Pedagogy of Constructivism: From Idea to Technology

10.12737/4322 ◽  
2014 ◽  
Vol 2 (3) ◽  
pp. 45-60
Author(s):  
Бершадский ◽  
Mikhail Bershadskiy
Keyword(s):  
Cognitive Load ◽  
Educational Outcomes ◽  
Mental Representations ◽  
Cognitive Architecture ◽  
Educational Process ◽  
Educational Technologies ◽  
Constructivist Pedagogy ◽  
Human Cognitive Architecture ◽  
Cognitive Experience

The paper considers how to design educational technologies, based on ideas of constructivist pedagogy. J. Piaget’s and G. Kelly’s writings show that educational outcomes emerge as structures in the form of mental representations, which learners have to construct in the course of active cognitive activities. Recommendations on how to organize educational process, developed by constructivist educators on the basis of these ideas, can be useful in designing educational technologies. The paper examines J. Piaget’s and G. Kelly’s writings and reveals limitations and inner contradictoriness inherent in mechanism of self-constructing mental representations. The author provides arguments refuting that recommendations of constructivist pedagogy result from the moderate constructivism ideas. Moreover, these recommendations are inconsistent with the logic of cognitive experience gaining which results from theories of cognitive load and human cognitive architecture. These recommendations also lack operationality, needed for the educational process to be reproduced. Thus the paper concludes, constructivist pedagogy cannot be used as a basis for designing educational technologies.

Learners' Cognitive Load When Using Educational Technology

2010 ◽  
pp. 169-188
Author(s):  
Renae Low ◽  
Putai Jin ◽  
John Sweller
Keyword(s):  
Educational Technology ◽  
Instructional Design ◽  
Cognitive Load ◽  
Teaching And Learning ◽  
Cognitive Architecture ◽  
Rapid Evolution ◽  
Evidence Based ◽  
Design And Implementation ◽  
Human Cognitive Architecture ◽  
Secondary Information

Taking advantage of the rapid evolution of educational technology, simulations and games have been embodied in a variety of teaching and learning procedures. To a large extent, their effectiveness, in common with the effectiveness of all instructional design relies on how material and activities are optimally organized. That organization should be determined by the nature of human cognitive architecture when dealing with complex, biologically secondary information. Cognitive load theory has been devised to deal with such knowledge. Therefore, embodied simulations and serious games should take evidence-based cognitive load principles into account in both design and implementation.

Cognitive Architecture and Instructional Design in a Multimedia Context

2009 ◽  
pp. 1-16 ◽  
Author(s):  
Renae Low
Keyword(s):  
Instructional Design ◽  
Cognitive Load ◽  
Cognitive Load Theory ◽  
Cognitive Architecture ◽  
Processing System ◽  
Human Cognition ◽  
The Core ◽  
Load Theory ◽  
Human Cognitive Architecture ◽  
Natural Information

Our knowledge of human cognitive architecture has advanced dramatically in the last few decades. In turn, that knowledge has implications for instructional design in multimedia contexts. In this chapter, we will analyse human cognitive architecture within an evolutionary framework. That framework can be used as a base for cognitive load theory that uses human cognitive architecture to provide testable hypotheses concerning instructional design issues. Human cognition can be characterised as a natural information processing system. The core of such systems can be described using 5 principles: (a) information store principle, (b) borrowing principle and reorganizing principle, (c) randomness as genesis principle, (d) narrow limits of change principle, and (e) environment organizing and linking principle. These 5 principles lead directly to the instructional effects generated by cognitive load theory. Some of these effects are concerned with multimedia learning. The particular ones discussed in the chapter are the split-attention, modality, redundancy, element interactivity, and expertise reversal effects.

Learners’ Cognitive Load When Using Educational Technology

2011 ◽  
pp. 1787-1806
Author(s):  
Renae Low ◽  
Putai Jin ◽  
John Sweller
Keyword(s):  
Educational Technology ◽  
Instructional Design ◽  
Cognitive Load ◽  
Teaching And Learning ◽  
Cognitive Architecture ◽  
Rapid Evolution ◽  
Evidence Based ◽  
Design And Implementation ◽  
Human Cognitive Architecture ◽  
Secondary Information

Taking advantage of the rapid evolution of educational technology, simulations and games have been embodied in a variety of teaching and learning procedures. To a large extent, their effectiveness, in common with the effectiveness of all instructional design relies on how material and activities are optimally organized. That organization should be determined by the nature of human cognitive architecture when dealing with complex, biologically secondary information. Cognitive load theory has been devised to deal with such knowledge. Therefore, embodied simulations and serious games should take evidence-based cognitive load principles into account in both design and implementation.

