Kings+10.08.08

-Not as good. Only 1D response to blog posts. Deeper discussion in class with the so-called guru. People tended to only respond to the original posting and not to other comments. Some authors responded to posted comments which was helpful. Maybe a helpful alternative would be for the so-called guru to post several questions into an ANGEL message forum for everyone to respond to when he is away so everyone would be on the same wave length.
 * 1) 1. Face-2-Face

"Plus it's much more social and situative to be in class." - Talon "We could have a community of knowledge and practice online!!!!! ^_^" - Zoe

2. Learning theory is not equal to teaching theory

"Teaching isn't a phenomena, it's a social interaction"--Scott

-Discuss: From our readings this statement seems obvious since we have had a lot of trouble applying these theories into teaching theory. Teachers have more constraints--Learning theory is idealized. Learning is much more broad than teaching; you can learn without being taught. You can also be conditioned. Why do we have to have a learning theory when they have nothing to do with how we teach?

It's a hierarchy--learning theory comes before teaching --Talon

You can be a good teacher without having a concrete understanding of learning theory--Cecilia

There can be several different theories to explain the learning mechanism in a given situation (i.e. lecture) that all adequately account for how the individual acquires(?) knowledge. For behaviorists: the student regurgitates information to receive the reward (grade); For cognitions: The student listens to the speaker and the information changes the conceptual structures within the student's mind; For community of practioners: the student observes the speaker as part of a culture and progresses through that culture by replicating the speaker's proceses. All three of these learning theories lend themselves toward guidelines for a teaching theory, but don't actually dictate which teaching theory is best.--The "guru" (celia-phrased)

3. Conceptual structures Conceptual change Concept __Assimilation__ __Accommodation__ Knowledge "bestowed, given, endowed" Conflict __Metacognition__ beliefs scaffolding connection misconception
 * Cognitive:**

Distributed __Apprenticeship__ Enculturation Culture/society/societal Authentic activities Communities of practice __legitimate peripheral participation (lpp)__ knowledge "shared, distributed, activity-dependent" __zone of proximal development__
 * Situative:**

How do you even say her name?? LAYve (all one syllable)
 * 4. Lave and Wenger**

legitimate peripheral participation vs. apprenticeship -lpp is more of a community, doesn't require a "master" like the apprenticeship model -lpp is a more fluid culture -lpp is more of a continuum, more than just the master and apprentice roles a master is more important for legitimacy within the community than actual teaching

Do we agree that everything is situ-ma-cated? "Understanding and experience are in constant interaction; this implies that they are mutually constituative." "Activities, tasks, functions and understandings do not exist in isolation; they are part of a broader system of relations in which they have meaning." 'mastery resides not in the master but in the organization or community of practice of which the master is part" so it's not like there is Mr. Morimoto who is all knowing a grandmaster, the mastery of whatever the society is all about resides within the community.

Can you use the knowledge by yourself if it belongs to the community? No, because when you use the activity-specific knowledge, the activity i