishment can be used to recognize any achievement, from passing a class to completing a training course

Educational technology - Use of technology in education to improve learning and teaching

Flipped classroom - Instructional strategy and a type of blended learning

Instructor-led training - any training that occurs in a training room, typically in an office, classroom, or conference room

M-learning - distance education using mobile device technology

Media psychology - Area of psychology

Mixed reality - Merging of real and virtual worlds to produce new environments

Networked learning - process of developing and maintaining connections with people and information

Synchronous learning - Type of learning event

Virtual university - University that provides higher education programs through electronic media, typically the Internet

1. ^ "Enhancing Students' Language Skills through Blended Learning". Electronic Journal of e-Learning. 14.

2. Friesen, Norm (2012).تیتبصتبخهثبتخهسثتبخسثبخهسثتبسثبخس "Report:Defining Blended Learning"

3. "Blended course design: A synthesis of best practices". Journal of Asynchronous Learning Networks. 16.

4. ^ Moskal, Patsy; Dziuban, Charles; Hartman, Jole (December 20, 2012). "Blended learning: A dangerous idea?". Internet and Higher Education. 18: 15-23. doi:10.1016/j.iheduc.2012.12.001.

5. Siemens, G., Gašević, D., & Dawson, S. (2015). Preparing for the Digital University: a review of the history and current state of distance, blended, and online learning. Pg. 62. Athabasca University. Retrieved from ^ http://linkresearchlab.org/PreparingDigitalUniversity.pdf

6. Siemens, G., Gašević, D., & Dawson, S. (2015). Preparing for the Digital University: a review of the history and current state of distance, blended, and online learning. Pg. 71. Athabasca University. Retrieved from ^ http://linkresearchlab.org/PreparingDigitalUniversity.pdf

7. ^ https://www.thenationalnews.com/uae/education/2021/07/16/uae-universities-embrace-hybrid-learning-as-students-thrive-during-pandemic/.

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9. ^ James, Trotter; Faiza, Qureshi (February 2023). "Student perspectives of hybrid delivery in a transnational education context during Covid-19". https://journals.sfu.ca/jalt/index.php/jalt/article/view/631. 6 (1): 103-111. doi:10.37074/jalt.2023.6.1.10.

10. ^ Bersin, Josh (2004). "How Did We Get Here? The History of Blended Learning" (PDF). The Blended Learning Book: Best Practices, Proven Methodologies, and Lessons Learned. Wiley. ISBN 978-0-7879-7296-7.

11. ^ "BLENDED LEARNING Defining Models and Examining Conditions to Support Implementation" (PDF). Philadelphia Education Research Consortium (PERC). September 2014.

12. Alexander, S. (2010). "Flexible Learning in Higher Education". In Penelope Peterson; Eva Baker; Barry McGaws (eds.). International Encyclopedia of Education (Third ed.). Oxford: Elsevier. pp. 441-447. doi:10.1016/B978-0-08-044894-7.00868-X. ISBN 9780080448947.

13. ^ Alexander, S. & McKenzie, J. (1998). "An Evaluation of Information Technology Projects for University Learning". Canberra, Australia: Committee for University Teaching and Staff Development and the Department of Employment, Education, Training and Youth Affairs.

14. ^ "The E-Learning Edge: Improving Access With OntarioLearn". www.conferenceboard.ca. Archived from the original on March 10, 2016.

15. ^ Harel Caperton, Idit (2012). "Learning to Make Games for Impact". The Journal of Media Literacy. 59 (1): 28-38.

16. ^ Jacob, Anna M (2011). "Benefits and Barriers to the Hybridization of Schools" (PDF). Journal of Education Policy, Planning and Administration. 1 (1): 61-82. Archived from the original (PDF) on September 27, 2013.

17. ^ Ingfei Chen (May 21, 2014). "For Frustrated Gifted Kids, A World of Online Opportunities". KQED.

18. Lee, Timothy (2022). "Blended (online and in-person) Women's Health Interprofessional Learning by Simulation (WHIPLS) for medical and midwifery students". ANZJOG. 62 (4): 596-604. doi:10.1111/ajo.13531. PMC . PMID 35435241. S2CID 248229101.

19. Aleksej Heinze & Chris Procter (2006). "Online Communication and Information Technology Education" (PDF). Journal of Information Technology Education. 5.

20. ^ Peter Bradford; Margaret Porciello; Nancy Balkon; Debra Backus (2007). "The Blackboard Learning System: The be All and End All in Educational Instruction?" (PDF). The Journal of Educational Technology Systems. 35 (3): 301-314. doi:10.2190/X137-X73L-5261-5656. S2CID 62186614. Archived from the original (PDF) on February 19, 2018.

21. ^ Wicks, David A; et al. (2015). "An investigation into the community of inquiry of blended classrooms by a faculty learning community". The Internet and Higher Education. 25: 53-62. doi:10.1016/j.iheduc.2014.12.001.

22. ^ M. Gosper; D. Green; M. McNeill; R.A. Phillips; G. Preston; K. Woo (2008). Final Report: The Impact of Web-Based Lecture Technologies on Current and Future Practices in Learning and Teaching (PDF) (Report). Australian Learning and Teaching Council, Sydney.

