educational theory research

Community means integrated body of individuals. Therefore learning communities could be defined as a unified body of individuals whose purpose is focused on learning. Learning communities can be brought together in a variety of ways. Schools, colleges and universities are a good example of communities. But there are some communities slightly different from the traditional communities which we see in colleges or university, and are called virtual or e-communities (electronic) or online education communities.

Here the question of address is what makes up an e-community, the theories that help those communities boom, the strong effect that those communities have on the participants, and the issues involved in developing an online community.

E-communities: There is an important difference between diverse types of online education and online learning communities. E-communities or virtual communities are not physically seen but exists in the cloud of internet. E-communities that meet mainly in cyberspace are emerging. Online education cannot be stated plainly by the use of technology since there is usage of different degrees of technology during education. An online course could be web-based, flexible of 1 to 29% of learning taking place online, blended/hybrid, comprising of 30 to 79% online education, or purely online where 80% or more learning takes place online. A recent study on online education shows that 11% of all U.S. higher education students, over 1.6 million people, registered in at least one of their courses online. Today, 57% of academic leaders understand that the learning result for online courses is equal to or better than face-to-face instruction.

With these online communities there is a significant difference because e-communities can grow in any of these circumstances, but internet is a tool and just having the tool would not help in sustaining relationships needed in making a community. The being community-ness of e-communities develop when there is interaction - sharing collective wisdom. This switch-over of ideas, knowledge, and imagination takes place between the learners and facilitators and makes up a mutually entertained experience rather than an experience that is just shared. This exchange of ideas takes place from learner-to-learner or learner-to-facilitator.

E-communities can be successful if there applies the constructivism and adult learning theory. The other element of its success is technology. Constructivism means learners must share knowledge actively and build new ways through which the real experienced based knowledge is shared. In addition, the role of the educator is also a key that will be act as a developing an environment that will promote real life experiences that lead to learning. Besides, educators have also placed an emphasis on the social aspects of constructivism, the collaboration of learners during knowledge acquisition and problem solving. Whereas adult learning theory is an important hypothetical reflection of study since people go for online education mainly after the completion of high schooling.

An obstacle to promoting e-community-based learning there is the complete absence of face-to-face instruction which is practically non-existent. The other obstacle may be the geographical and time-zone differences that hinder the learners from being communicative to other individuals of the e-community.

Technology and instructional design are the other two critical elements of designing an e-community based education. Technology based learning and communication is composed of video, audio, and text programs which could be of synchronous or asynchronous type. There should be some on the lookout consideration that explains which medium for this learning is suitable, when it will be used, and how it should be used be supposed to be included into the instructional design process. Other issues that should be considered in the instructional design process include how constructivism and adult learning theory contribute to making significant the function of the instructor and how they contribute to the sustainability of the e-community.

In conclusion it is obvious that the future of e-communities is certain. In simple words the medium used today for teaching will transform into another form whereas theoretical basis will remain comparatively the same. When there is more data on the effectiveness of various mediums as they connect to learning theories, the design of instruction for e-community learning will become a more precise science. Learner will get the rights to use the best instruction available, irrespective of geographical or time constraints and this will become more of a reality. Students will also be able to make choice of instructors/facilitators that they believe will fit with their learning styles and thus creating a more focused and dynamic model for instruction and learning.

Ismail Ahmed is a Family Law Advisor. He manages http://www.aboutdivorce.org and http://www.aboutonlinedegrees.org

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Anyone know some good websites that offer advice on decorating a baby nursery? Want Educational theme...?

I am in child psych and we have to write a 4 page paper on how we would decorate a baby nursery with their development in mind. For example, black and white images stimulate the baby, music soothes...so on. I just need some good ideas to get my brain rolling and some research on these theories for my paper. Any help is appreciated!!!

Just look up colors online that relate to children and comfort. Soft pink, soft blue, light yellow, etc. Soft, slow music quiets the baby, etc. Just do some research online. I am sure you can come up with tons of hits.

Systemic Theory: Fund Basic Research to Improve American Education

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educational theory of lev vygotsky

In a collaborative learning (CL) situation, two or more people work together for a mutual shared learning. Purposely, it requires the grouping and pairing of learners whose intention is to learn something according to a specific goal. Thus in a collaborative learning groups of students are connected by a reciprocal effort to search for understanding, meaning, or solutions or to design an artifact or product of their learning.

