{"id":59,"date":"2018-10-24T14:46:06","date_gmt":"2018-10-24T21:46:06","guid":{"rendered":"https:\/\/blogs.ubc.ca\/virtualconferenceconstructivism\/?page_id=59"},"modified":"2018-11-15T11:18:54","modified_gmt":"2018-11-15T18:18:54","slug":"home","status":"publish","type":"page","link":"https:\/\/blogs.ubc.ca\/virtualconferenceconstructivism\/","title":{"rendered":""},"content":{"rendered":"<p><img loading=\"lazy\" decoding=\"async\" class=\" wp-image-22 aligncenter\" src=\"https:\/\/blogs.ubc.ca\/virtualconferenceconstructivism\/files\/2018\/10\/social-media-1744854_640-300x134.jpg\" alt=\"\" width=\"636\" height=\"284\" srcset=\"https:\/\/blogs.ubc.ca\/virtualconferenceconstructivism\/files\/2018\/10\/social-media-1744854_640-300x134.jpg 300w, https:\/\/blogs.ubc.ca\/virtualconferenceconstructivism\/files\/2018\/10\/social-media-1744854_640-400x178.jpg 400w, https:\/\/blogs.ubc.ca\/virtualconferenceconstructivism\/files\/2018\/10\/social-media-1744854_640.jpg 640w\" sizes=\"auto, (max-width: 636px) 100vw, 636px\" \/><\/p>\n<table style=\"height: 12px;\" width=\"848\">\n<tbody>\n<tr bgcolor=\"#ffffff\">\n<td>\n<h3 style=\"text-align: center; color: #000000;\"><strong><br \/>\nWe Welcome You to Our Virtual Conference&#8230;.<\/strong><\/h3>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><span style=\"color: #000000;\">The last century witnessed a significant shift from philosophical propositions to the development of a range of learning theories including behaviorist theories, cognitive psychology, constructivism, and connectivism. The learning theories differ significantly in their perspectives on learning and can certainly influence educators\u2019 pedagogical choices and shape their instruction.<br \/>\n<\/span><span style=\"color: #000000;\"><br \/>\n&#8220;Constructivist learning arose from Piagetian and Vygotskian perspectives\u201d (Palincsar, 1998. as cited in Ruey, 2010, p.707). There are many different perspectives that coexist within constructivism, each claiming some kinship to the theory. However, all these perspectives seem to be committed to the general view in which learners can learn actively and construct new knowledge based on prior knowledge and that instruction is a process of supporting that construction rather than communicating knowledge (Schell &amp; Janicki, 2012, November 1).<br \/>\n<\/span><\/p>\n<table style=\"height: 32px;\" width=\"848\">\n<tbody>\n<tr bgcolor=\"#ffffff\">\n<td>\n<h3 style=\"text-align: center; color: #000000;\"><strong>Presentation Objective:\u00a0<\/strong><\/h3>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><span style=\"color: #000000;\"><br \/>\nIn our virtual conference presentation, we focus on four areas:<br \/>\n<\/span><\/p>\n<ul>\n<li><span style=\"color: #000000;\">The principles of the constructivist.<\/span><\/li>\n<li><span style=\"color: #000000;\">The application of constructivism in the e-setting environment.<\/span><\/li>\n<li><span style=\"color: #000000;\">The implications of using the theory in practice.<\/span><\/li>\n<li><span style=\"color: #000000;\">The future of constructivism.<\/span><\/li>\n<\/ul>\n<table style=\"height: 32px;\" width=\"848\">\n<tbody>\n<tr bgcolor=\"#ffffff\">\n<td>\n<h3 style=\"text-align: center; color: #000000;\"><strong>Welcome Video: <\/strong><\/h3>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><span style=\"color: #000000;\"><br \/>\nPlease watch the following video to guide you throughout the presentation:<br \/>\n<\/span><\/p>\n<p><center><iframe loading=\"lazy\" title=\"Welcome To Our Virtual Conference\" width=\"604\" height=\"340\" src=\"https:\/\/www.youtube.com\/embed\/devJXg6H_Ss?