23. ^ Grieve, Rachel; Padgett, Christine R.; Moffitt, Robyn L. (January 1, 2016). "Assignments 2.0: The role of social presence and computer attitudes in student preferences for online versus offline marking". The Internet and Higher Education. 28: 8-16. doi:10.1016/j.iheduc.2015.08.002.

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Blended learning or hybrid learning, also known as technology-mediated instruction, web-enhanced instruction, or mixed-mode instruction, is an approach to education that combines online educational materials and opportunities for interaction online with physical place-based classroom methods. Blended learning requires the physical presence of both teacher and student, with some elements of student control over time, place, path, or pace.

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Firstly I am new to this. I have researched the SAMR Model. Applying to my students I would look at the Augmentation level, the example would be Students take a quiz using a Google Form instead of using pencil and paper. The functional change would be that There is some functional benefit here in that paper is being saved, students and teacher can receive almost immediate feedback on student level of understanding of material. https://sites.google.com/a/msad60.org/technology-is-learning/samr-modelOn the basis of Constructivism, I came across the SAMR Model developed by Dr.Ruben Puentedura. The quote that engages me at this stage is ''Actually I think there is another aspect of modern education that takes that accolade: Enquiry-based learning. Interestingly, this approach is not new, rather it has risen back into fashion in the wake of constructivism and skills-based curriculum design. The basic concept - that learners inspire, design and lead their own studies - is mostly unchanged from the original thinking of pioneers like Piaget, Dewey and Vygotsky from the 60's.'' I would like my learners to learners inspire, design and lead their own studies as the majority of my teaching is skill based.http://www.ipadeducators.com/a-fresh-look-at-the-samr-modelIn regards to Bloom's Digital Taxonomy, I have looked at a online tools to support Bloom's revised Taxonomy, which has been  assembled by Kathy Schrock. Evaluation states that you justify a stand or position, where you can appraise, argue, defend, judge, select, value, critque, and weigh with appliances such as padlet (which I found out at my introduction tothe course with Sami today, thanks), Google+ and twitter.I did  like the statement by Kathy Schrock where she states ''I began to think about the triangular shape of Bloom's Taxonomy and realized I thought of it a bit differently.Since the cognitive processes are meant to be used when necessary, and any learner goes in and out of the each level as they acquire new content and turn it into knowledge, I created a different type of image that showcased my thoughts about Bloom's more meaningfully.''I liked the the interlocking of the cognitive process in the way the  gears support the evaluation in relation to creating another way at looking at Bloom's Taxonomy.http://www.schrockguide.net/bloomin-apps.htmlIn regards to connectivism I looked at a youtube video https://www.youtube.com/watch?v=cFCYjm6nf40The student recieved an F grade in political science. The student goes on facebook and looks at a political subject. He is intriqued and goes to youtube, looks at the video about the goverment shutdown which is related to what his teacher was discussing on the day. From this, the student is able to look at the comments and links to have a better understanding of his assignment.From his phone, in addition to his lecture he is able to access wikipedia, twitter etc to enable the student to understand through social media as the theoirists Stephen Downes and George Siemens state that, through social contact, via technology, they can enhance learning.Although earlier I was looking at evaluation in regards to Bloom's Digital Taxonomy as a higher order witin my teaching I will try and apply some or more of the hierachial needs within my teaching as adevelping instrument witin my students learning.As I said earlier, I am new to this. I have not looked at the comments on the week 1 task details. I will after I have posted (I have noticed that SCCB have looked at this video)https://www.youtube.com/watch?v=cFCYjm6nf40

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Firstly I am new to this. I have researched the SAMR Model. Applying to my students I would look at the Augmentation level, the example would be Students take a quiz using a Google Form instead of using pencil and paper. The functional change would be that There is some functional benefit here in that paper is being saved, students and teacher can receive almost immediate feedback on student level of understanding of material. https://sites.google.com/a/msad60.org/technology-is-learning/samr-modelOn the basis of Constructivism, I came across the SAMR Model developed by Dr.Ruben Puentedura. The quote that engages me at this stage is ''Actually I think there is another aspect of modern education that takes that accolade: Enquiry-based learning. Interestingly, this approach is not new, rather it has risen back into fashion in the wake of constructivism and skills-based curriculum design. The basic concept - that learners inspire, design and lead their own studies - is mostly unchanged from the original thinking of pioneers like Piaget, Dewey and Vygotsky from the 60's.'' I would like my learners to learners inspire, design and lead their own studies as the majority of my teaching is skill based.http://www.ipadeducators.com/a-fresh-look-at-the-samr-modelIn regards to Bloom's Digital Taxonomy, I have looked at a online tools to support Bloom's revised Taxonomy, which has been  assembled by Kathy Schrock. Evaluation states that you justify a stand or position, where you can appraise, argue, defend, judge, select, value, critque, and weigh with appliances such as padlet (which I found out at my introduction tothe course with Sami today, thanks), Google+ and twitter.I did  like the statement by Kathy Schrock where she states ''I began to think about the triangular shape of Bloom's Taxonomy and realized I thought of it a bit differently.Since the cognitive processes are meant to be used when necessary, and any learner goes in and out of the each level as they acquire new content and turn it into knowledge, I created a different type of image that showcased my thoughts about Bloom's more meaningfully.''I liked the the interlocking of the cognitive process in the way the  gears support the evaluation in relation to creating another way at looking at Bloom's Taxonomy.http://www.schrockguide.net/bloomin-apps.htmlIn regards to connectivism I looked at a youtube video https://www.youtube.com/watch?v=cFCYjm6nf40The student recieved an F grade in political science. The student goes on facebook and looks at a political subject. He is intriqued and goes to youtube, looks at the video about the goverment shutdown which is related to what his teacher was discussing on the day. From this, the student is able to look at the comments and links to have a better understanding of his assignment.From his phone, in addition to his lecture he is able to access wikipedia, twitter etc to enable the student to understand through social media as the theoirists Stephen Downes and George Siemens state that, through social contact, via technology, they can enhance learning.Although earlier I was looking at evaluation in regards to Bloom's Digital Taxonomy as a higher order witin my teaching I will try and apply some or more of the hierachial needs within my teaching as adevelping instrument witin my students learning.As I said earlier, I am new to this. I have not looked at the comments on the week 1 task details. I will after I have posted (I have noticed that SCCB have looked at this video)https://www.youtube.com/watch?v=cFCYjm6nf40

