Andy Roberts'

coursework

course: BA ( Hons) Learning, Technology and Research (Information Communication Technology)

Contents

1) An introduction to this assignment and the way in which I have tackled it.

2) Personal Context - a brief description of my role in the workplace setting.

3) A review of some Literature on topics guided by the module outline.

4) The ICT Suite

5) The double loop

6) An audit of resources for delivering the National Curriculum for ICT in a primary school.

7) Focus on Constructivism

8) Conclusions and areas for further investigation

9) Appendices - site map - glossary

10) Bibliography

1) Introduction

This report is the first submission due in year two of the online degree organised by Ultraversity. It builds upon the reflection techniques learned in year 1, focussing more on the implications for the workplace and the application of theory to practice.

The author negotiated an Independent Learning Plan for the module, matched to personal circumstances and the tailored degree title, and designed to achieve a set of learning outcomes. The activities were undertaken spread out over a period of months alongside other work, and then later written up in this piece of reflective writing which gathers together learning, conversation and correspondence from a number of sources in order to meet a set of given assessment criteria.

2) Personal Context

The author is an experienced IT professional aged 47 with a background in computer data processing systems and programming. With no prior experience or training in education, he started work in an inner city primary school two years ago as an ICT technician based in the ICT Suite, and later took on some responsibility for coordinating ICT teaching and learning throughout the school.

3) Literature Review

The set topics for review are:

• Learning styles
• Models of learning
• Principles of adult learning
• The Intuitive Practitioner

3.1) Learning Styles

Introduction

The danger in reviewing literature about learning styles is that one can easily discover vast amounts of literature describing many tens of different classifications of styles. The underlying concept is that individual people vary in their preferred method or style of learning, and that these preferences can be determined, acknowledged and catered for.

On the internet, this has spawned a whole cottage industry of do-it-yourself tests and self-development panacea, some of which read like sales pitches for snake oil.

Focus

The VARK system is based on affinity with one of the basic senses for receiving learning - Visual, Aural, Read/write and Kinaesthetic.

I'm struck by the way read/write is almost regarded as a sense, alongside seeing and hearing, which correlates with modern thinking about language as a built-in instinct ( especially Pinker, 1995). The aural or audio style also deals with language, listening to the spoken word, but in a strictly linear mode and the spoken word contains a lot more emotional content and less precise information.

Richard Felder recognised the commonality of language and lumped audio/read/write together as "verbal" contrasted with "Visual" which really relates to diagrammatic representations and images. His system looks at preferences along four axes -

• Active / Reflective
• Sensing / Intuitive
  
• Visual / Verbal
  
• Sequential / Global
  

of which the Sequential / Global contrast is probably the most significant for my purposes.

Critique

Knowing a bit about one's own preferred learning style, strengths and weaknesses may be useful for self-directed ( adult) learners, but what use are all these categorisations to teachers?

Atherton (2002) says that "Learning Styles don't matter" in as much as there is little a teacher can do to cater for each of the widely varying individuals in a large class. Even going as far as to suggest that "pandering to learning styles may be doing the students a disservice: they will benefit more from adapting and becoming versatile, more able to respond both to formal teaching and learning from experience, than they will from having everything made as easy as possible for them in your particular subject." I have some sympathy for this view, but it is also clear that something is not right when a teacher spends a long time using only one mode of delivery ( e.g. talking - auditory learning ) and then gets frustrated at not being able to command 100% continuous attention from all of the learners. So my tentative conclusion is that it's somewhat useful to be aware of learning styles theory, and bear it in mind when planning lessons, but not go overboard trying to accommodate specific individuals at the expense of the overall group learning..

I have another problem with much of the literature on learning styles which I accessed. They don't offer any explanation as to how or why individuals have developed these particular preferences. The different categorisations are presented as fixed compartments, like eye colour or signs of the zodiac. The theories would be a lot more useful to me if they could explain the roles played by nature and nurture in style development, and related it to material factors like gender and left/right handedness.

3.2) Models of Learning

My starting point is a book called "LOGO - a guide to learning through programming" which is informed by Piaget, Papert, Bruner, Holt and others, advocating the use of a constructivist approach to teaching and learning with computers. In an earlier draft of this review I wrote

"Goodyear (1984) writes about divergent vs convergent learning. This idea has influenced the way I think about most curriculum content software in particular. I think convergent and divergent learning are models as such, although I'm not sure there's much difference between divergent learning and cognitive constructivism."

This led to a discussion between myself and two tutors during which I asserted that the divergent/convergent contrast is indeed more applicable as a model than a learning style.

