2 Qs

1. Individual and social aspects of learning
Social mediation (the cognitive, acquisition-oriented) enhances the individual’s learning as individual, striving to improve his or her mastery of knowledge and skill. The more radical (the situative, participation-oriented) sees the individual and the social agents as a unified learning system the learning outcomes of which are both situated in the particular interactive context and distributed among the participants. As for the first one, evaluation could be fulfilled by performance test. How to implement evaluation based on the second viewpoint?

2. Weight watchers program
This example is used in two papers. One paper is the 1987 Presidential Address. The other one is an ecological psychology of instructional design. The first paper used this example to distinguish between symbol manipulation in school and contextualized reasoning outside school. The second one used it to exemplify the perceiving-acting cycle. I think it could serve as a good example of information interpretation. In which way information interpretation could facilitate (or hinder) community knowledge construction?

Three categories of learning theories are always addressed in EDCI courses. The systematic structure of the course requires instructors to overview learning theories at first. Generative principles are concluded:
Behaviorism
• Empty mind
• Stimulus/ response
• Feedback/ response
• Law of effective
• conditioning
Cognitivism
• Information processes
• Prior knowledge
• Memory
Constructivism
• Authentic tasks
• Problem solving
• Participation
• Collaboration
• Experience
• Meaning making
Nice things about this part is to apply learning theories into different contexts such as instructional design, science education, and adult learning. The unique cue this time is to highlight the agent. Condition, teacher, and mind serve as agents for each learning theory. Before that,I usually distinugish them in terms of the view about knowledge and the role of the student in learning.