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No evidence to back idea of learning styles

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No evidence to back idea of learning styles

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Letters to the Guardian 13 March 2017

“Misconceptions and myths that are supposedly based on sound neuroscience that are prevalent in our schools. Generally known as “learning styles”, it is the belief that individuals can benefit from receiving information in their preferred format, based on a self-report questionnaire.”

Signed by 30 Professors and Neuroscientists!

https://www.theguardian.com/education/2017/mar/12/no-evidence-to-back-idea-of-learning-styles

According to this I can teach in anyway that I like in the classroom!

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“Exploration of 21st century learning or skills has emerged from the concern about transforming the goals and daily practice of learning to meet the new demands of the 21st century, which is characterized as knowledge- and technologically driven. The current discussion about 21st century skills leads classrooms and other learning environments to encourage the development of core subject knowledge as well as new media literacies, critical and systems thinking, interpersonal and self-directional skills.”
UNESCO have a good overview of teaching and learning theories in a historical context. 21st Century learning recognises the importance of media literacies as a core skill.

http://www.unesco.org/new/en/education/themes/strengthening-education-systems/quality-framework/technical-notes/influential-theories-of-learning/

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The building of ideas and the construction of learning material based on what a person a has experienced is interesting.  The fact that teaching is no more chalk and talk  where every student is painted with the same brush help learners to now tailor there learning experience to suit there needs.  Where some may have extensive knowledge of a particular aspect of there subject area there can set that aside and focus on their lack of knowledge in other areas.

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https://www.gamified.uk/2014/11/12/analysing-gamification-samr-model/

The impact of this model on my teaching I would be profound.  The fact that I am able to transformation and enhance my teaching materials  with addition state for the art technology helps me create a better learning experience for the  student under my care.

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Constructivism, Technology and the Future of Classroom Learning

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Constructivism, Technology and the Future of Classroom Learning

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https://prezi.com/m/gfn1vezieaoa/constructivism-technology-and-the-future-of-classrom-learning/

I would like to create a more CDLE classroom for my Level 3 Carpentry learners. The current curriculum lends itself to creativity, so therefore I hope to develop some additional skills to maximise the learners ability to explore, conceptualise, produce and modify.

Always outnumbered, never outgunned...

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This seems to have a lot in common with connectivism but refers directly to shoots of plants which is a pleasing image to my big-picture mind.

I think both theories are essential to the continuing success of GCSE English, where its important to acknowledge the changing nature of language and the power of networking. Let's face it; teenagers will always listen to each other more than they listen to teachers. If we empower our students to share ideas the growth potential is endless.

Much of the focus currently is on imparting definitions of techniques. This is important but often leads students at a loss with application. The biggest barrier we find with non-fiction writing tasks is generation of ideas. Students often feel they have no opinion on issues and don't know how to make one up.

I think use of collaborative workspaces such as Google classroom may allow walled discussions to flourish ON-topic, and students can inspire each other with ideas on what to write about and how to write it

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It's my week at #change11. My topic? Rhizomatic Learning.

Rhizomatic learning is a way of thinking about learning based on ideas described by Gilles Deleuze and Felix Guattari in a thousand plateaus. A rhizome, sometimes called a creeping rootstalk, is a stem of a plant that sends out roots and shoots as it spreads. It is an image used by D&G to describe the way that ideas are multiple, interconnected and self-relicating. A rhizome has no beginning or end... like the learning process. I wrote my first article on the topic 'rhizomatic education: community as curriculum' in an article I wrote in 2008.

I've been talking about rhizomes and learning for about five years now. I have spent the better part of the last three months trying to collect all those thoughts together and organize them 'properly.' The problem with that, of course, is that the whole idea of rhizomatic learning is to acknowledge that learners come from different contexts, that they need different things, and that presuming you know what those things are is like believing in magic. It is a commitment to multiple paths. Organizing a conversation, a course, a meeting or anything else to be rhizomatic involves creating a context, maybe some boundaries, within which a conversation can grow. I'm going to try and create some context for a conversation about rhizomatic learning by offering four questions about education... and explaining how i've tried to answer them with this theory.

Why do we teach?

What does successful learning look like?

What does a successful learner look like?

How do we structure successful learning?