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: 32px;\" width=\"848\">\n<tbody>\n<tr bgcolor=\"#ffffff\">\n<td>\n<h3 style=\"text-align: center; color: #000000;\"><strong>Guidelines &amp; Instructions <\/strong><\/h3>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><span style=\"color: #000000;\"><br \/>\nOur group has set some activities based on the theory to approach this week&#8217;s topic. <\/span><\/p>\n<p><span style=\"color: #000000;\">Please follow the these instructions to work through our presentation:<br \/>\n<\/span><\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li><span style=\"color: #000000;\">Click on the above tabs in order.<\/span><\/li>\n<li><span style=\"color: #000000;\">Each page will feature an activity or a discussion that links to the learning on each page.<\/span><\/li>\n<li><span style=\"color: #000000;\">For each activity, you will be introduced to online web technology that supports constructivist learning. (You may need to sign-up for an account before being able to access the page for each activity.)<\/span><\/li>\n<li><span style=\"color: #000000;\">There are plenty of resources under the &#8220;Resources Menu&#8221; that you can refer to to extend your knowledge, and the Flip Grid has plenty of visual resources.<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<table style=\"height: 32px;\" width=\"848\">\n<tbody>\n<tr bgcolor=\"#ffffff\">\n<td>\n<h3 style=\"text-align: center; color: #000000;\"><strong>The KWL Activity: <\/strong><\/h3>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><span style=\"color: #000000;\"><br \/>\nIn this first activity, the aims are to:<br \/>\n<\/span><\/p>\n<ul>\n<li><span style=\"color: #000000;\">Activate your prior knowledge.<\/span><\/li>\n<li><span style=\"color: #000000;\">Share your objectives.<\/span><\/li>\n<li><span style=\"color: #000000;\">Self-monitor your learning.<\/span><\/li>\n<\/ul>\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\/mhigdhprvhga\" 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: 32px;\" width=\"848\">\n<tbody>\n<tr bgcolor=\"#ffffff\">\n<td>\n<h3 style=\"text-align: center; color: #000000;\"><strong>References <\/strong><\/h3>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<ul>\n<li><span style=\"color: #000000;\">Ruey, S. (2010). <a href=\"https:\/\/onlinelibrary-wiley-com.ezproxy.library.ubc.ca\/doi\/epdf\/10.1111\/j.1467-8535.2009.00965.x\" target=\"_blank\" rel=\"noopener\">A case study of constructivist instructional strategies for adult online learning.<\/a> <em>British Journal of Educational Technology<\/em>, <em>41<\/em>(5), 706-720. DOI: 10.1111\/j.1467-x<br \/>\n<\/span><\/li>\n<li><span style=\"color: #000000;\">Schell. P. G., &amp; Janicki. J. T. (2012). Online Course Pedagogy And The Constructivist Learning Model. Journal of the Southern Association for Information Systems, <em>1<\/em>(1), 26-36. Retrieved from <a href=\"https:\/\/quod.lib.umich.edu\/j\/jsais\/11880084.0001.104\/--online-course-pedagogy-and-the-constructivist-learning-model?rgn=main;view=fulltext\" target=\"_blank\" rel=\"noopener\">https:\/\/quod.lib.umich.edu\/j\/jsais\/11880084.0001.104\/&#8211;online-course-pedagogy-and-the-constructivist-learning-model?rgn=main;view=fulltext<\/a><br \/>\n<\/span><span style=\"color: #000000;\"><br \/>\n<\/span><\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>We Welcome You to Our Virtual Conference&#8230;. The last century witnessed a significant shift from philosophical propositions to the development of a range of learning theories including behaviorist theories, cognitive psychology, constructivism, and connectivism. The learning theories differ significantly in their perspectives on learning and can certainly influence educators\u2019 pedagogical choices and shape their instruction. 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