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Social Learning Technologies
Today's Learner
Aim: To explore the implications of new and emerging learning technologies to enhance student learning and the participant's own pedagogical practice.
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Visual Concept Map - mLearning (by Thom Cochrane)
In this model, the teacher and pupils agree the areas and themes for research within an overall context. Students act as researchers on one of these themes or sub-themes and in so doing become the community experts on that theme. They are then in a position to teach the others in the classroom and thus contribute to the creation of common knowledge and understanding. In order to carry out these tasks, the learners develop a language that becomes increasingly subject specific and academic as they learn and disseminate.
An essential element of this social support is, of course, the design and technology teacher who acts as mediator, guiding the learning, intuition, imagination and creativity of the students through questioning, challenging, reflecting and suggesting in what might be described as a dialectical approach to learning. p43
Brown, A., Metz, K., & Campione, J. (1996). Social Interaction and Individual Understanding in a Community of Learners: The Influence of Piaget and Vygotsky. In A. Tryphon & J. Voneche (Eds.), Piaget-Vygotsky the Social Genesis of Thought (pp. 145-155). Hove: Psychology Press.
Head, G., & Dakers, J. (2005). Verillon's Trio and Wenger's Community: Learning in Technology Education. International Journal of Technology and Design Education, 15, 33-46.