Why do we teach?
I refuse to accept that my role as a teacher is to take the knowledge in my head and put it in someone else's. That would make for a pretty limited world :). Why then do we teach? Are we passing on social mores? I want my students to know more than me at the end of my course. I want them to make connections i would never make. I want them to be prepared to change. I think having a set curriculum of things people are supposed to know encourages passivity. I don't want that. We should not be preparing people for factories. I teach to try and organize people's learning journeys... to create a context for them to learn in.
What does successful learning look like?

the rhizome pertains to a map that must be produced, constructed, a map that is always detachable, connectible, reversible, modifiable, and has multiple entryways and exits and its own lines of flight. (Deleuze and Guattari 1987, 21)

It is that map that I think successful learning looks like. Not a series of remembered ideas, reproduced for testing, and quickly forgotten. But something flexible that is already integrated with the other things a learner knows. Most things that we value 'knowing' are not things that are easily pointed to. Knowing is a long process of becoming (think of it in the sense of 'becoming an expert') where you actually change the way you perceive the world based on new understandings. You change and grow as new learning becomes part of the things you know.

Sounds a bit like networked learning...? The rhizome is, in a manner of speaking, a kind of network. It's just a very messy, unpredictable network that isn't bounded and grows and spreads in strange ways. As a model for knowledge, our computer idea of networks, all tidy dots connected to tidy lines, gives us a false sense of completeness.

What does a successful learner look like?
In a recent blog post i tried to offer three visions for 'what education is for' to help provide a departure point for discussion. Workers take accepted knowledge and store it for future reference. They accept that things are true and act accordingly. The soldier acquires more knowledge and becomes responsible for deciding what things are going to be true. The nomads make decisions for themselves. They gather what they need for their own path. I think we should be hoping for nomads.

Nomads have the ability to learn rhizomatically, to 'self-reproduce', to grow and change ideas as they explore new contexts. They are not looking for 'the accepted way', they are not looking to receive instructions, but rather to create.

How do we structure successful learning?
Establish a context
As we approach any new endeavour, we need to understand how we can speak about it. We need to learn the language, our timetables... the shortcuts that allow us to be part of a conversation. This goes into our memory. This is good. It helps us see the local context. It is not what i think of as learning... it is one of the building blocks of learning. I think of this as an open syllabus.

Community Curriculum
Gone are the days where we need to painstakingly collect information, package it up in time to send it to the printers and await the return. A curriculum for a course is something that can be created in time, while a course is happening. The syllabus becomes a garden space, a context setting within which learning can happen and the curriculum is the things that grows there. The tidiest example of this I've done are live slides which attempt to give room for the learners to create slides for a presentation.

Activity.
As an activity for this week I'd like you to take a piece of your own practice and think on it rhizomatically. Does it mesh with what I've described here? Are there goals that you want to accomplish that would not be served by a rhizomatic approach? Is there a way to change what you are doing to make it more rhizomatic? What impact would that have? Good? Bad?

I need not tell anyone that they are free to critique these ideas, they are in the open, and critique is one of the biggest reason that I post my ideas. So please, critique away.

Postscript
I am one of many who found Deleuze and Guattari's idea of the 'rhizome' as a useful framework for talking about learning, education and what it is to know. Appropriately, I suppose, there is no 'rhizomatic learning' that you can cite and define specifically. You could take Maryanne's view or like Glynis Cousin use it to critique the VLE or delve into this interesting series of journal articles from 2004. I should probably apologize to these scholars for not having cited their work... but, to be honest, i didn't know about them until sometime this summer and I have been exploring the rhizome since 2005. For those of you interested in broader exploration of Deleuze in education, google is your friend. I have none of those smart people to blame for these ideas... it's all me borrowing and twisting some of the ideas of Deleuze and Guattari, and, really, from all my network, for my own ends. 🙂

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It's my week at #change11. My topic? Rhizomatic Learning. Rhizomatic learning is a way of thinking about learning based on ideas described by Gilles Deleuze and Felix Guattari in a thousand plateaus. A rhizome, sometimes called a creeping rootstalk, is a stem of a plant that sends out roots and shoots as it spreads.

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https://www.youtube.com/watch?v=jcG8E8J7flU
https://www.commonsensemedia.org/videos/blooms-digital-taxonomy#
https://www.youtube.com/watch?v=rqL_lsogeNU

The SAMR and Digital Taxonomy make me think about the how and why when I consider what digital activity to use. I think it is too easy to remain at the substitution and augmentation level and never move to modification and redefinition. I also think a bunch of suggested apps and programs for each level of Bloom's Taxonomy is great way to encourage staff with digital lesson planning as it guides us on HOW to create an effective learning task. In my own planning, I would love to create a Word document with links and lists to a host of useful apps for each taxonomy verb such as remember linking to editable matching games etc. In regards to constructivism I can see how many digital tools such as Vlogs can allow learners to define their own journey and this feeds into the collaborate nature of connectivism. I recall Vygotsky and the proximal zones being just out of student's reach from years ago. Perhaps we cannot always accurately predict what is just out of reach so technology allows the student to set their goals and stretch themselves. This feeds well into independent learning and target setting. (Joseph)

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http://web.mit.edu/acs/faq/Online-collaboration/collab-learning_files/stacey.htm
I Googled Online Collaborative Learning (OCL) and Computer Mediated Communication (CMC) and read this document. Thought this interesting "Harasim (1990) described the greatest strength of online education as its ability to facilitate interaction and saw the strength of CMC in group activity. The social, affective, and cognitive benefits of peer interaction and collaboration, which had previously been possible only in face-to-face situations, were now possible with the mediation of computer communication."
My ESOL students need as much peer interaction as possible and finding ways of enabling them to interact outside of class time would be beneficial in their use of language.

