Vygotski & Learning
Cloud created by:
19 March 2011
This cloud represents the strand on Vygotski and learning. The abstracts of the presentations will be added as additional content to this cloud.
Please use this cloud to add your comments on the presentations and to continue the debate afterwards.
Longitudinal, educational design research investigation of the temporal nature of learning: Taking a Vygotskian approach
John Cook (email@example.com)
The nature of learning is being augmented by new digital tools, particularly by mobile devices and the networks and structures to which they connect people. In this paper I examine: (i) the powerful perspectives on learning and development put forward by Vygotsky, (ii) an evolutionary educational design research approach, and (iii) notions surrounding the temporal nature of learning. Specifcally, this paper presentation will focus on exploring my research from the present, in order to propose some preliminary thoughts on the nature of what I am calling Augmented Contexts for Development (Cook, 2010a; Cook 2010b); an extension of Vygotsky’s Zone of Proximal Development (Vygotsky, 1978 / 1930) that takes into account the characteristics of 21st Century mass media structures, agency and practices.
12:55 on 19 March 2011
Providing scaffolding by using mobile applications in connectivist learning environment
Ozlem Ozan (firstname.lastname@example.org)
Mehmet Kesim (email@example.com)
According to Siemens (2008) connectivism is the new paradigm for learning. Furthermore learning is a network formation process of connecting specialized nodes or information sources. The ability to see connections and recognize patterns and make sense between felds, ideas, and concepts is the core skill for individuals today. In this changing learning environment learning support should be reviewed. This study reveals traditional forms of Vygotsky’s ‘scaffolding’ concept based on the connectivist perspective. The study discusses the use of mobile applications in instructional scaffolding for learners to learn in a network, social scaffolding for them to exist in a network, technical scaffolding to assist their utilization of tools belonging to the network society, and administrative scaffolding to allow them to manage their educational process in this informal mechanisms and learning environment by using the mobile applications.
13:35 on 19 March 2011