MEITE/Notes: Difference between revisions
Jump to navigation
Jump to search
No edit summary |
No edit summary |
||
| Line 1: | Line 1: | ||
== Glossary == | == Glossary == | ||
; | ;autonomy | ||
: "one's self-endorsed will to make one's own decisions and take voluntary actions" <ref name="lee_and_hannafin" /> | : "one's self-endorsed will to make one's own decisions and take voluntary actions" <ref name="lee_and_hannafin" /> | ||
; | ;behaviorism | ||
: "deterministic branch of psychology concerned with the experimental study of behavior" <ref name="murphy_and_knight" /> | |||
;constructionism | |||
: "highlights the hands-on construction of physical artifacts that communicate one's understanding" <ref name="lee_and_hannafin" /> | : "highlights the hands-on construction of physical artifacts that communicate one's understanding" <ref name="lee_and_hannafin" /> | ||
; | ;constructivism | ||
: "represents an epistemological perspective as to the nature and evolution of individual understanding" <ref name="lee_and_hannafin" /> | : "represents an epistemological perspective as to the nature and evolution of individual understanding" <ref name="lee_and_hannafin" /> | ||
:;cognitive constructivism | |||
:: information processing theory "but more expressly influenced by biophysical understandings of human growth and development, as well as by the role the environment plays in experience" <ref name="murphy_and_knight" /> | |||
:;social constructivism | |||
:: "[focuses] on learning and reasoning in collaborative groups and on the use of scaffolding" <ref name="murphy_and_knight" /> | |||
:: "[views] instruction in terms of dialogue, augmentation, and problem-based learning" <ref name="murphy_and_knight" /> | |||
:;radical constructivism | |||
:: "attributes the greatest power to the individual, not only to shape his or her learning process but also to dictate what constitutes viable learning outcomes" <ref name="murphy_and_knight" /> | |||
;theoretical lens | |||
: "discernable overarching framework assumed by researchers" <ref name="murphy_and_knight" /> | |||
;theory | |||
: "a scientifically rigorous, principled understanding or explanation for a given phenomenon" <ref name="murphy_and_knight" /> | |||
== References == | == References == | ||
| Line 13: | Line 25: | ||
<references> | <references> | ||
<ref name="lee_and_hannafin">Lee, E., & Hannafin, M. J. (2016). A design framework for enhancing engagement in student-centered learning: own it, learn it, and share it. ''Educational Technology Research and Development'', 64(4), 707–734. https://doi.org/10.1007/s11423-015-9422-5</ref> | <ref name="lee_and_hannafin">Lee, E., & Hannafin, M. J. (2016). A design framework for enhancing engagement in student-centered learning: own it, learn it, and share it. ''Educational Technology Research and Development'', 64(4), 707–734. https://doi.org/10.1007/s11423-015-9422-5</ref> | ||
<ref name="murphy_and_knight">Murphy, P. K., & Knight, S. L. (2016). Exploring a Century of Advancements in the Science of Learning. ''Review of Research in Education'', 40(1), 402–456. https://doi.org/10.3102/0091732x16677020</ref> | |||
</references> | </references> | ||
Revision as of 20:02, 29 September 2021
Glossary
- autonomy
- "one's self-endorsed will to make one's own decisions and take voluntary actions" [1]
- behaviorism
- "deterministic branch of psychology concerned with the experimental study of behavior" [2]
- constructionism
- "highlights the hands-on construction of physical artifacts that communicate one's understanding" [1]
- constructivism
- "represents an epistemological perspective as to the nature and evolution of individual understanding" [1]
- cognitive constructivism
- information processing theory "but more expressly influenced by biophysical understandings of human growth and development, as well as by the role the environment plays in experience" [2]
- social constructivism
- "[focuses] on learning and reasoning in collaborative groups and on the use of scaffolding" [2]
- "[views] instruction in terms of dialogue, augmentation, and problem-based learning" [2]
- radical constructivism
- "attributes the greatest power to the individual, not only to shape his or her learning process but also to dictate what constitutes viable learning outcomes" [2]
- theoretical lens
- "discernable overarching framework assumed by researchers" [2]
- theory
- "a scientifically rigorous, principled understanding or explanation for a given phenomenon" [2]
References
- ↑ 1.0 1.1 1.2 Lee, E., & Hannafin, M. J. (2016). A design framework for enhancing engagement in student-centered learning: own it, learn it, and share it. Educational Technology Research and Development, 64(4), 707–734. https://doi.org/10.1007/s11423-015-9422-5
- ↑ 2.0 2.1 2.2 2.3 2.4 2.5 2.6 Murphy, P. K., & Knight, S. L. (2016). Exploring a Century of Advancements in the Science of Learning. Review of Research in Education, 40(1), 402–456. https://doi.org/10.3102/0091732x16677020