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John Dewey (1859-1952) believed that formal schooling was falling short of its potential. He emphasized facilitating learning through promoting various activities rather than by using a traditional teacher-focused method. He believed that learners learnt more from guided experiences than from authoritarian instruction. He subscribed to a pragmatist theory which placed the learner as the focus rather than the teacher. Dewey argued that learning is life, not just preparation for life. Using different delivery approaches, combined with practical activities, will help reach the different learning preferences of the individuals you are teaching.

I like to focus on my learners and involve them in practical activities such as, rock climbing, boxercise and roller-skating.  I will use these activities to help learners challenge themselves, give them memorable experiences, as well as change their learning environment.  Where possible I will incorporate their chosen subject into the activity and I have noticed improvements in their ability to recall knowledge as its related to a positive experience.

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Online collaborative learning theory, or OCL, is a form of constructivist teaching that takes the form of instructor-led group learning online.

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Online Collaborative Learning Theory (Harasim)

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Summary: Online collaborative learning theory, or OCL, is a form of constructivist teaching that takes the form of instructor-led group learning online. In OCL, students are encouraged to collaboratively solve problems through discourse instead of memorizing correct answers. The teacher plays a crucial role as a facilitator as well as a member of the knowledge community under study.

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If you login, Padlet can identify your name, instead of Anonymous ... *grin*

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I like Vygotsky's Zone of Proximal Development - or ZPD. It recognises that students bring existing knowledge to the 'classroom', and that they have 'agency' in their own learning

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Lots of links to follow here

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Figure 3.3. Adults learning in groups in a constructivist manner - and assisted by technology

Chapter 3 of my open textbook on ' Teaching in a Digital Age ' is about theory and practice in teaching for a digital age, which I am still in the process of writing. I have to admit that I approached writing about learning theories with some dread. In particular I was concerned (in order of dread) that:

this will appear incredibly boring/lack originality, because it has been done so many times before by other, more qualified authors (but then those that already know this stuff can easily skip it)

I'm not sure that theories of learning actually drive teaching (although surely an understanding of how students learn should do so)

I would have to deal with connectivism somehow, and I am certainly not an expert on that topic - but maybe that might be an advantage in bringing it to the attention of people who have previously shown no interest in it, and how it differs from previous theories

it could be argued that past learning theories are made irrelevant by digital technologies (and I certainly don't agree with that point of view.)

In the end, I can't see how a discussion of learning theories can be avoided. Unless readers of the book have this basic understanding of the different views of learning, they will not be in a good position to make choices, especially regarding the use of technology for teaching and learning. In particular, I see a danger of becoming dogmatic and blinkered by unchallenged assumptions about the nature of learning that results from not exploring alternative theories. But lastly, as Kurt Lewin said, there is nothing more practical than a good theory. A good theory helps us make informed decisions in areas of uncertainty. So, I am sharing here my first draft with you. Please note this is just part of the whole chapter, which also includes the following:

Teaching and learning styles

Deep vs surface learning.

Learner-centered teaching, learner engagement.

What we know about skills development

Competency based learning.

Learning design models

learner characteristics: digital natives and digital literacy

are we right to fear the use of computers for teaching?

Summary of research on teaching.

Also, Chapter 2 discusses the nature of knowledge, and in particular different epistemologies that underpin different theories of learning. However, theories of learning are more than enough to chew on for the moment.

" ...there is an impressive body of evidence on how teaching methods and curriculum design affect deep, autonomous, and reflective learning. Yet most faculty are largely ignorant of this scholarship, and instructional practices and curriculum planning are dominated by tradition rather than research evidence. As a result, teaching remains largely didactic, assessment of student work is often trivial, and curricula are more likely to emphasize content coverage than acquisition of lifelong and life-wide learning skills."

Knapper, 2010, p. 229

"There is nothing so practical as a good theory." Kurt Lewin, 1951, p. 169

Why an understanding of theories of learning is important

Most teachers in the k-12 sector will be familiar with the main theories of learning, but because instructors in post-secondary education are hired primarily for their subject experience, or research or vocational skills, it is essential to introduce and discuss, if only briefly, these main theories. 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.

With a knowledge of alternative theoretical approaches, teachers and instructors are in a better position to make choices about how to approach their teaching in ways that will best fit the perceived needs of their students, within the very many different learning contexts that teachers and instructors face. This is particularly important when addressing many of the requirements of learners in a digital age. Furthermore, the choice of or preference for one particular theoretical approach will have major implications for the way that technology is used to support teaching.

In fact, there is a huge amount of literature on theories of learning, and I am aware that the treatment here is cursory, to say the least. Those who would prefer a more detailed introduction to theories of learning could, for an obscene price, purchase Schunk (2011), or for a more reasonable price Harasim (2012). The aim of my book though is not to be comprehensive in terms of in-depth coverage of all learning theories, but to provide a basis on which to suggest and evaluate different ways of teaching to meet the diverse needs of learners in a digital age.

Behaviourism

Although initially developed in the 1920s, behaviourism still dominates approaches to teaching and learning in many places, particularly in the USA.

