1. Constructivism in lifelong learning “ Non Scolae, sed Vitae discimus/ Learning for life, not for school” Slangerup, February 2009

2. “Getting older, getting wiser” Solon,(640-560 B.C.)

3. Learning “A relatively permanent change in behavior that results from practise.”

4. How do we definelearning? How do we define learning? Process of acquiring and synthesising concepts. Involves obtaining information but also full participation by the learner. No longer are the traditional roles of teacher/student: teacher giving, student accepting, considered the only way to learn.

5. What does Lifelong learning stands for? A continual process, lasting for a lifetime. Learning and work related activities are no longer separate. Know-how and know-what is being supplemented with know-where.

6. Our efforts must tend to help students to develop abilities, skills, attitudes and ensure life-long professional flexibility and mobility.

7. That’s why we HAVE to adopt the best learning method - theory which will help us to achieve all the former targets with the best effectiveness.

8. Broad learning theories: Behaviorism Cognitivism Constructivism

9. Behaviorism Basic perception: learning is unknowable We can’t understand what goes on inside a person. Behaviorism’s assumptions about learning: Observable behaviour is more important than understanding internal activities, Behaviour is focused on specific stimuli and responses, Learning is about behaviour change.

10. Cognitivism Learning is viewed as a process of inputs, managed in short term memory, coded for long-term recall. “In cognitive theories, knowledge is viewed as symbolic mental constructs in the learner's mind, and the learning process is the means by which these symbolic representations are committed to memory.”

11. Constructivism An educational theory that places emphasis on the learner Teacher’s role: Act as a facilitator Based on the idea that all knowledge is CONSTRUCTED based on previous experiences

12. Constructivism Learners create knowledge as they attempt to understand their experiences. Behaviorism and cognitivism view knowledge as external to the learner and the learning process as the act of internalizing knowledge. Constructivism assumes that learners are not empty vessels to be filled with knowledge. Learners are actively attempting to create meaning.

13. Constructivism Two major branches: –Cognitive - focuses on the learner-centered aspect of the theory –Social - focuses on the importance of social interaction

14. Constructivist Learning Principles Learners construct new understandings using pre- existing knowledge. Learners build knowledge through individual experiences and social interactions. Learners are not passive receivers of knowledge given them by others.

15. Constructivist Teaching Principles In order to transfer a meaning, we MUST be able to relate it to something else. If at all possible, APPLY this knowledge during the lesson to foster concrete connections. Differs from traditional view; the mind is a blank tablet. Activities must be meaningful to learner.

16. The five E’s Engage Ex Explore Explain Evaluate

17. Classroom Activities - Implications Focus on learners’ needs and abilities. Emphasize knowledge construction not reproduction. Encourage active learning with tangible results. Sequence activities to build on prior knowledge. Provide graphic organizers to assist learning.

18. Classroom Implications Create holistic activities relevant to learners’ lives. Provide real-world (or simulated) context for learning tasks. Create collaborative learning communities within and outside classroom (students, teachers, experts). Provide opportunities to investigate, discuss, collaborate, negotiate. Encourage reflection on learning process and outcomes.

19. An example Teaching descriptive statistics under constructivism http://lstat.kuleuven.be/java/index. htm

20. The future is… Connectivism Learning occurs within nebulous environments. Learning can reside outside of ourselves (within an organization or a database), Learning is focused on connecting specialized information sets.

21. To summarize Learning is active Engage the students on their own cognitive level Make it interesting! Work in groups. Act as a facilitator, not a record player.

22. Selected Resources on Constructivism Chen, I. (n.d.). Constructivism. Retrieved December 6, 2004 from http://viking.coe.uh.edu/~ichen/ebook/et- it/constr.htmhttp://viking.coe.uh.edu/~ichen/ebook/et- it/constr.htm Constructing meaning with computers (Autumn 2002). TESOL Journal Special Topic Issue, 11(4). Hoover, W.A. (1996, August ). The practice implications of constructivism. SEDLetter, 9 (3). Retrieved December 26 from http://www.sedl.org/pubs/sedletter/v09n03/practice.ht ml http://www.sedl.org/pubs/sedletter/v09n03/practice.ht ml

23. Selected Resources on Constructivism Huitt, W., & Hummel, J. (2003). Piaget's theory of cognitive development. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved [date] from http://chiron.valdosta.edu/whuitt/col/cogsys/piaget.ht ml http://chiron.valdosta.edu/whuitt/col/cogsys/piaget.ht ml Resta, P. (2002). Information and commnication technologies in teacher education: A planning guide. Retrieved December 26, 2004 from http://cnets.iste.org/translations/ http://cnets.iste.org/translations/