CDM Year 2
E-Learning and Constructivism: From theory to application
Koohang, A., Riley, L., Smith, T. & Schreurs, J. (2009). E-Learning and Constructivism: From Theory to Application. Interdisciplinary Journal of E-Learning and Learning Objects, 5(1), 91-109. Informing Science Institute. Retrieved February 10, 2019 from https://www.learntechlib.org/p/44824/.
This academic paper published by the Informing Science Institute explores a learner focused model which assists e-learning performances centered within e-learning mediums. This model displays two main categories, learning design and assessment elements which are both explored in depth to acknowledge a further understanding. While the model is solely based on the constructivism learning theory, examples shown within the paper indicate the models applications. The paper also presents us with the highly detailed use of this model in an actual e-learning environment in order to display it's purpose and effect. The meaning of constructivism itself is also a highlighted topic as we are informed of its history and execution.
Open Source: A metaphor for E-Learning
Informing Science Journal, Volume 8, 2005, Open Source: A Metaphor for E-Learning, Alex Koohang University of Wisconsin - Milwaukee, Milwaukee, USA Keith Harman Northcentral University Prescott, Arizona, USA
This paper discusses what open source is and it's use for the purpose of e-learning. It's explored the open source topic in depth in order to prove the point of open source and e-learning being intertwined with each other while tracing their history and links to the constructivist movement. Three main topic areas are hit on as the paper introduces instructional philosophy, instructional practices and instructional platforms which are all included within the area of e-learning. Metaphors are used as a prime example in theory development which is evidently displayed throughout the duration of this paper. The purpose of the creation of this paper is to inform and educate scholars and education workers while also enabling them to explore this new metaphor for e-learning.
Constructivism vs objectivism: Where is the difference for designers of e-learning environments?
Proceedings 3rd IEEE International Conference on Advanced Technologies, 9-11 July 2003, Publisher: IEEE
This paper touches on the various types of learning and their online appearances within learning environments. The inner workings of academic learning are brought to light as we take a deeper look into the education system. Institutions providing higher education often implicate restrictions on their students therefore restricting their ability to learn and explore their pathways thus clearly showing the restrictions on constructivism. Sub-topics of constructivism are dissected and explained through the use of models and the importance of considering pedagogical components of design beforehand.
Pedagogical quality in e-learning
E-learning and Education, 2005, Peer Review, Humanities, Journal article
The following article discusses designing e-learning from a theoretical point of view. The aim of this article is to create some type of a functional system and understanding of e-learning from a pedagogical standpoint.Taking a theoretical approach in this manner further explores the tie that binds evaluation and design. Three frameworks are presented here which are radical constructivism, activity theory and cognitivism.
Second edition, editor Catherine Twomey Fosnot, publisher: Teacher's College Press, Teachers College, Columbia University New York and London
This paper introduces the multiple theories of learning which include behaviorism, maturationism and constructivism. These forms of learning are explored as are their different theories with reasons for each theory. The biological structure and evolutionary systems are contributed as a considerable factor in the theory and practice of constructivism. The application of constructivism to education discusses in further detail what this theory of learning entails.
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