Cornelius ( 2000) lists some other learning models of note

"3. Models of Learning
There are many different theoretical approaches to learning that inform teaching practice. These range from instructivist, tutor-centric classroom approaches, to student-centred discovery learning involving action and interaction. This section reviews and illustrates the application of different learning models in the online setting. The models covered are:

*constructivist learning,
*collaborative learning,
*experiential learning,
*problem based learning.

It should be remembered that the methods are not mutually exclusive. In particular constructivist and collaborative learning work together well. In many cases, tutors use a variety of approaches to meet the needs of their learners."

The idea that constructivist and collaborative learning work well together seems to dispel any conflict between the legacies of Piaget and Vygotsky, and I would concur that both individualistic cognitive constructivism and building collaborative knowledge ( social constructivism ) have their place. We build our own ideas, share them, reconstruct together, but sometimes need to go away to rethink by ourselves, only to return with stronger ideas to contribute to the collective.

Constructivism is often related to the philosophies of Dewey and Rousseau, and inspired by Piaget and Vygotsky.

at "Funderstanding" , On Purpose associates ( 1998-2001) define constructivism thus:

Constructivism is a philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world we live in. Each of us generates our own "rules" and "mental models," which we use to make sense of our experiences. Learning, therefore, is simply the process of adjusting our mental models to accommodate new experiences.

This certainly complies with my own introspective understanding of how learning occurs, for instance when exploring a new city or other environment, one pieces together mental images of any kind of landmarks, their relationships to each other and to main routes, and then attempts to construct a mental map which explains how everything fits together and can act as guide for future reference . This can be seen as metaphor for other types of learning. The implication is that it isn't a simple path of cumulative knowledge acquisition, because early versions of the map may be built upon misconceptions from insufficient information, such as not realising there is a bend in the river, or that there are two roundabouts which look the same. The old map has to be torn up and a new one constructed out of the pieces - a process which is not necessarily delightful.

3.3) Principles of adult learning

The study of Adult Learning is called Andragogy which owes much to the work of Malcolm Knowles

Smith, 2002 ( on infed) writes of Knowles:

"His work was a significant factor in reorienting adult educators from 'educating people' to 'helping them learn' (Knowles 1950: 6)"

Kearsley, 1994-2004 ( at TIP) identifies the following assumptions of Andragogy:

(1) Adults need to know why they need to learn something
(2) Adults need to learn experientially,
(3) Adults approach learning as problem-solving, and
(4) Adults learn best when the topic is of immediate value.

I decided to look at these qualities which purport to belong specifically to adult learners and examine the logical converse, that non-adult learners don't have them. So we might deduce that:

1) Children don't need need to know why they must learn something.
2) Children don't need to learn experientially
3) Children don't approach learning as problem solving and
4) Children don't need learning to be particularly relevant. to their needs.

All of these are highly questionable in my opinion, but it might perhaps be fair to point out that adults need a particular emphasis on these aspects, as a question of degree rather than distinctiveness.

Goodyear(1984) quotes Holt, (1970,169)

"The child is curious. He wants to make sense out of things, find out how things work, gain competence and control over himself and his environment, do what he can see other people doing. He is open, perceptive and receptive. He does not shut himself off from the strange, confused, complicated world around him, but takes it, touches it, hefts it, bends it, breaks it. To find out how reality works, he works on it. He is bold. He is not afraid of making mistakes. And he is patient. He can tolerate an extraordinary amount of uncertainty, confusion, ignorance and suspense. He does not have to have instant meaning in any new situation. He is willing and able for meaning to come to him - even if it does come very slowly......
.....school is not a place that gives much time , or opportunity , or reward, for this kind of thinking and learning"

where adults may have lost much of this over the years as they become preoccupied with the need to provide the necessities of life for themselves and their families.

What is Experiential Learning?

David Kolb's model of experiential learning can be found in many discussions of the theory and practice of adult education, informal education and lifelong learning.

Smith, 1996 ( on infed)

Kolb and Fry (1975) argue that the learning cycle can begin at any one of the four points - and that it should really be approached as a continuous spiral.

If Piaget's theory of child developmental stages

Kearsley, 1994-2004 ( at TIP).

In the sensorimotor stage (0-2 years), intelligence takes the form of motor actions. Intelligence in the preoperation period (3-7 years) is intuitive in nature. The cognitive structure during the concrete operational stage (8-11 years) is logical but depends upon concrete referents. In the final stage of formal operations (12-15 years), thinking involves abstractions.

holds then an orientation towards experiential learning might not be appropriate for children under 12 but it seems to me extremely unlikely either that young children are incapable of abstract concepts or that developmental stages can be delineated in such a quantitative way.

