E.g.

Concept Mapping

E.g. Interactive Gaming

Interactions: Student-Teacher Student-Student Student-Content Teacher-Content Content-Content Teacher-Teacher

Learning E.g.Discussion Forums E.g. Classroom Management E.g. Learning Management Systems Respond
develops develops

E.g. Reasoning and Critical Thinking E.g. Goal Setting for Motivation and Organization Achieving Goals E.g. Understanding the importance of the interaction with people and technologies

Experience

develops

Actions Emotions Thoughts

Learning

CSILE/Knowledge/5th Dimension

Interaction E.g. Asynchronous/Synchronous

Self-regulate

Self-set goals
results results

Self-efficacy

Tools

Activity

Context

Culture E.g. Communities of Practice

Online Learning
Asynchronous/Synchronous Positive Stimuli Negative

E.g. teachers, mentors, and other students Inhibition Disinhibition

results

Individuals

Objects

Artifacts Environment
interaction

E.g. Blogs E.g. Wikis E.g. Ways to direct students during problem-solving E.g Understanding the factors that drives a student

Reinforcement

Punishment

Modeling
affects by

Individual

Environment Motivation Person Attention Cognitions Beliefs Values Situation

distributed distributed

Prior Conditioning

Enforcement

Enforcement

Behavior

Present Psychological Drives Inner Speech Egocentrism Private Speech

Environment
interacts interacts

Environment Environmental Feedback

uses interacts interacts interacts

Hutchins

Cognition
developed by

Knowledge

SITUATION COGNITION
developed by

E.g. Apprenticeship

E.g. Detention/ Teacher-student discussion/reflection E.g. Classroom Management

DISTRIBUTED COGNITION

Gibson

Duguid

Collins

Brown E.g. Experiments

Behavior
results in

Observational Learning
uses uses

Behavior
is not always aim towards

Information Processing

Language

Learned Habits
guided participation

Observable

ACTIVITY THEORY

BEHAVIORISM

SOCIAL COGNITIVE THEORY

developed by is not

SOCIAL THEORIES
developed by

Practice of Doing
in

Context

Observable
interplay with (independent at beginning)

Measurable

developed by

Bandura

Measurable Culture Leont'ev Luria Bruner

intellectual development through

Environment Child-in-Context Vygotsky

Pavlov
further developed

*LEARNING THEORIES*
Piaget Reflection Discovery
developed by

Activity

in

Setting

Learning

Skinner Culture Mind

developed by developed by

E.g. Accessing background knowledge to form lesson

active participation with

emphasized interaction with

SOCIOCULTURAL APPROACH

CONSTRUCTIVISM

Environment
focus on

Development Stage
at appropriate

accelerated through

Prior Knowledge
depends on

Dominant Mode of Thinking

depends on

active participation with

not separated from

Instruction People
focus on interaction with

Mind Reinforcement
experiences with

Internal Cognitive Structure of Learner Modes of Representation

first mode

Context
interaction with

E.g. Reflections, KnowledgeConnecting and Building

E.g. Ways for Teacher to Present and Teach Knowledge E.g. Lesson Planning
through

E.g. Classroom Environment, Creating Student Rapport and Classroom Culture

Social Interaction
result in result in

learning in context

Feedback Environment Meaningful Activity Experience

Enactive Representation

Objects

second mode

Motor Responses

Phenomena

undergo

Materials Change
similar to

Notion of Equilibration
constructs

Schema

Logical Operations
through

Iconic Representation

undergo

Conflict

Meaning
maturing functions maturing functions

Images (spatial, temporal, qualitative)

third mode

Cognitive Development
lead to

Knowledge Construction

no correspondence with

Zone of Proximal Development

External Reality

E.g. Understanding the development of student

learning is possible through

E.g. Problem Solving E.g. Understanding the World

Symbolic Representation
through

Assessment, Discussion, Learning Objectives, Knowledge Building Activities

Intersubjectivity E.g. Concepts symbols