Methodologically, CL refers specifically to methods and environments in which learners are engaged in working collectively or in small groups according to various performance levels toward a common objective and achievement. CL activities can have as a feature collaborative writing, group projects, joint problem solving, debates, study teams and other tasks. The approach keeps a close kinship to cooperative learning.

By the way the CL idea is rooted in Vygotsky's view that defends the existence of an inherent social nature of learning which is shown through his theory of zone of proximal development in which Vygotsky upholds his assumption that there is a difference between what a learner can do without help and what he or she can do with help. Proponents of CL affirm that it makes learners critical thinkers once a shared learning provides them an environment to be fully engaged in discussion and where they can be responsible for their own learning.

Particularly the CL approach has been used in multimedia or Internet-based education - specifically what we have known as e-learning. It has brought up which is distinctively named as Computer-Supported Collaborative Learning (CSCL) - method in which multimedia tools are used as a support for a shared mutual collaborative education. As we know, new technologies permit individuals who are far apart to work together on-line. Despite of the increasing in the use of these tools, many teachers lack knowledge and skills to use them efficiently.

So what are the benefits of a collaborative learning? Indeed they can be mentioned in a huge list - a great evidence of advantages and compensations in developing a CL approach-based education. Just to share some of them, the benefits of a collaborative learning include: the increasing of students' retention; the promotion of a positive attitude toward the subject matter; the development of social interaction skills; the creation of an environment of active, involved, exploratory learning; the development of students' responsibility for each other; and last, but not least, and already pointed out above, the possibility of learners becoming critical thinkers as well as the encouragement of responsibility for their own learning. There is so much more to mention once the list is big enough for other fruitful discussion.

J. S. A. Moura
Universidade Estadual de Alagoas
Brazil

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Lois Holzman interview for Lev Vygotsky: One Man's Legacy Through his Life and Theory

	Theories of Childhood: An Introduction to Dewey, Montessori, Erikson, Piaget & Vygotsky
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educational theory lev vygotsky analysis

The two most influential figures in the field of child development in the last century were the Swiss philosopher and developmental psychologist Piaget, and the Russian child psychologist Vygotsky. In this article I aim to discuss Piaget's work first and then deal with Vygotsky's ideas next.

Piaget observed the maturation of children scientifically by carefully engaging the children in tasks that he had set up to test his hypotheses. His observations led to theorizing on the development of human intelligence and cognitive processes which underpin our capacity to deal with the external world. He believed that intelligence was a form of adaptation programmed by our biological need to survive. The adaptation took the form of two complementary processes he labeled assimilation and accommodation. One must accommodate to what is out there in the external world, but for the development of our capacity to deal with that reality we need to assimilate the information into our way of thinking about it. When children organize information into groups of ideas they build a structure inside their heads (consciousness) which then become the basis for developing even more complex ideas as they mature. This hypothesized mental structure, Piaget called a schema.

Piaget observed that children, as they grow up from birth up to about 11 years of age, go through four stages roughly corresponding to 1) infancy, 2) pre-school, 3) childhood and 4) adolescence. The 4 stages are: 1. Sensori-motor stage from birth to about 2 years of age. During this stage children learn to distinguish self from external objects, and can use their senses and movement. 2. Preoperational stage (2 - 7 years) when the child thinks egocentrically but learns to use language and develops motor skills. 3) Concrete operational stage (7 - 11 years) when the child is able to think logically and sequentially about objects and events. 4) Formal operational stage (after age11) when the child can think about abstract ideas and develops the capacity to think hypothetically, and about future possibilities. These periods are approximate and doubtless there are individual differences.

Whereas Piaget's ideas are best described as cognitive constructivism, Vygotsky's theories may be described as social constructivism. His theory of the Zone of Proximal Development arose from his observation that children did better at tasks on which they were tested when they were working in collaboration with adults, rather than by themselves. It was not the case that the adults were teaching the child, but that any interaction helped the child to engage in more appropriate and refined thinking. Language and the internalization of language was the tool by which the children's thought processes developed. Vygotsky observed that higher mental functions developed through social interactions with significant people in the child's life. Cultural mediation was crucial to the development of human intelligence.

Vigotsky laid great emphasis on the role of play in children's intellectual development. It is difficult for a child to differentiate between a thought (meaning of a word) from the object. Play is a halfway stage in helping to relate the two in the child's mind and leads to the capacity for imagination. Another reason for children to engage in play is that it helps them internalize social rules, etiquette, and 'proper' behavior.

