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You can look back and identify where learning stopped. You can then look at why, correct it and allow learning to continue

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You can look back and identify where learning stopped. You can then look at why, correct it and allow learning to continue

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The connectivist approach is to use the broad access to information now available to make connections between data sources or nodes .  Those connections allow learners to develop decision making skills and accept that learning & knowledge rests in the diversity of opinion.

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The connectivist approach is to use the broad access to information now available to make connections between data sources or nodes .  Those connections allow learners to develop decision making skills and accept that learning & knowledge rests in the diversity of opinion.

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By allowing learners to identify their own interests and areas they wish to develop the teacher role is that of facilitator rather than imparter of knowledge.

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By allowing learners to identify their own interests and areas they wish to develop the teacher role is that of facilitator rather than imparter of knowledge.

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Vocational subjects are a natural arena for a Constructivist approach 

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Vocational subjects are a natural arena for a Constructivist approach 

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This theory has a focus on the process involved in learning as relates to the learner rather than the task.

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This theory has a focus on the process involved in learning as relates to the learner rather than the task.

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The attainment of knowledge and acquisition of skills that affect attitude relying on a system of reward and/ or punishment

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The attainment of knowledge and acquisition of skills that affect attitude relying on a system of reward and/ or punishment

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i am unclear why there is a motivation to downplay the importance of conditioning and behaviour when this can have a role in helping learners develop.

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It seems a good way to motivate and engage learners. I was a little bit more wooly on how strong its claims about a distinct epistemology are. Learners may be able to take an active role in their learning but they can't determine objective facts!

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A lot of the humanist ideals seem difficult to implement in large classrooms, difficult to assess fairly on a large scale and generally quite practically challenging. It might benefit priveleged students more than those who are not.

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Teacher as facilitator.
Learning for intrinsic reasons
Self-assessment is more important than external validation

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All theories of learning seem to have merits insofar as they improve our teaching practice. They seem to be presented as competing theories but surely teachers can benefit from each?

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learning in the digital/information age. Developing research/learning techniques to connect information together to assess validity and develop new knowledge.

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It wasn't completely clear to me how this differed as a learning theory. Why exactly could a cognitivist or constructivist not embrace the use of technology within their learning theory?

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Understanding is actively constructed by the learner

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Understanding is actively constructed by the learner

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Humans understand the world by constructing models in their minds.
Everyone's models are different.
Learning happens when new information is added to our schemata - this usually happens through connections with other people (Vygotsky and dialogue).
ZPD
All learning is situated in context. Learning happens best when learners are engaged in 'authentic' tasks.

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holistic, learner-centred, focuses on the learner exploring/discovering/achieving their full potential rather than prescribing to a rigid scheme of work.

Teachers act more like mentors, counsellors, or "spiritual midwives" - Van der STOK, Hans. Adolescence. A lecture given in Beaver Run, USA, January 1973.

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project-based learning. Applying knowledge to real world situations. Giving the learner more control, encouraging independent problem solving

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Learning builds on previous experience.
Understanding is changed by the addition of new knowledge and schemata are rearranged. The whole is greater than the sum of the parts.
Assessment as development.
Behaviour is related to self-concept.

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Depends on students and how they learn and any difficulties

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Learner lead, teachers inspire spontanaity and providing a non threatening environment

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Learner lead, teachers inspire spontanaity and providing a non threatening environment

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chunking information to make it easier to access higher levels of thinking

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Conditioning - learning from your behaviours

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Conditioning - learning from your behaviours

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Stimulus-response connections develop behaviour patterns. Learning is product focused.
Little consideration of emotion in learning.
No development of intrinsic motivation.
Teacher-centered learning.
Summative assessment.

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Using new technology to develop learning

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Using new technology to develop learning

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linking across digital platforms

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respect/personal growth/sensitivity/discovery

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role playing/debating/engaging/collabrative

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Direct consequence of previous experience

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thinking process rather than behaviour

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Using positive reinforcement to encourage learning of good behaviours