Expert 2: Constructing Knowledge
Created By: boatsie
Last Modified: 01/10/06
Summary: Learning theory and cognitive models. Is it possible to become an expert on anything solely in a digital context? (other than in the organization and structure of the context itself?) And how can online environments serve to inspire generative thinking and learning. Scaffolding: Providing a framework that guides learner through sequenced activities: then pulling back and offering only hints, clues, suggestions
Summary: Project based learning: Wallpapering your bedroom involves applying suggestions to handle a relatively complex mathematical situation.
From: http://www.cumberlink.com/Cognitive apprenticeship: "Cognitive apprenticeship, as we envision it, differs from traditional apprenticeship in that the tasks and problems are chosen to illustrate the power of certain techniques or methods, to give students practice in applying these methods in diverse settings, and to increase the complexity of tasks slowly, so that component skills and models can be integrated"
Summary: Collins, A., Brown, J. S., & Newman, S. E. (1989). From Math Forum www.mathforum.org
From: http://steelturman.typepad.comConstructivism: Building context from personal background (environment, people, places and things) to invent and create
Summary: Rube Goldberg machine
From: http://www.msoe.edu/Intrinsic motivation : Fun work in an environment that evokes challenge, curiosity, a sense of control, and fantasy.
Part 2: Constructing Knowledge
This jetpak explores the research related to expertise and how learning models can be implemented to guide users through the process of constructing knowledge.
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