Behaviourist psychology is an attempt to model the study of human behaviour on the methods of the physical sciences, and therefore concentrates attention on those aspects of behaviour that are capable of direct observation and measurement. At the heart of behaviourism is the idea that certain behavioural responses become associated in a mechanistic and invariant way with specific stimuli. Thus a certain stimulus will evoke a particular response. At its simplest, it may be a purely physiological reflex action, like the contraction of an iris in the eye when stimulated by bright light.

However, most human behaviour is more complex. Nevertheless behaviourists have demonstrated in labs that it is possible to reinforce through reward or punishment the association between any particular stimulus or event and a particular behavioural response. The bond formed between a stimulus and response will depend on the existence of an appropriate means of reinforcement at the time of association between stimulus and response. This depends on random behaviour (trial and error) being appropriately reinforced as it occurs.

This is essentially the concept of operant conditioning, a principle most clearly developed by Skinner (1968). He showed that pigeons could be trained in quite complex behaviour by rewarding particular, desired responses that might initially occur at random, with appropriate stimuli, such as the provision of food pellets. He also found that a chain of responses could be developed, without the need for intervening stimuli to be present, thus linking an initially remote stimulus with a more complex behaviour. Furthermore, inappropriate or previously learned behaviour could be extinguished by withdrawing reinforcement. Reinforcement in humans can be quite simple, such as immediate feedback for an activity or getting a correct answer to a multiple-choice test.

Figure 3.1 YouTube video/film of B.F. Skinner demonstrating his teaching machine, 1954

You can see a fascinating five minute film of B.F. Skinner describing his teaching machine in a 1954 YouTube video, either by clicking on the picture above or at: http://www.youtube.com/watch?v=jTH3ob1IRFo

Underlying a behaviourist approach to teaching is the belief that learning is governed by invariant principles, and these principles are independent of conscious control on the part of the learner. Behaviourists attempt to maintain a high degree of objectivity in the way they view human activity, and they generally reject reference to unmeasurable states, such as feelings, attitudes, and consciousness. Human behaviour is above all seen as predictable and controllable. Behaviourism thus stems from a strongly objectivist epistemological position.

Skinner's theory of learning provides the underlying theoretical basis for the development of teaching machines, measurable learning objectives, computer-assisted instruction, and multiple choice tests. Behaviourism's influence is still strong in corporate and military training, and in some areas of science, engineering, and medical training. It can be of particular value for rote learning of facts or standard procedures such as multiplication tables, for dealing with children or adults with limited cognitive ability due to brain disorders, or for compliance with industrial or business standards or processes that are invariant and do not require individual judgement.

Finally, it should be noted that behaviourism, with its emphasis on rewards and punishment as drivers of learning, and on pre-defined and measurable outcomes, is the basis of populist conceptions of learning among many parents, politicians, and, it should be noted, computer scientists interested in automating learning. It is not surprising then that there has also been a tendency until recently to see technology, and in particular computer-aided instruction, as being closely associated with behaviourist approaches to learning, although we shall see that this does not necessarily follow.

Cognitivism

An obvious criticism of behaviourism is that it treats humans as a black box, where inputs into the black box, and outputs from the black box, are known and measurable, but what goes on inside the black box is ignored or not considered of interest. However, humans have the ability for conscious thought, decision-making, emotions, and the ability to express ideas through social discourse, all of which may be highly significant for learning. Thus we will likely get a better understanding of learning if we try to find out what goes on inside the black box. Cognitivists therefore have focused on identifying mental processes - internal and conscious representations of the world - that they consider are essential for human learning. Fontana (1981) summarises the cognitive approach to learning as follows:

' The cognitive approach ... holds that if we are to understand learning we cannot confine ourselves to observable behaviour, but must also concern ourselves with the learner's ability mentally to re-organize his psychological field (i.e. his inner world of concepts, memories, etc.) in response to experience. This latter approach therefore lays stress not only on the environment, but upon the way in which the individual interprets and tries to make sense of the environment. It sees the individual not as the somewhat mechanical product of his environment, but as an active agent in the learning process, deliberately trying to process and categorize the stream of information fed into him by the external world. ' (p. 148)

Thus the search for rules, principles or relationships in processing new information, and the search for meaning and consistency in reconciling new information with previous knowledge, are key concepts in cognitive psychology. Cognitive psychology is concerned with identifying and describing mental processes that affect learning, thinking and behaviour, and the conditions that influence those mental processes.

Figure 3.2: Some of the areas covered by cognitivism, based on Bloom's taxonomy (1956). Note that this becomes a reductionist exercise, as psychologists delve deeper into each of these cognitive activities to understand the underlying mental processes.

Cognitive approaches to learning cover a very wide range. At one end, the objectivist end, cognitivists consider basic mental processes to be genetic or hard-wired, but can be programmed or modified by external factors, such as new experiences. Early cognitivists in particular were interested in the concept of mind as computer, and more recently brain research has led to a search for linking learning to the development and reinforcement of neural networks in the brain. In terms of practice this concept of mind as computer has led to several technology-based developments in teaching, including:

intelligent tutoring systems, a more refined version of teaching machines, based on analysing student responses to questions and redirecting them to the appropriate next steps in learning. Adaptive learning is the latest extension of such developments;

artificial intelligence, which seeks to represent in computer software the mental processes used in human learning (which of course if successful would result in computers replacing many human activities - such as teaching, if learning is considered in an objectivist framework.)

pre-determined learning outcomes, based on an analysis and development of different kinds of cognitive activities, such as comprehension, analysis, synthesis, and evaluation

certain instructional design approaches that attempt to manage the design of teaching to ensure successful achievement of pre-determined learning outcomes or objectives.

