{"id":36,"date":"2018-10-22T15:03:59","date_gmt":"2018-10-22T22:03:59","guid":{"rendered":"https:\/\/blogs.ubc.ca\/virtualconferenceconstructivism\/?page_id=36"},"modified":"2018-11-15T11:20:06","modified_gmt":"2018-11-15T18:20:06","slug":"theory-highlights","status":"publish","type":"page","link":"https:\/\/blogs.ubc.ca\/virtualconferenceconstructivism\/theory-highlights\/","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 \/>\nTheory Highlights<br \/>\n<\/strong><\/h3>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><span style=\"color: #000000;\">Please watch the following video for an introduction of the main topics of this page.<\/span><\/p>\n<p><center><iframe loading=\"lazy\" title=\"Principles of Constructivism\" width=\"604\" height=\"340\" src=\"https:\/\/www.youtube.com\/embed\/QH0jaiGuTfQ?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/p>\n<p><\/center><\/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 \/>\nConstructivism &amp; The Learning Process<\/strong><\/h3>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<div class=\"page\" title=\"Page 3\">\n<div class=\"layoutArea\">\n<div class=\"column\">\n<p><span style=\"color: #000000;\">According to Amarin and Ghishan (2013) :<\/span><\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li><span style=\"color: #000000;\">&#8220;People of all ages do not discover knowledge; rather they construct it or create it.<\/span><\/li>\n<li><span style=\"color: #000000;\">People create knowledge by relating or connecting it to their previous knowledge.<\/span><\/li>\n<li><span style=\"color: #000000;\">Learning involves active cognitive activity and cognitive restricting.<\/span><\/li>\n<li><span style=\"color: #000000;\">People use personal experiences to create knowledge.<\/span><\/li>\n<li><span style=\"color: #000000;\"><span style=\"color: #000000;\">Cognitive growth is stimulated when people are confronted with practical or personal problems that create cognitive disconnects. &#8220;<\/span><\/span><span style=\"color: #000000;\">( p. 54)<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<div class=\"page\" title=\"Page 4\">\n<div class=\"layoutArea\">\n<div class=\"column\">\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 \/>\nBasic Assumptions &amp; Principles of the Constructivist View of Learning<\/strong><\/h3>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<div class=\"page\" title=\"Page 4\">\n<div class=\"layoutArea\">\n<div class=\"column\">\n<ul>\n<li><span style=\"color: #000000;\">&#8220;Learning is an active process.<\/span><\/li>\n<li><span style=\"color: #000000;\">Learning is an adaptive activity.<\/span><\/li>\n<li><span style=\"color: #000000;\">Learning is situated in the context in which it occurs.<\/span><\/li>\n<li><span style=\"color: #000000;\">Knowledge is not innate, passively absorbed, or invented but is constructed by the learner.<\/span><\/li>\n<li><span style=\"color: #000000;\">All knowledge is personal and idiosyncratic.<\/span><\/li>\n<li><span style=\"color: #000000;\">All knowledge is socially constructed.<\/span><\/li>\n<li><span style=\"color: #000000;\">Learning is essentially a process of making sense of the world.<\/span><\/li>\n<li><span style=\"color: #000000;\">Experience and prior understanding play a role in learning.<\/span><\/li>\n<li><span style=\"color: #000000;\">Social interaction plays a role in learning.<\/span><\/li>\n<li><span style=\"color: #000000;\">Effective learning requires meaningful, open-ended, challenging problems for the learner to solve. &#8220;(Amarin &amp; Ghishan, 2013, p.55)<br \/>\n<\/span><\/li>\n<\/ul>\n<\/div>\n<div class=\"page\" title=\"Page 5\">\n<div class=\"layoutArea\">\n<div class=\"column\">\n<div class=\"page\" title=\"Page 5\">\n<div class=\"layoutArea\">\n<div class=\"column\">\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 \/>\nFive Pillars On Which Constructivist Classrooms Are Based<\/strong><\/h3>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<\/div>\n<div class=\"layoutArea\">\n<div class=\"column\">\n<ol>\n<li><span style=\"color: #000000;\">&#8220;Posing problems of emerging relevance to learners.<\/span><\/li>\n<li><span style=\"color: #000000;\">Structuring learning around primary concepts.<\/span><\/li>\n<li><span style=\"color: #000000;\">Seeking and valuing students&#8217; points of view.<\/span><\/li>\n<li><span style=\"color: #000000;\">Adapting curricula to address students&#8217; suppositions.<\/span><\/li>\n<li style=\"text-align: left;\"><span style=\"color: #000000;\">Assessing student learning in the context of teaching.&#8221;\u00a0(Amarin &amp; Ghishan, 2013, p. 56)<br \/>\n<\/span><\/li>\n<\/ol>\n<\/div>\n<\/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 \/>\nConstructivism and Its Implications for Educational Technology<\/strong><\/h3>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><span style=\"color: #000000;\"><br \/>\nThe teacher must &#8220;first recognize and respect students&#8217; backgrounds, beliefs, assumptions, and prior knowledge; provide abundant opportunities for group dialogue aimed at fostering shared understanding of the topic under study; establish a learning environment that encourages students to examine, change, and even challenge their existing beliefs and understandings through meaningful, stimulating, interesting, and relevant instructional tasks; help students develop meta-awareness of their own understandings and learning process; and introduce the formal domain of knowledge or subject matter into the conversation through a sort of loosely structured instruction and the use of technological tools as Web sites&#8221; (Amarin,&amp; Ghishan, 2013, pg, 56).<\/span><\/p>\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 \/>\nDiscussion Question 1<\/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: 2000px; display: block; padding: 0; margin: 0;\" src=\"https:\/\/padlet.com\/embed\/zwyyi22tsxvg\" 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<\/strong><\/h3>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<ul>\n<li><span style=\"color: #000000;\">Amarin, N. Z., &amp; Ghishan, R. I. (2013). <a href=\"http:\/\/ijbhtnet.com\/journals\/Vol_3_No_1_January_2013\/7.pdf\" target=\"_blank\" rel=\"noopener\">Learning With Technology from a Constructivist Point of View.<\/a> <em>International Journal of Business, Humanities and Technology, 3<\/em>(1), 52-57.<br \/>\n<\/span><\/li>\n<\/ul>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"<p>Theory Highlights Please watch the following video for an introduction of the main topics of this page. Constructivism &amp; The Learning Process According to Amarin and Ghishan (2013) : &#8220;People of all ages do not discover knowledge; rather they construct it or create it. People create knowledge by relating or connecting it to their previous [&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-36","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/virtualconferenceconstructivism\/wp-json\/wp\/v2\/pages\/36","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=36"}],"version-history":[{"count":61,"href":"https:\/\/blogs.ubc.ca\/virtualconferenceconstructivism\/wp-json\/wp\/v2\/pages\/36\/revisions"}],"predecessor-version":[{"id":667,"href":"https:\/\/blogs.ubc.ca\/virtualconferenceconstructivism\/wp-json\/wp\/v2\/pages\/36\/revisions\/667"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/virtualconferenceconstructivism\/wp-json\/wp\/v2\/media?parent=36"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}