scholarly journals Constructivist pedagogy in context of modern philosophy of education

2020 ◽  
Vol 48 (6) ◽  
pp. 40-54
Author(s):  
Natalia P. Koptseva ◽  
Keyword(s):  
Distance Learning ◽  
Professional Education ◽  
Philosophy Of Education ◽  
Learning Technologies ◽  
Educational Process ◽  
Educational Technologies ◽  
Constructivist Pedagogy ◽  
E Learning ◽  
Distance Learning Technologies ◽  
Common Transition

Introduction. The relevance of the research is underpinned by the lack of conceptual and methodological framework for the upgrade of educational practices against the background of common transition to new educational technologies associated with e-learning and distance learning technologies. The purpose of this article is to identify the key features of constructivist pedagogy to build the educational design understood as a set of teaching practices to create a series of educational events that allow a teacher to acquire the necessary knowledge and skills in the most effective way. Materials and methods. We used methods of critical analysis of modern constructivist epistemology approaches; we applied methods of ideal type differentiation and content analysis; we used principles of definition of concepts reflecting the substance of constructivist pedagogical paradigm. Results. The analysis of modern forms of the constructivist pedagogical paradigm revealed its capabilities for overcoming crisis points in modern processes of common transition to e-learning formats and distance learning technologies. Increasing information competence of teachers will make it possible to leverage constructivist methods and stimulate the students' abilities to create their own sense of learning. Among the innovative educational technologies of constructivist pedagogy, there is a great potential for education related to the performance of creative artistic tasks in non-artistic professional education. Conclusion. The constructivist pedagogical paradigm is a new philosophy of education that is likely to systematically restructure the educational process at the undergraduate level and form an active position of student as the main subject of educational process.

Cognitive Architecture and Instructional Design in a Multimedia Context

2011 ◽  
pp. 496-510 ◽  
Author(s):  
Renae Low
Keyword(s):  
Instructional Design ◽  
Cognitive Load ◽  
Cognitive Load Theory ◽  
Cognitive Architecture ◽  
Processing System ◽  
Human Cognition ◽  
The Core ◽  
Load Theory ◽  
Human Cognitive Architecture ◽  
Natural Information

Our knowledge of human cognitive architecture has advanced dramatically in the last few decades. In turn, that knowledge has implications for instructional design in multimedia contexts. In this chapter, we will analyse human cognitive architecture within an evolutionary framework. That framework can be used as a base for cognitive load theory that uses human cognitive architecture to provide testable hypotheses concerning instructional design issues. Human cognition can be characterised as a natural information processing system. The core of such systems can be described using 5 principles: (a) information store principle, (b) borrowing principle and reorganizing principle, (c) randomness as genesis principle, (d) narrow limits of change principle, and (e) environment organizing and linking principle. These 5 principles lead directly to the instructional effects generated by cognitive load theory. Some of these effects are concerned with multimedia learning. The particular ones discussed in the chapter are the split-attention, modality, redundancy, element interactivity, and expertise reversal effects.

The use of visualization technologies in the engineering training of vocational education teachers

2021 ◽  
pp. 49-59
Author(s):  
Б.Н. Гузанов ◽  
К.А. Федулова
Keyword(s):  
Vocational Training ◽  
Cognitive Activity ◽  
Educational Process ◽  
Practical Significance ◽  
Educational Technologies ◽  
Professional Activity ◽  
Theoretical Significance ◽  
Visual Frame ◽  
Complex Engineering ◽  
Engineering Training

В статье рассматриваются вопросы повышения эффективности изучения сложных технических дисциплин путем совершенствования образовательных технологий через использование инновационных цифровых средств и ресурсов, основанных на визуализации учебных элементов. Цель статьи — рассмотреть сущность визуализации учебной информации, которая направлена не только на демонстрацию инженерных процессов и систем, но и на активизацию познавательной деятельности обучающихся и стимулирование мотивации к изучению специальных дисциплин будущей профессиональной деятельности. Теоретическая значимость статьи заключается в обосновании необходимости использования цифровых технологий визуализации для обеспечения эффективности изучения сложных инженерных дисциплин. С помощью созданного визуального фрейма работа позволяет обучать на практике будущих педагогов профессионального образования разрабатывать, модифицировать и использовать в дальнейшем компьютерные модели для подготовки инженеров. В статье по-новому на трех уровнях рассматривается сущность визуализации учебных элементов, что важно при использовании данной технологии в образовательном процессе. The article deals with the issues of increasing the efficiency of studying complex technical disciplines by improving educational technologies through the use of innovative digital tools and resources based on the visualization of educational elements. The purpose of the article is to consider the essence of visualization of educational information, which is aimed not only at demonstrating engineering processes and systems but also at activating students’ cognitive activity and motivating them to study special disciplines of future professional activity. The theoretical significance of the article lies in the justification of the necessity of using digital visualization technologies to ensure the effectiveness of studying complex engineering disciplines. The practical significance is presented through the created visual frame, which enables high-quality training of vocational training teachers in the development, modification and further use of computer models for engineering training. The article considers the essence of educational elements visualization in a new way at three levels, which is important when using this technology in the educational process.