On the other hand, many other cognitivists, coming from a more constructivist epistemological perspective, would argue that mental states or even processes are not fixed but constantly evolving as new information is integrated with prior knowledge, and new strategies for seeking meaning are developed by the individual. Thus teachers who place a strong emphasis on learners developing personal meaning through reflection, analysis and construction of knowledge through conscious mental processing would represent much more of a constructivist epistemological position. It is here that the boundaries between cognitivist and constructivist learning begin to break down.

Cognitive approaches to learning, with a focus on comprehension, abstraction, analysis, synthesis, generalization, evaluation, decision-making and creative thinking, seem to fit much better with higher education than behaviourism, but even in k-12 education, a cognitivist approach would mean for instance focusing on teaching learners how to learn, on developing stronger or new mental processes for future learning, and on developing deeper and constantly changing understanding of concepts and ideas.

Put simply, brains have more plasticity, adaptability and complexity than current computer software programs, and other factors, such as emotion, motivation, self-determination, values, and a wider range of senses, make human learning very different from the way computers operate, at least at the moment. Education would be much better served if computer scientists tried to make software to support learning more reflective of the way human learning operates, rather than trying to fit human learning into the current restrictions of behaviourist computer programming.

Nevertheless, cognitivists have increased our understanding of how humans process and make sense of new information, how we access, interpret, integrate, process, organize and manage knowledge, and have given us a better understanding of the conditions that affect learners' mental states.

Constructivism

Both behaviourist and some elements of cognitive theories of learning are deterministic, in the sense that behaviour and learning are believed to be rule-based and operate under predictable and constant conditions over which the individual learner has no or little control. However, constructivists emphasise the importance of consciousness, free will and social influences on learning. Carl Rogers (1969) stated that: 'every individual exists in a continually changing world of experience in which he is the center.' The external world is interpreted within the context of that private world. The belief that humans are essentially active, free and strive for meaning in personal terms has been around for a long time.

Constructivists argue that individuals consciously strive for meaning to make sense of their environment in terms of past experience and their present state. It is an attempt to create order in their minds out of disorder, to resolve incongruities, and to reconcile external realities with prior experience. The means by which this is done are complex and multi-faceted, from personal reflection, seeking new information, to testing ideas through social contact with others. Problems are resolved, and incongruities sorted out, through strategies such as seeking relationships between what was known and what is new, identifying similarities and differences, and testing hypotheses or assumptions. Reality is always tentative and dynamic.

For many educators, the social context of learning is critical. Ideas are tested not just on the teacher, but with fellow students, friends and colleagues. Furthermore, knowledge is mainly acquired through social processes or institutions that are socially constructed: schools, universities, and increasingly these days, online communities. Thus what is taken to be 'valued' knowledge is also socially constructed. Thus knowledge is not just about content, but also values. One set of values are those around the concept of a liberal education. According to this ideology, one of the principal aims of education is that it should develop a critical awareness of the values and ideologies that shape the form of received knowledge. This then suggests a constant probing and criticism of received knowledge.

One consequence of constructivist theory is that each individual is unique, because the interaction of their different experiences, and their search for personal meaning, results in each person being different from anyone else. Thus behaviour is not predictable or deterministic, at least not at the individual level. The key point here is that learning is seen as essentially a social process, requiring communication between learner, teacher and others. This social process cannot effectively be replaced by technology, although technology may facilitate it.

It can be seen that although constructivist approaches can be and have been applied to all fields of knowledge, it is more commonly found in approaches to teaching in the humanities, social sciences, education, and other less quantitative subject areas.

Online collaborative learning

The concurrence of both constructivist approaches to learning and the development of the Internet has led to the development of a particular form of constructivist teaching, originally called computer-mediated communication (CMC), but which has developed into what Harasim (2012) now calls online collaborative learning theory (OCL). She describes OCL as follows (p. 90):

' OCL theory provides a model of learning in which students are encouraged and supported to work together to create knowledge: to invent, to explore ways to innovate, and, by so doing, to seek the conceptual knowledge needed to solve problems rather than recite what they think is the right answer. While OCL theory does encourage the learner to be active and engaged, this is not considered to be sufficient for learning or knowledge construction......In the OCL theory, the teacher plays a key role not as a fellow-learner, but as the link to the knowledge community, or state of the art in that discipline. Learning is defined as conceptual change and is key to building knowledge. Learning activity needs to be informed and guided by the norms of the discipline and a discourse process that emphasises conceptual learning and builds knowledge. '

This approach to the use of technology for teaching is very different from the more objectivist approaches found in computer-assisted learning, teaching machines, and artificial intelligence applications to education, which primarily aim to use computing to replace at least some of the activities traditionally done by human teachers. With online collaborative learning, the aim is not to replace the teacher, but to use the technology primarily to increase and improve communication between teacher and learners, with a particular approach to the development of learning based on knowledge construction assisted and developed through social discourse. This social discourse furthermore is not random in OCL, but managed in such a way as to 'scaffold' learning, by assisting with the construction of knowledge in ways that are guided by the instructor, that reflect the norms or values of the discipline, and that also respect or take into consideration the prior knowledge within the discipline.

