04739nam 2200697 450 991046059050332120200520144314.01-119-21623-01-119-21621-4(CKB)3710000000539142(EBL)4206491(SSID)ssj0001636534(PQKBManifestationID)16387484(PQKBTitleCode)TC0001636534(PQKBWorkID)14950614(PQKB)11486128(MiAaPQ)EBC4206491(Au-PeEL)EBL4206491(CaPaEBR)ebr11136179(CaONFJC)MIL881826(OCoLC)935251933(EXLCZ)99371000000053914220160114h20152015 uy 0engurcnu||||||||txtccrConstructivism reconsidered in the age of social media /Chris Stabile, Jeff Ershler, editorsSan Francisco, [California] :Jossey-Bass,2015.©20151 online resource (153 p.)New Directions for Teaching and Learning ;Number 144Description based upon print version of record.1-119-21614-1 Includes bibliographical references at the end of each chapters and index.Title Page; Copyright; From the Series Editor; Editors' Notes; References; 1: The Learning Virus: An Affective, Constructivist Movement Shaped by Ultrasociality in the Age of Social Media; Constructivism; The Influence of Memes; Social Media Meme; Reflective Practice as Affective Growth; Language Clarification; Action; Learner-Centered Faculty Engagement; Conclusion; Notes; References; 2: Constructivism and Learning in the Age of Social Media: Changing Minds and Learning Communities; Overview of Constructivism and Social Constructivism; Situated Cognition; Constructivism in a Mediated WorldSocial Media and Constructivist Goals and Practices Educational Challenge: Changing Minds and Learning Communities; References; 3: Leveraging Social Media for Instructional Goals: Status, Possibilities, and Concerns; What Are Social Media?; Possibilities; Concerns; Conclusions; References; 4: Teaching Students to Think Critically About Social Media; Introduction; Critical Thinking and Social Media; Critical Reflection on Social Media; Who Sponsors Your Communications/Devices?; Search Engine Selection; Web Credibility-"The Criteria Gallery"; Wiki Construction; Modeling; Conclusion; References5: Learner-Centered Online Instruction The Learner-Centered Online Instructional Design and Implementation Framework; New Directions and Paradigms for Learner-Centered Online Courses; Synchronous and Asynchronous Approaches for Increasing Student Connectedness; Student Connectedness; Summary of Best Learner-Centered Synchronous and Asynchronous Practices; Conclusions; References; 6: Implications of Graphic Organizers in an Age of Social Media; Graphic Organizers in the K-12 World; The Rationale for Graphic Organizers; Toward Expanding the Definition of Graphic OrganizerWhy Constructivism Still Matters Student-Generated Multimedia Projects as a Case Study in Adult Learning Theory; References; 7: How Critical Reflection Benefits Faculty as They Implement Learner-Centered Teaching; Learner-Centered Teaching; Critical Reflective Review with Documentation; Overcoming Resistance to Learner-Centered Teaching; Learning About Learner-Centered Teaching and Obtaining Feedback Through Social Media; Conclusion; References; 8: Learner-Centered Faculty Development; References9: Toward Education 3.0: Pedagogical Affordances and Implications of Social Software and the Semantic WebIntroduction; Background; Core Competencies Within the New Learning Ecology; Artificial Autonomous Educational Agents; Concluding Remarks; References; Other Titles; Index; End User License AgreementNew directions for teaching and learning ;Number 144.Education, HigherEffect of technological innovations onSocial mediaConstructivism (Education)Educational technologyElectronic books.Education, HigherEffect of technological innovations on.Social media.Constructivism (Education)Educational technology.378.17344678Stabile ChrisErshler JeffMiAaPQMiAaPQMiAaPQBOOK9910460590503321Constructivism reconsidered in the age of social media1980609UNINA