scholarly journals A model for the development of the creative potential of a technical university teacher

2017 ◽  
Vol 6 (3) ◽  
pp. 270-274
Author(s):  
Valentina Igorevna Burenina ◽  
Natalia Gennadievna Kochetova
Keyword(s):  
Educational Expectations ◽  
Educational Process ◽  
Educational Technologies ◽  
Psychological Resilience ◽  
Creative Potential ◽  
University Teachers ◽  
Potential Development ◽  
External Conditions ◽  
Technical University ◽  
Target Block

The article considers issues related to the development of a technical university teachers creative potential and its special aspects. The analysis of the latest researches and publications in this field is presented, and the necessity of a special study of this issue is formulated. A model for the development of the creative potential of a technical university teacher is proposed, which consists of target, content-technological and diagnostic blocks. The paper presents the characteristics of the model of technical university teachers creative potential development designed by the author; each of its components is described. The target block includes educational expectations. The content-technological block consists of the following structural components: external conditions, the content of education, educational technologies and the forms of educational process organization. The component External conditions includes psychological resilience potential and opportunities for self-expression and self-realization. The Content of Education component includes all creative potential elements. The component Educational technologies and the forms of educational process organization consider the patterns of the activity approach in education, using students activity which simulate the professional teachers of a technical university activity: business and intellectual games, project tasks and etc. The diagnostic block monitors and corrects the results of the model implementation. It includes criteria and indicators of the formation of each component of creative potential, a description of the levels of development of technical university teachers creative potential.

scholarly journals Current Educational Technologies in English Lexis and Grammar Distance Learning at General Secondary Education Institutions

2021 ◽  
pp. 262-277
Author(s):  
Nataliia Serdiuk
Keyword(s):  
Distance Learning ◽  
Secondary Education ◽  
Educational Process ◽  
Educational Technologies ◽  
English Learning ◽  
Student Survey ◽  
Online Services ◽  
Survey Results ◽  
Grammatical Structures ◽  
Learning English

The question of the specifics of modern distance learning remains one of the most pressing issues, especially in today's world affected by global virus pandemic. We consider the study of the use of modern educational technologies in English lexis and grammar distance learning relevant and timely. The purpose of the article is to characterize popular current educational technologies and their possibilities in distance learning of English lexical and grammatical structures, to define five most perspective online services for pupils of general secondary education institutions. Methods. The author implements the purpose with the help of theoretical (analysis and synthesis of own experience and of domestic scientists concerning the use of existing educational innovative computer technologies in English learning) and empirical research methods (observation of the educational process), together with the elements of statistical (analysis of student survey results). The results. Considering student survey results, the author’s experience, the article names and characterizes 43 modern online educational technologies in English learning, they online platforms (Zoom, Microsoft Teams, Google Classroom, Skype, Nz.ua, ClassDojo, Moodl), online services (Google Drive, Padlet, Google Forms, Microsoft Forms, Kahoot!, Grammarly, Quizlet, Quizizz, Plickers, Socrative, Hot Potatoes, LinguaLeo, ToonDoo, Classtime, Lang-8, Сoursera, LearnEnglish, BBC Learning English, British Council LearnEnglish, Tandem, Enpodcast, Bussu), mobile apps (Memrise, Rosetta Stone, Babbel, FluentU, MindSnacks, Open Language, Mosalingua, Messenger, Telegram, Viber, WhatsАрp), virtual whiteboard (Paint, Google Slides, Bitpaper.io). The article suggests grouping these technologies according to 7 purposes of use (to conduct online English lessons in real time; to create virtual classes, lessons and tasks; to send tasks and communicate; online services for learning English vocabulary and grammar; to use a virtual board; to store works and materials of pupils; to assess and control English language skills). Conclusions. The benefit of the study is that the possibilities of online services in distance learning of English lexical and grammatical structures have been emphasized, and five the most perspective for pupils of general secondary education institutions have been defined as Moodle, Google Classroom, Google Forms, Kahoot!, Zoom.

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