{"id":133,"date":"2018-10-27T10:35:51","date_gmt":"2018-10-27T17:35:51","guid":{"rendered":"https:\/\/blogs.ubc.ca\/virtualconferenceconstructivism\/?page_id=133"},"modified":"2018-11-11T10:38:58","modified_gmt":"2018-11-11T17:38:58","slug":"future-of-constructivism","status":"publish","type":"page","link":"https:\/\/blogs.ubc.ca\/virtualconferenceconstructivism\/future-of-constructivism\/","title":{"rendered":""},"content":{"rendered":"<table style=\"height: 2px;\" width=\"848\">\n<tbody>\n<tr bgcolor=\"#ffffff\">\n<td>\n<h3 style=\"text-align: center; color: #000000;\"><strong><br \/>\nFuture of Constructivism<br \/>\n<\/strong><\/h3>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"size-large wp-image-253 aligncenter\" src=\"https:\/\/blogs.ubc.ca\/virtualconferenceconstructivism\/files\/2018\/11\/Constructionism-410x1024.png\" alt=\"\" width=\"410\" height=\"1024\" srcset=\"https:\/\/blogs.ubc.ca\/virtualconferenceconstructivism\/files\/2018\/11\/Constructionism-410x1024.png 410w, https:\/\/blogs.ubc.ca\/virtualconferenceconstructivism\/files\/2018\/11\/Constructionism-120x300.png 120w, https:\/\/blogs.ubc.ca\/virtualconferenceconstructivism\/files\/2018\/11\/Constructionism-768x1920.png 768w, https:\/\/blogs.ubc.ca\/virtualconferenceconstructivism\/files\/2018\/11\/Constructionism.png 800w\" sizes=\"auto, (max-width: 410px) 100vw, 410px\" \/><\/p>\n<table style=\"height: 2px;\" width=\"848\">\n<tbody>\n<tr bgcolor=\"#ffffff\">\n<td>\n<h3 style=\"text-align: center; color: #000000;\"><strong><br \/>\nExpanding on Constructivism \u2013 Constructivism in the Digital Age<\/strong><\/h3>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><span style=\"color: #000000;\"><br \/>\nThe theory of constructivism was developed in a time when learning was not impacted through technology in the way that it is today. Therefore, <em>does constructivism remain as relevant in our technology-rich classrooms of 2018?<\/em> In 2005 George Siemens argued that the way we live, communicate and learn has significantly changed over the past two decades and therefore Siemens developed a new learning theory called connectivism. Siemens noted the limitations of other learning theories such as constructivism, particularly when thinking about how learning occurs through organisations and the rapid increase in available information in the modern times.<\/span><\/p>\n<p><span style=\"color: #000000;\">\u201cIn today\u2019s environment, action is often needed without personal learning \u2013 that is, we need to act by drawing information outside of our primary knowledge. The ability to synthesize and recognize connections and patterns is a valuable skill\u201d (Siemens, 2005, para. 12).<br \/>\n<\/span><\/p>\n<p><span style=\"color: #000000;\">Connectivism is the mixing of the values explored by chaos, networks, complexity and self-organization (Siemens, 2005). It allows for \u201cnon-linearity, unintentioned \u2018chaos\u2019 and unanticipated network effects\u201d in the learning process (Greenhow &amp; Lewin, 2016, p. 9).<br \/>\n<\/span><\/p>\n<p><span style=\"color: #000000;\">The basis of connectivism is that it is not undertaken in isolation; rather, it is that we rely on a variety of networks to direct our activities (Mattar, 2018). Siemens contends that, as knowledge is no longer acquired in a logical manner, the learning theory of connectivism reaches beyond constructivism and illustrates the learning environment of the 21<sup>st<\/sup> century learner.