3.4 The Intuitive Practitioner

4) The ICT SUITE

Introduction

An ICT Suite in a primary school is a dedicated room, full of similar computers, usually networked, where groups or classes of children can all use the computers at the same time. This idea seems to imitate the language labs of the 1960s where students each had a cubicle with a tape recorder and headphones and were expected to work independently at spoken foreign language skills.

The installation of ICT suites represented an increased commitment after the early use of computers in schools, which only entailed the introduction of single free-standing machines into one or more classrooms.

floor plan

I drew a floor plan of the ICT suite where I work in order to reflect on the layout, purpose and fitness.

Action Enquiry

Last year my Action Enquiry project focussed on the use of networked classroom computers, but also posed this question to seven respondents

" Which do you feel is more important - the classroom computers or the ICT suite?"

The answers are gathered together for the first time here.

1) equal
2) ICT Suite - because of the expertise which comes with it.
3) The Classroom Computers, because you don't need to have a timetable and march everybody around the school.
4) ICT Suite
5) The ICT Suite would be better if it had a big screen or projector, and it can be difficult keeping control in there.
6) ICT Suite
7) equal

I gave a numerical value to each option based on 2 points for a clear indication of preference and 1 in each column for the answer "equal".

From these results I conclude that, whilst opinions vary, the ICT Suite is valued more highly overall, and I would agree since the classroom computer only allows one child at a time to pursue an activity separate from the rest, whereas the ICT suite, with all its faults, allows simultaneous whole class focus on developing ICT skills, as well as facilitating peer coaching..

reflections

1) Reflecting on how the ICT suite may appear to a class teacher, I concluded that it is quite an inhospitable environment. The acoustics are awful because of the high ceiling and hard furnishings. The computers are too close together ( see right ) and face the walls, making behaviour difficult to manage. There is no data projector so it's very difficult to demonstrate techniques to a whole class. No wonder teachers sometimes dread coming in, and often seem to arrive in a state of readiness to do battle, from which they are seldom disappointed.

2) I noticed that I always choose one of three particular computers to sit at when I have a large choice. These are each situated on the left hand side next to a wall. If there's anybody else around I prefer that they are situated to my right and not on my left, and this realisation immediately made me conscious of other situations where I tend to keep to the left. This sudden realisation made me feel quite peculiar for a moment.

I concluded that in some ways I am quite strongly right handed, can see better with my right eye, and that I should investigate literature on the subject of left brain/right brain differences and learning styles.

5 The double loop

Having investigated and reflected on the ICT Suite with a view to improving the service it can offer to teachers and pupils involved in ICT teaching and learning, the double loop reflection requires a questioning of assumptions. I constructed my questioning together with free thinking answers in a visually orientated and colourful application called "webnotes", which seems to compliment a non-linear ( global ) learning style. The findings in their original format can be accessed at http://www.aypwip.org/webnote/andyrobts an illustrative thumbnail screenshot is supplied below

and the full text is reproduced here, as copied from the RSS output feed.

Why use an ICT suite?

advantages: All the children get to have a go at the same time. / Teaching and demonstrating to the whole class. / You can see at a glance what they are all doing. / Technical support on hand.

disadvantages having to frog march around the school to get there / timetabling it in / behaviour problems from excitement and working so close together / inhospitable environment

what could be the alternatives ?

* distribute the computers into the classrooms
* interactive whiteboards in every classroom
* moveable suite (trolley full of laptops)
* personal laptops
* handheld devices
* several small clusters of computers near to classrooms
* computers have no place in school - spend the money on books and better teacher training

Why teach ICT?

good reasons

* To develop independent thinking and problem solving skills.
* To develop capabilities in communication, creativity and conceptual thinking.
* To facilitate the use of powerful learning tools.

commonly heard reasons because:

* it's a core subject
* the government says so
* they'll be using computers at the next school
* they'll need to be able to use computers when they get jobs
* it motivates learning across the curriculum ( kids like computers )

Why teach anything?

some doubts.... most learning comes from peers, not teachers / enforced schooling creates an anti-learning culture / national curriculum is irrelevant / school teachers don't know enough about the subjects they teach / most of the day is spent dealing with behaviour and discipline, and performing pointless, menial tasks / Education as an instrument of the state, instilling quiescence, imparting one particular world-view convenient to maintaining the position of those in power.

aspirations passing on knowledge and skills from experts to the young / potentially, each generation starts off with a higher level of previous knowledge to build on. / apply scientific understanding of human childhood and development to inspire learning at the most influential ages. / Set them up for a lifetime of discovery and achievement.

What is Double Loop learning?

