Connected learning

This article was registered in the Education for Improvement project . Help edit it and take part in the discussion !

The following improvements would be good: Full program - Crazy1880 22:01, Oct. 21, 2011 (CEST)

The term Connected Learning describes an integrated educational concept that combines four essential didactic principles and is based on a constructivist basic understanding of learning. Connected learning emphasizes the individual, active construction process in learning and the necessary networking of the learning content.

The Connected Learning approach was developed in 2007 by CYP based in Zurich .

The pedagogical concept is implemented in the training and further education of over 5000 young and adult course participants throughout Switzerland .

Didactic principles

The Connected Learning approach is based on four didactic principles:

Self-directed learning

The principle of self-control refers to the assumption of responsibility for one's own learning and the individual design and review of one's own learning path. In a self-directed learning situation, there is scope for the independent definition of learning goals, learning times, learning methods and learning partners. The learner takes on the role of self-teaching, e.g. B. plans the learning process independently, checks its learning progress and obtains the necessary information.

Integrated learning

Integrated learning stands for a learning approach that combines diverse, coordinated forms of teaching and learning. This also includes the combination of classroom teaching and e-learning as part of a blended learning concept.

Problem-based learning

In problem-oriented or problem-based teaching (POL or PBL), the focus is on learning through problem-solving. The learners work on authentic, practice-relevant problems or cases and present their proposed solutions. Problem orientation is also possible on a small scale by linking to current problems or personal experiences. The cases are viewed from different points of view and the problem-solving processes are then reflected on.

Cooperative learning

Cooperative learning describes forms of group and partner work within the framework of learning arrangements, which require a synchronous and coordinated, co-constructive activity of the learner in order to develop a joint solution to a problem or a jointly shared understanding of a situation. Learning from and with one another is the goal of cooperative learning.

literature

See G. Roth (2003). Why are teaching and learning so difficult? In: E. Nuissl / Ch. Schiersmann / H. Siebert (eds.) (2003): Brain and learning . REPORT, Literature and Research Report Further Education, Issue 3/2003, 26th year. Bielefeld: Bertelsmann. Pp. 20-28.
F. Weinert, (1982). Self-directed learning as a prerequisite, method and goal of teaching. In: Educational Science 2. pp. 99–110.
See H. Mandl (2007). Handout for the presentation at the KV education conference in Zurich, October 26, 2007
C. Pauli / K. Reusser (2000). On the role of the teacher in cooperative learning. In: Swiss Journal for Educational Sciences. Issue 22 (3). Pp. 421-442.
M. Ito, K. Gutiérrez, S. Livingstone, B. Penuel, J. Rhodes, K. Salen, J. Schor, J. Sefton-Green, SG Watkins, (2013). Connected Learning: An Agenda for Research and Design. Irvine, CA: Digital Media and Learning Research Hub.