A Review of General Psychology survey,
The National Education System Plan for 1971‐76. Ministry of Education His Majesty's Government of Nepal 1971

Social Constructivism 1. 1. Social Constructivism/ Activity Theory Jess Boucher Diane Pereira Gary Heverly John McDonough October 25, 2012 2. 2. Once the task has been completed, the robot will return to the starting position. Only one person can submit a task list at once. Rules: Motors can turn on or off at the same time Motors turn on for seconds at a time (ex. “Left motor on for three seconds”) Each leg is a separate motor What you know: Tell the robot how to autonomously walk in a square. Your Task: Class Activity 3. 3. Definition(s) & Learning is a social activityDerry, S. J. (1999). A Fish called peer learning: Searching for common themes. In A. M. ODonnell Knowledge is socially and culturally constructed that is influenced by the group and its’ environment Knowledge is a product of human interaction 3 Assumptions: Social constructivism emphasizes the importance of culture and context in understanding what occurs in society and constructing knowledge based on this understanding (Derry, 1999; McMahon, 1997). Assumptions & A. King (Eds.).Kim, B. (2001). Social Constructivism.. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved <insert date>, fromhttp://projects.coe.uga.edu/epltt/McMahon, M. (1997, December). Social Constructivism and the World Wide Web - A Paradigm for Learning. Paper presented at the ASCILITE conference.Perth, Australia. 4. 4. Some aspects of his research were ultimately discarded, but cultural- historical research, now seen as social constructivism, survived. After his death, academic life became politicized and his published work did not re-emerge until the 1960’s. Soon after, became the leader and formed a troika with Luria and Alexei Leont’ev. Joined a research team lead by Alexander Luria at Moscow Institute of Psychology. After college, taught in secondary school and at a teacher’s college.Lev Vygotsky (1896 – 1934) 5. 5. Stages of Cognitive Development Assimilation and Accommodation Theory Children construct an understanding of the world around them, then experience discrepancies between what they already know and what they discover in their environment. Theory of Cognitive DevelopmentJean Piaget (1896 - 1980) 6. 6. In the 1935, moved back to Moscow State University, although he worked closely with the Kharkovites. Leont’ev expanded on one aspect of Vygotsky’s Cultural-Historical theory and created Activity Theory. After Vygotsky’s death, Luria and Leont’ev was joined by the research team when Vygotsky’s work was viewed as disloyal to the Communist Party. Worked with Vygotsky between 1924 and 1930, but moved to Kharkov with Luria in 1931. Worked with Alexander Luria and Lev Vygotsky at the Moscow Institute of Psychology.Alexei Leont’ev (1903 – 1979) 7. 7. Activity Model 8. 8. Motives for Learning Intuitive and analytical thinking Readiness for Learning Role of Structure in Learning The Process of Education Three Modes of Representation -Enactive, Iconic and Symbolic All children are naturally curious. Learning is an active, social process in which students construct new ideas or concepts based on current knowledge. Key figure in Cognitive RevolutionJerome Bruner (1915- ) 9. 9. Current research focused on applying cultural-historical activity theory within work organizations. In late 1980’s, started working on integrating Vygotsky’s Cultural-Historical approach, Leont’ev Activity Theory, and western developments in psychology, particularly cognitive science and constructivism. Currently Professor of Adult Education and Director of the Center for Activity Theory at University of Helsinki. Also Professor Emeritus of Communications at UC, San Diego.Yrjö Engeström (1948 – ) 10. 10. Theory developed by Lev Vygotsky; “Actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers.”Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard UniversityPressZone of Proximal Development (ZPD) 11. 11. Scaffolding Assistance to the learner, through positive reinforcement, until the assistance is no longer needed of becomes repetitive.Concept(s) of ZPD 12. 12. “In a short amount of time we are seeing improvement in each other. We are starting to question ourselves, like how am I doing this, or can I do this better.” (Tinsley Self reflection increases over time as information is shared among group members. Adults’ ability to describe and understand concepts increases when working in a group and collaborate over a period of time. This increased further when trucst has been established between members of the group. (Gordon Wells, 1999) Zone of Reflective Capacity & Lebak, 2009)Lebak, K., Tinsley R. (2009). Expanding the Zone of Reflective Capacity: Taking Separate Journeys Together. Networks, Vol. 11 (Issue 2), pg. 1 – 11.Wells, G. (1999). Dialogic inquiry: Towards a sociocultural practice and theory of education. NY: Cambridge University Press. 13. 13. Resources MKO Example Peer Mentor Can be a… The More Knowledgeable Other (MKO) helps the learner bridge the gap within the Zone of Proximal Development.More Knowledgeable Other (MKO) 14. 14. Social Constructivism & The Internet 15. 15. Social Constructivism & The Internet 16. 16. Discussion Questions1. How is social sharing and discovery related to the internet?2. Have you noticed a change in your own self reflection after working within your presentation groups?3. After reflecting on the exercise from the beginning of the class, is there anything you would do differently?