Unless readers of the book have this basic understanding of the different views of learning, they will not be in a good position to make choices, especially regarding the use of technology for teaching and learning. In the end, I can’t see how a discussion of learning theories can be avoided. it could be argued that past learning theories are made irrelevant by digital technologies (and I certainly don’t agree with that point of view.).I would have to deal with connectivism somehow, and I am certainly not an expert on that topic – but maybe that might be an advantage in bringing it to the attention of people who have previously shown no interest in it, and how it differs from previous theories.I’m not sure that theories of learning actually drive teaching (although surely an understanding of how students learn should do so).this will appear incredibly boring/lack originality, because it has been done so many times before by other, more qualified authors (but then those that already know this stuff can easily skip it).In particular I was concerned (in order of dread) that: ![]() ![]() ![]() I have to admit that I approached writing about learning theories with some dread. Adults learning in groups in a constructivist manner – and assisted by technology IntroductionĬhapter 3 of my open textbook on ‘ Teaching in a Digital Age‘ is about theory and practice in teaching for a digital age, which I am still in the process of writing.
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