-
[A2] How Can Technology Enhance Learning?
-
Published as a poster in June 2012, this analysis was the culmination of years of developing understanding. It proposes features of the use of computers mapped on to the expressive constructivism model of learning, thus detailing ways in which technology can enhance learning.
Located in
Claim
-
[A3] The Learner at the Centre
-
This conceptual model captures a learner-centred analysis of questions that might be asked in order to make decisions at all stages of a cycle of learning within an educational context.
Located in
Claim
-
Validity and Reliability
-
This section has described a thesis that has developed through practice, and there is a need to explain the validity of this thesis and discuss its reliability.
Located in
Claim
-
Next?
-
This section identifies next steps in my practice and future directions for research and development.
Located in
Claim
-
Conclusion
-
This section provides a summing up for the whole dissertation, thesis and body of practice submitted for examination.
-
References
-
The key references that have informed my learning, including publications of my own
-
Organizational learning: a theory of action perspective
-
In this book, Chris Argyris and Donald Schön describe the relationship between single-loop learning and double-loop learning, demonstrating how individuals and hence organisations as a whole can improve their capacity to learn and perform effectively. They also discuss theories-of-action (espoused theories) versus theories-in-use, the confusion of which may undermine double-loop learning.
Located in
References
-
How We Learn What We Learn
-
A practical account of learning theory, inspired by key thinkers over a century, applied to a primary school vision in south London.
Located in
References
-
Toward a Theory of Instruction
-
Bruner presents a distillation of half a decade's research and reflection. His theme is dual: how children learn, and how they can best be helped to learn--how they can be brought to the fullest realization of their capacities. "One is struck by the absence of a theory of instruction as a guide to pedagogy," Bruner observes; "in its place there is principally a body of maxims." At the conceptual core of the book is an illuminating examination of how mental growth proceeds, and of the ways in which teaching can profitably adapt itself to that progression and can also help it along. Closely related to this is Bruner's "evolutionary instrumentalism," his conception of instruction as the means of transmitting the tools and skills of a culture, the acquired characteristics that express and amplify man's powers--especially the crucial symbolic tools of language, number, and logic. Revealing insights are given into the manner in which language functions as an instrument of thought.
Located in
References
-
The Nature of Explanation
-
Kenneth Craik was one of the first to realise that machines share with the brain certain principles of functioning, Craik was a pioneer in the development of physiological psychology and cybernetics. Craik published only one complete work of any length, this essay on The Nature of Explanation. Here he considers thought as a term for the conscious working of a highly complex machine, viewing the brain as a calculating machine which can model or parallel external events, a process that is the basic feature of thought and explanation. He applies this view to a number of psychological and philosophical problems (such as paradox and illusion) and suggests possible experiments to test his theory.
Located in
References