The value of the contribution of both Piaget and Vygotsky to our understanding of child development cannot be overemphasized.

http://www.jayasinghe.cpsych.co.uk

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Bandura's Social Cognitive Theory

educational theory multiple intelligences

Remember when you were back in grade school and your teacher was going over basic arithmetic and numbers? You learned basic facts about division, as for example, how to know whether a given number is divisible by 2 or 3. You also learned about composite numbers and prime numbers. You sat there scratching your head wondering how in God's name such a thing as a prime number would ever have any use other than to give young children homework headaches. But then again God has a funny way of letting each one of his creations participate in the grand scheme of things--yes even creations like numbers.

If you don't remember from back in your elementary school days, a prime number is any number greater than 1 which has as its only divisors 1 and itself. Thus 5 is prime because its only divisors are 1 and 5. Similarly 7, 11, and 13 are prime as well; 2 is the only even prime. From the time of Euclid and his Elements (circa 300 B.C.), these numerical creatures have been intensely studied and classified, and all kinds of mathematical theories and conjectures regarding them have been formulated. Euclid was the first to show that the prime numbers formed an infinite set, and if you've read my articles on infinity (see my series Dabbling in Infinity), then this means that there are as many primes as all the counting numbers, hard as that might be to believe!

The study of prime numbers falls under the branch of mathematics known as Number Theory. This area of pure mathematics treats the study of numbers and their inherent properties as well as the interrelationships among broad classes of numbers and even number systems. Given all the elegant branches of mathematics such as topology, abstract algebra, and complex analysis, one would think that the study of just plain old numbers might be too simple or even boring. Yet two of the most famous unsolved problems in mathematics deal directly or indirectly with prime numbers: the Riemann Hypothesis and the Goldbach Conjecture.

People continue to this day in the search of ever larger prime numbers. The largest prime discovered to date was found in 2006 by two professors, and this prime number has almost ten million digits! But outside pure mathematical interest, what is the point of all this fascination with finding larger and larger primes? Well that's where cryptography comes in and the idea of internet commerce.

Prime numbers found little practical value until about the 1970's when public key cryptography was discovered. This procedure allows information to be coded so that only the person who knows the secret key can decipher the message. This protocol allows private information to be sent over the internet securely without the fear of such being intercepted and read by somebody for whom the information is not intended. This methodology allows us to conduct secure banking and financial transactions over the internet today.

Well, lo and behold, this type of cryptography depends on prime numbers--very large prime numbers! Essentially, the theory behind this field hinges on the inherent difficulty of factoring the product of two very large prime numbers without knowing one of the primes. Thus by using the theory of prime numbers, cryptographers can encode sensitive data and thereby permit secure transactions over a public network like the internet. And the bigger the prime numbers, the harder it is to crack the code. Thus the search for ever bigger primes.

Remember this the next time you think a number is just a number is just a number. You never know what discoveries lie within the realm of mathematics and particularly within its domain of numbers. Think about this the next time you use the internet and give out your credit card number to buy that new item you want.

See more at Interesting Math Ebooks

Joe is a prolific writer of self-help and educational material and an award-winning former teacher of both college and high school mathematics. Under the penname, JC Page, Joe authored Arithmetic Magic, the little classic on the ABC’s of arithmetic. Joe is also author of the charming self-help ebook, Making a Good Impression Every Time: The Secret to Instant Popularity; the original collection of poetry, Poems for the Mathematically Insecure, and the short but highly effective fraction troubleshooter Fractions for the Faint of Heart. The diverse genre of his writings (novel, short story, essay, script, and poetry)—particularly in regard to its educational flavor— continues to captivate readers and to earn him recognition.

Joe propagates his teaching philosophy through his articles and books and is dedicated to helping educate children living in impoverished countries. Toward this end, he donates a portion of the proceeds from the sale of every ebook. For more information go to http://www.mathbyjoe.com .

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Psychology Question on Gardener's Theory of Multiple Intelligences?

Gardener's Theory of Multiple Intelligences: What kind of implications do you think Gardener's theory has had for the educational system? What should teachers do differently for children if it's true that everyone has one or more of these multiple intelligences? How does this theory help to explain your personal experiences with intelligence? Do you think Gardener has described different intelligences, or different talents?

I think that Gardner is postulating that we all have different levels of ability in many diverse disciplines. We need to find our greatest talents and embrace them to the fullest. We also need to understand that we may be weak in some areas, while being exceptional in others.

I think that he was describing both intelligence and talent.

And, teachers, administrators and team leaders need to understand and apply the concept of multiple intelligences in order to allow each individual to attain at a level close to his maximum potential.

Howard Gardner of The Multiple Intelligence Theory

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