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Essay / Research Paper Abstract
This 14 page paper considers how a program can be designed to allow a student to learn in an ICT environment. The paper begins by considering different learning theories, including social constructivism and social cognitive theory and then considers the different models that could be used to create the program, choosing the best for this scenario The final part of the paper then considers how the learning program should be presented. The bibliography cites 12 sources.
Page Count:
14 pages (~225 words per page)
File: TS14_TElernict.rtf
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Unformatted sample text from the term paper:
aspects. By looking at how learning may take place, for any given scenarios, we may consider different ways of designing a learning framework. In this paper we will consider a
situation where a student has to deign a presentation after reading a book and using that book as reference. ICT is used to create the presentation and the student will
need to learn how to use the programme through a tool bar to create the presentation, learning from experience with successes and errors. If we consider the purpose for this
presenting to be work related, in order so communicate an idea or message then this will give us an adult learner and a situation where there is a singular learner
and an isolated learning environment, but the presentation that needs to be created reflects a social need as well as a desire to learn. When looking at learning of
this style we can consider the social constructivism and social cognitive theory, as this is an approach which looks to the collaborative nature of learning, the learning process as seen
by Piaget is rejected and other cognitivists such as Perry, where learning would be a response to environmental stimuli creating interactions. Social constructivism is a part of the larger
school of cognitive constructivism, developed by the Soviet psychologist Lev Vygotsky. The basis of Vygotsky ideas are that as all cognitive functions start as products of social interaction, as such
learning must also be seen in the same way (Vygotsky, 1978). The process was not as simple as the accommodation and assimilation, it was also the way that
a learner would find integration inside of a knowledge community. The idea is that the cultural development functions of a child will manifest twice; this will be first at a
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