Connectivism

Connectivism is a relatively new theory of learning or epistemology (there's not even agreement about which it is), it is still being refined and developed, and it is currently highly controversial, with many critics. Siemens, Downes and Cormier constructed the first massive open online course (MOOC), Connectivism and Connective Knowledge 2011, partly to explain and partly to model a connectivist approach to learning. More recently, Downes (2014) has spelled out, in a presentation called The MOOC of One, some of the relationships between individual learning, the contribution of individuals to knowledge and its flow, and networks of learners, within a broad interpretation of connectivist theory. In this presentation Downes sets out some design principles for connectivist 'courses' or cMOOCs, such as:

learner autonomy, in terms of choice of content and how they choose to learn

openness, in terms of access to the course, content, activities and methods of assessment

diversity: varied content, individual perspectives and multiple tools, especially for networking learners and creating opportunities for dialogue and discussion

interactivity: 'massive' communication between learners and co-operative learning, resulting in emergent knowledge

Connectivists such as Siemens and Downes tend to be somewhat vague about the role of teachers or instructors, as the focus of connectivism is more on individual participants, networks and the flow of information and the new forms of knowledge that result.. The main purpose of a teacher appears to be to provide the initial learning environment and context that brings learners together, and to help learners construct their own personal learning environments to enable them to connect to 'successful' networks, with the assumption that learning will automatically occur as a result, through exposure to the flow of information and the individual's autonomous reflection on its meaning. There is no need for formal institutions to support this kind of learning, especially since such learning often depends heavily on social media readily available to all participants.

There are numerous criticisms of the connectivist approach to teaching and learning, which include:

there is no control on the quality of content, or on contributions from participants;

assessment strategies, such as peer assessment, are primitive and unreliable, thus making reliable or valid recognition of achievement more difficult;

the kinds of learning that take place in connectivist MOOCs or courses are not necessarily academic, in the sense of meeting the requirements for academic knowledge, as defined in Chapter 2;

many participants struggle with the lack of structure and are overwhelmed by the volume of content generated by other learners;

most students need a high level of explicit support in learning from an 'expert' teacher and this is lacking in connectivist courses

this kind of learning requires learners already to have at least some level of more formal or traditional education before they participate if they are to fully benefit from this kind of learning experience (and there is substantial evidence that MOOC participants tend to have an already high level of post-secondary education).

thus this kind of learning is more appropriate for non-formal learning or communities of practice than for formal education.

Some of these criticisms may be overcome as practice improves, as new tools for assessment, and for organizing co-operative and collaborative work with massive numbers, are developed, and as more experience is gained. More importantly, connectivism is really the first theoretical attempt to radically re-examine the implications for learning of the Internet and the explosion of new communications technologies.

Conclusion

Different theories of learning reflect different positions on the nature of knowledge. With the possible exception of connectivism, there is some form of empirical evidence to support each of the theories of learning outlined here.

However, while the theories suggest different ways in which all people learn, they do not automatically tell teachers or instructors how to teach. Indeed, theories of behaviourism, cognitivism and constructivism were all developed outside of education, in experimental labs, psychology , neuroscience, and psychotherapy respectively. Educators have had to work out how to move from the theoretical position to the practical one of applying these theories within an educational experience. In other words, they have had to develop teaching methods that build on such learning theories. The next section of the book examines a range of teaching methods that have been developed, their epistemological roots, and their implications for teaching in a digital age.

Your feedback on this will be invaluable. In particular:

are theories of learning still relevant in a digital age? Is it important to discuss these?

is the description of the various theories accurate and useful; if not, what should be changed?

are there important theories or theoretical positions that have been missed?

Bloom, B., Englehart, M., Furst, E., Hill, W. and Krathwohl, D. (1956) Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain, Longmans Green, New York, 1956

Downes, S. (2014) The MOOC of One, Stephen's Web, March 10

Fontana, D. (1981) Psychology for Teachers London: Macmillan/British Psychological Society

Harasim, L. (2012) Learning Theory and Online Technologies New York/London: Routledge

Knapper, C. (2010) 'Changing Teaching Practice: Barriers and Strategies' in Christensen Hughes, J. and Mighty, J. eds. Taking Stock: Research on Teaching and Learning in Higher Education Toronto ON: McGill-Queen's University Press

Lewin, K. (1951) Field theory in social science; selected theoretical papers. D. Cartwright (ed.). New York: Harper & Row.

Rogers, C. (1969) Freedom to Learn Columbus, OH: Charles E. Merrill Publishing Co.

Schunk, D. (2011) Learning Theories: An Educational Perspective (6th edition) New York: Pearson

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Learning theories and online learning | Tony Bates

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Figure 3.3. Adults learning in groups in a constructivist manner - and assisted by technology Chapter 3 of my open textbook on ' Teaching in a Digital Age ' is about theory and practice in teaching for a digital age, which I am still in the process of writing.

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A pretty comprehensive guide to the SAMR Model

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A video on Connectivism to get you started. What do you think of this?

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A video on Connectivism to get you started. What do you think of this?

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https://youtu.be/yx5VHpaW8sQ