Comments on: Constructivism Or How Things Seem To Work In My Classrooms http://gwegner.edublogs.org/2007/02/06/constructivism-or-how-things-seem-to-work-in-my-classrooms/ Tue, 07 Feb 2012 11:39:00 +0000 hourly 1 http://wordpress.org/?v=3.2.1 By: Graham Wegner http://gwegner.edublogs.org/2007/02/06/constructivism-or-how-things-seem-to-work-in-my-classrooms/comment-page-1/#comment-9108 Graham Wegner Tue, 13 Feb 2007 10:16:27 +0000 http://gwegner.edublogs.org/2007/02/06/constructivism-or-how-things-seem-to-work-in-my-classrooms/#comment-9108 Thanks for your comments, Alex and Chris. About the only thing I can be sure of when grappling with learning theories and connected learning is that I'm uncertain and understand very little about any of it. The more I read and listen about what is constructivism and what is connectivism, the less sure I am about what I personally subscribe to and the more I realise there is still left to learn. Anyway, it's preferable to be blissfully ignorant and thinking I have all the answers. Thanks for your comments, Alex and Chris. About the only thing I can be sure of when grappling with learning theories and connected learning is that I’m uncertain and understand very little about any of it. The more I read and listen about what is constructivism and what is connectivism, the less sure I am about what I personally subscribe to and the more I realise there is still left to learn. Anyway, it’s preferable to be blissfully ignorant and thinking I have all the answers.

]]> By: Alexander Hayes http://gwegner.edublogs.org/2007/02/06/constructivism-or-how-things-seem-to-work-in-my-classrooms/comment-page-1/#comment-9081 Alexander Hayes Mon, 12 Feb 2007 09:30:32 +0000 http://gwegner.edublogs.org/2007/02/06/constructivism-or-how-things-seem-to-work-in-my-classrooms/#comment-9081 Hi Graham, You've answered your own question; ".....So, when George has his presentation archives functioning (an e-mail earlier today said that they were experiencing difficulties with the recording of the first session) I’ll download, listen, read and have a go at responding." The question was: ".....But where can this idea of connectivism fit in, especially with the five year old to thirteen year old age group? " It's grounded ( I consider ) in your ability to find ways to bring your learners into a learning ecology that dosent match the comfort of what you take for granted now as an educator - an a damn good one at that. This is hindered by the restrictions of the architecture that you bring your learners through and may even take root in the memory of text books or curriculum documents or coffee cups or progamming. I consider that each moment of what we organise for our learners negates what ways in which the intuitively know that they need to know to function in the world that we know little about. An example of what I speak of is my eight year old daughter who has requested for her birthday a nine mega-pixel camera to take photos with and build a collection of images of me for her own photo album which will never be in paper format, flicked through with grand-kids on knee nor torn nor stained nor traded nor lost nor disupted over in a property settlement. The connectivity of information is the key to source from what I can work out from George's ramblings - how best to understand it in a educational context is the next challenge. Nine meagpixels ? What are our learners up to and why do we find it so difficult to understand them ? Hi Graham,

You’ve answered your own question;

“…..So, when George has his presentation archives functioning (an e-mail earlier today said that they were experiencing difficulties with the recording of the first session) I’ll download, listen, read and have a go at responding.”

The question was:

“…..But where can this idea of connectivism fit in, especially with the five year old to thirteen year old age group? ”

It’s grounded ( I consider ) in your ability to find ways to bring your learners into a learning ecology that dosent match the comfort of what you take for granted now as an educator – an a damn good one at that.

This is hindered by the restrictions of the architecture that you bring your learners through and may even take root in the memory of text books or curriculum documents or coffee cups or progamming. I consider that each moment of what we organise for our learners negates what ways in which the intuitively know that they need to know to function in the world that we know little about.

An example of what I speak of is my eight year old daughter who has requested for her birthday a nine mega-pixel camera to take photos with and build a collection of images of me for her own photo album which will never be in paper format, flicked through with grand-kids on knee nor torn nor stained nor traded nor lost nor disupted over in a property settlement.

The connectivity of information is the key to source from what I can work out from George’s ramblings – how best to understand it in a educational context is the next challenge.

Nine meagpixels ? What are our learners up to and why do we find it so difficult to understand them ?

]]> By: Chris Craft http://gwegner.edublogs.org/2007/02/06/constructivism-or-how-things-seem-to-work-in-my-classrooms/comment-page-1/#comment-8941 Chris Craft Tue, 06 Feb 2007 13:31:33 +0000 http://gwegner.edublogs.org/2007/02/06/constructivism-or-how-things-seem-to-work-in-my-classrooms/#comment-8941 I would really like to see you elaborate on how you define constructivism. You seem to refer to it as being analogous to project-based learning, I would love to hear your thoughts in clarifying the definition of the term and how it relates to projects. Thanks! Chris Craft I would really like to see you elaborate on how you define constructivism. You seem to refer to it as being analogous to project-based learning, I would love to hear your thoughts in clarifying the definition of the term and how it relates to projects.

Thanks!

Chris Craft

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