From: Paul D. Fernhout <pdfernhout@ku...> - 2010-10-10 16:11:28
Thinking about this in relation to something I posted to the FONC list and
the limits of "personal computing" versus "social computing" (and how the
two paradigms might end up emphasizing different tools):
"Social constructivism is a sociological theory of knowledge that applies
the general philosophical constructionism into social settings, wherein
groups construct knowledge for one another, collaboratively creating a small
culture of shared artifacts with shared meanings. When one is immersed
within a culture of this sort, one is learning all the time about how to be
a part of that culture on many levels. Its origins are largely attributed to
Lev Vygotsky. ... Social constructivism is closely related to social
constructionism in the sense that people are working together to construct
artifacts. However, there is an important difference: social constructionism
focuses on the artifacts that are created through the social interactions of
a group, while social constructivism focuses on an individual's learning
that takes place because of their interactions in a group. ... Vygotsky's
contributions reside in Mind in Society (1930, 1978) and Thought and
Language (1934, 1986).  Vygotsky independently came to the same
conclusions as Piaget regarding the constructive nature of development. ...
An instructional strategy grounded in social constructivism that is an area
of active research is computer-supported collaborative learning (CSCL).
This strategy gives students opportunities to practice 21st-century skills
in communication, knowledge sharing, critical thinking and use of relevant
technologies found in the workplace."
I had a thought following this chain of links (listed backwards) in that
stories are perhaps ways that we keep our private languages in sync?
The biggest challenge of the 21st century is the irony of technologies of
abundance in the hands of those thinking in terms of scarcity.
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