Learning Theories and Education: Toward a Decade of Synergy

Bransford, John D.; Stevens, Reed; Schwartz, Dan; Meltzoff, Andy; Pea, Roy D.; Roschelle, Jeremy; Vye, Nancy; Kuhl, Pat; Bell, Philip; Barron, Brigid; Reeves, Byron; Sabelli, Nora H.

doi:10.4324/9780203874790.ch10

Cited by 110 publications

(112 citation statements)

References 278 publications

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“…In the concluding chapter of a recent book devoted to critical review of the role of emotion in education the editors call for inquiry in this research area to integrate and enlarge theoretical perspectives . They are not alone in advocating that the time has come to consider a transdisciplinary and multilevel approach for educational research (Bransford et al, 2006;OECD, 2007). Therefore a brief review of recent developments from the relatively new area of social cognitive neuroscience (the use of neuroscience methodology to study social cognition) is also included in this section.…”

Section: Learning and The Role Of Emotionmentioning

confidence: 99%

The interrelationship of emotion and cognition when students undertake collaborative group work online: An interdisciplinary approach

Robinson

2013

Computers & Education

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In order to determine how emotions and cognition are experienced during collaborative group work online students' descriptions of their learning experience were interpreted using a qualitative approach. A common feature of these accounts was reference to difficulties and problems. Four main themes were identified from this data set. Two of the themes, 'Constraints on autonomy' and 'Reflections about collaboration', encapsulate the experience of engaging in group work. The other two themes 'Virtual others' and 'Communicating online. The impact on progress and achievement' provide some insight into what is unique about the socio-emotional experience of collaborating online and how it can influence motivation and learning. The findings were considered from two perspectives of the role of emotion in learning: the socio-cognitive model of self-regulated learning and the community of inquiry framework (COI). An interdisciplinary approach was adopted by taking into account recent research in social cognitive neuroscience. Some practical recommendations about the deployment of technologies for group work online and for empowering students' understanding of the value of collaborative learning are made. The value of verbal immediacy practices as a way of counteracting the disembodied nature of the relational experience of others online is discussed.Keywords: group work; computer supported collaborative learning (CSCL); emotion; social cognitive neuroscience; interdisciplinary; community of inquiry (COI); self regulated learning; verbal immediacy IntroductionWhen a learning context supports the exchange and discussion of ideas there is the opportunity for each individual to assimilate new information and to build on their current understanding by accommodating the ideas of other students (Hodgson, 2002;Laurillard, 2002). By including a requirement that learners collaborate on a shared task there are some additional pedagogical benefits. The process of co-constructing an artifact together with other students provides each learner with an opportunity to reflect on practice and to adapt practice (Laurillard, 2009;Laurillard, 2012). The development of technologies such as forums, wikis and virtual worlds, has meant that group work can take place online. Text based forums and wikis allow for asynchronous communication and therefore offer the practical advantage of flexibility as to when and where engagement with the group and the shared group task takes place; there is no requirement for participants to be co-located. For distance learners, and the tutors who support them, the impact of these technologies has been profound. Institutions can now offer opportunities to connect and learn with others at a distance in a way that was not possible previously (Gaskell, 2009). The availability of these technologies also means that workspaces are increasingly distributed and federated and there are many informal online spaces where collaboration can take place. For example, by using wiki technology 'thousands of dispersed volunte...

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Section: Learning and The Role Of Emotionmentioning

confidence: 99%

The interrelationship of emotion and cognition when students undertake collaborative group work online: An interdisciplinary approach

Robinson

2013

Computers & Education

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“…Future themes need to be focused on how to improvise, innovate, and learn when the answer is not known, and how to bring different communities of practice together in communities of interest to avoid group think and to exploit the opportunities provided by the symmetry of ignorance (Fischer & Ostwald, 2005), conceptual collisions (J. Bransford et al, 2006), and epistemological pluralism (Turkle & Papert, 1991) by making all voices heard. This is especially important at a time where many high level objectives in education are focused on a climate for test taking, bookkeeping, and cutting expenses-the wrong strategies as economic competition heats up around the globe and societies are exploring news ways to make their individual members more creative, imaginative, and innovative (Friedman, 2005).…”

Section: Why Now: Opportunities and Challenges?mentioning

confidence: 99%

Designing socio-technical environments in support of meta-design and social creativity

Fischer

2007

Proceedings of the 8th Iternational Conference on Computer Supported Collaborative Learning - CSCL'07

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This paper provides elements of a transformational conceptual framework for CSCL by focusing on how learning takes place when the answer is not known (this being the case for complex design problems in numerous domains encountered in lifelong learning activities). The paper postulates, explores, and discusses visions, theories, systems, practices, and methods for CSCL with a focus on reflective communities (bringing stakeholders together from many different backgrounds, requiring cultural and epistemological pluralism to make all voices heard), metadesign (allowing owners of problems to act as designers and active contributors, and not only as consumers), and social creativity (bringing different and often controversial points of view together to create a shared understanding among stakeholders that can lead to new insights, new ideas, and new artifacts). Innovative socio-technical environments are needed to make progress in achieving these objectives. Examples and characteristics of such environments will be briefly presented and discussed. Some implications and challenges for future research in CSCL are derived and articulated.

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“…Research on learning in everyday non-school settings is vastly underrepresented in comparison to research that takes place in laboratories and schools (Bransford et al 2006). This is especially striking when we consider that young people spend 79% of their waking hours in activities that occur outside of school (Bransford et al 2000).…”

Section: Data Sources and Methods Of Analysismentioning

confidence: 99%

“…The data we present here is taken from a six-month ethnographic study of young people's game play that was conducted as part of a broader effort to understand how people think and learn across settings such as school, work, and home (Bransford et al 2006;Stevens 2000a;Stevens and Hall 1998;Stevens et al 2005Stevens et al , 2006Stevens et al , 2008. Research on learning in everyday non-school settings is vastly underrepresented in comparison to research that takes place in laboratories and schools (Bransford et al 2006).…”

Section: Data Sources and Methods Of Analysismentioning

confidence: 99%

Playing with Representations: How Do Kids Make Use of Quantitative Representations in Video Games?

Satwicz

Stevens

2008

Int J Comput Math Learning

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This paper describes the use of quantities in video games by young people as part of a broader effort to understand thinking and learning across naturally occurring contexts of activity. Our approach to investigating the use of quantities in game play is ethnographic; we have followed eight children over a six-month period as they play their own games at home. The data set is composed of video recordings and artifact-based interviews. The concept of disciplined perception is used to understand how quantities are coordinated during game play. The current study shows young people using quantities in games to make predictions and organize their actions based on those predictions. Some ideas based on the study's findings for using video games in school are discussed.

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Learning Theories and Education: Toward a Decade of Synergy

Cited by 110 publications

References 278 publications

The interrelationship of emotion and cognition when students undertake collaborative group work online: An interdisciplinary approach

The interrelationship of emotion and cognition when students undertake collaborative group work online: An interdisciplinary approach

Designing socio-technical environments in support of meta-design and social creativity

Playing with Representations: How Do Kids Make Use of Quantitative Representations in Video Games?

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