<\/span><\/p>\n<table style=\"height: 2px;\" width=\"848\">\n<tbody>\n<tr bgcolor=\"#ffffff\">\n<td>\n<h3 style=\"text-align: center; color: #000000;\"><strong><br \/>\nDiscussion Question 4<\/strong><\/h3>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<div class=\"padlet-embed\" style=\"border: 1px solid rgba(0,0,0,0.1); border-radius: 2px; box-sizing: border-box; overflow: hidden; position: relative; width: 100%; background: #F4F4F4;\">\n<p style=\"padding: 0; margin: 0;\"><iframe style=\"width: 100%; height: 998px; display: block; padding: 0; margin: 0;\" src=\"https:\/\/padlet.com\/embed\/8qczme2i5mf5\" frameborder=\"0\"><\/iframe><\/p>\n<div style=\"padding: 8px; text-align: right; margin: 0;\"><a style=\"padding: 0; margin: 0; border: none; display: block; line-height: 1; height: 16px;\" href=\"https:\/\/padlet.com?ref=embed\" target=\"_blank\" rel=\"noopener\"><img loading=\"lazy\" decoding=\"async\" style=\"padding: 0; margin: 0; background: none; border: none; display: inline; box-shadow: none;\" src=\"https:\/\/resources.padletcdn.com\/assets\/made_with_padlet.png\" alt=\"Made with Padlet\" width=\"86\" height=\"16\" \/><\/a><\/div>\n<\/div>\n<table style=\"height: 2px;\" width=\"848\">\n<tbody>\n<tr bgcolor=\"#ffffff\">\n<td>\n<h3 style=\"text-align: center; color: #000000;\"><strong><br \/>\nReferences<br \/>\n<\/strong><\/h3>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<ul>\n<li><span style=\"color: #000000;\">Greenhow, C. &amp; Lewin, C. (2014). <a href=\"https:\/\/www-tandfonline-com.ezproxy.library.ubc.ca\/doi\/pdf\/10.1080\/17439884.2015.1064954?needAccess=true\" target=\"_blank\" rel=\"noopener\">Social media and education: Reconceptualizing the boundaries of formal and informal learning.<\/a>\u00a0<em>Learning, Media and Technology, 41<\/em>(1), 6-30.<\/span><\/li>\n<li><span style=\"color: #000000;\">Mattar, J. (2018). <a href=\"http:\/\/revistas.uned.es\/index.php\/ried\/article\/view\/20055\/18096\" target=\"_blank\" rel=\"noopener\">Constructivism and connectivism in education technology: Active, situated, authentic, experiential, and anchored learning.<\/a><i>\u00a0RIED.Revista Iberoamericana De Educaci\u00f3n a Distancia,<\/i><i>21<\/i>(2), 201-217.<\/span><\/li>\n<li><span style=\"color: #000000;\">Siemens, G. (2005). <a href=\"http:\/\/itdl.org\/Journal\/Jan_05\/article01.htm\" target=\"_blank\" rel=\"noopener\">Connectivism: A learning theory for the digital age.<\/a> <em>International Journal of Instructional Technology and Distance Learning<\/em>,\u00a0<em>2<\/em>(1), 3-10.<\/span><\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Future of Constructivism Expanding on Constructivism \u2013 Constructivism in the Digital Age The theory of constructivism was developed in a time when learning was not impacted through technology in the way that it is today. Therefore, does constructivism remain as relevant in our technology-rich classrooms of 2018? In 2005 George Siemens argued that the way [&hellip;]<\/p>\n","protected":false},"author":62260,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-133","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/virtualconferenceconstructivism\/wp-json\/wp\/v2\/pages\/133","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/virtualconferenceconstructivism\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/virtualconferenceconstructivism\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/virtualconferenceconstructivism\/wp-json\/wp\/v2\/users\/62260"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/virtualconferenceconstructivism\/wp-json\/wp\/v2\/comments?post=133"}],"version-history":[{"count":33,"href":"https:\/\/blogs.ubc.ca\/virtualconferenceconstructivism\/wp-json\/wp\/v2\/pages\/133\/revisions"}],"predecessor-version":[{"id":615,"href":"https:\/\/blogs.ubc.ca\/virtualconferenceconstructivism\/wp-json\/wp\/v2\/pages\/133\/revisions\/615"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/virtualconferenceconstructivism\/wp-json\/wp\/v2\/media?parent=133"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}