Argyris and Schön in the recommended resource for this module - the encyclopaedia of informal education ( infed ) Smith ( 2001). explain double loop reflection in terms of espoused theory, theory in use and governing variables but for my purposes at this stage I prefer to quote the simpler overview provided by Bradford College ( 2000)

Double-Loop Learning

Dating back to the 1950s, 'double-loop learning' is a general term, which describes the transformational power of learning. 'Double-loop learning' involves challenging the context within which the problem arises.

In 'single-loop learning', we tend to seek solutions to problems by addressing the 'given' aspects of the problem. Argyris and Schön (1978) argue that our actions are guided by 'theories-in-use’, which are based on implicit assumptions and values. When we attempt to solve problems, we correct perceived errors in such a way as to maintain the assumptions and values that lie behind our theory-in-use. Argyris and Schön associate this 'problem-solving' with single-loop learning.

For double-loop learning to occur, we need to examine the gap between our 'theories-in-use' and our 'espoused theories'. Espoused theories are those theories to which we would refer in order to explain our actions.

Although the term 'double-loop' is not always applied to that learning which transforms the assumptions and values that lie behind a problem, other writers have something similar in mind. Freire (1972) uses the term 'problem-posing education' for learning which challenges the status quo. In his work with the oppressed peoples of South America, he developed a distinctive approach to questioning the social and political context of problems. Instead of seeking more knowledge in order to become more like their well-educated oppressors (what he referred to as 'banking education'), Freire encouraged people to reflect on why such inequalities arise in the first place. (See also AGENDA: a Mnemonic)

Mezirow (1991) uses the term 'emancipatory learning' for that learning which challenges distorted meanings. Like Freire, he is clearly thinking of the social and political contexts in which learning takes place. However, he is more of a 'constructivist' than Freire in that he is more concerned with the development of 'meaning'."

ICT Clusters

Returning to the ideas for alternatives to an ICT suite which arose from the double loop reflection, I decided to elaborate on the idea of clusters, initiating a discussion in the ICT community.

I'm beginning to see some merit in the idea of clusters. ICT whole class lessons could be taught in the normal classroom using the interactive whiteboard and then the children sent out in groups to practice their own work ( using techniques they've just been shown ) at nearby clusters.

A corridor with say 4 classrooms could timetable this easily between them, requiring 4 clusters of 6 to 8 seats. That means a computer : pupil ratio of 1:4 which is quite a bit higher than at present though.

During other subjects it would be possible to send groups out in turn to the nearby cluster, which would be situated just outside the classroom.

A sophisticated network program would identify at a glance if there are other seats available nearby so that opportunities could be allocated for individuals to get on with more prolonged study.

The value of this reflection to me is that it develops a personal strength in that, although my job depends upon and completely revolves around an ICT suite, I am now capable of imagining a positive situation in which it doesn't exist.

6) Audit

Using a list of the QCA modules for ICT as a guide, a list was compiled of all the software resources which are currently in use or available at the school with respect to each module. The resulting table is linked to here as a reflection artefact.

double loop

A timely thread in the online community provided an opportunity to question the underlying assumptions in having a National Curriculum. Replying to a researcher's complaint that it is too prescriptive, I wondered:

Is it the nature of our particular national curriculum, or is it wrong to have a national curriculum at all?

I think it's the QCA schemes of work - in fact it's not even the QCA schemes themselves but the way in which teachers tend to interpret them. They are meant to be a guide, not a blueprint but unfortunately they are often used as a rigid lesson plan, whether it's relevant or not. Perhaps this is the inevitable consequence of having a national curriculum, I'm not sure. Some colleagues in other countries where they have had one for much longer don't seem to think so.

Andy R

Blog: http://blog.ultralab.net/~blogger/andy/

Many of the resources cited in the audit are generic tools, namely programs which are part of the Appleworks package or the Internet. Few are specifically curriculum content driven. This complies with the notion of constructivist learning which is discussed in the next section, but this quote is appropriate here:

"Leading Authorities in the field of educational software development claim that the most fundamental decision that must be made, and adhered to, in the design of an educational program concerns the specification of the curriculum topic or teaching problem to which the program is to be addressed. This topic-specificity can only produce convergent software"

Goodyear(1984) from a chapter entitled "The mythical Software Famine"

7) Constructivism

(Goodyear, 1984) has been greatly influential on my understanding and practise, although it was written 22 years ago:

"This book is centred on one piece of very powerful computer software that is explicitly geared to the needs of the learner as maker of hypotheses, to the needs of the learner as model builder"

I was introduced to some new concepts, ( or at least names of concepts ), in a way which corresponded to my own experience and learning style so closely that I immediately recognised and embraced them.

"conjectural learning"
"divergent / convergent learning"
"experiential learning"

informed by Piaget, Holt, Papert and others.

After contemplating the 20 years of difference between the reality today and the ideas in Goodyear (1984), I surmised

"The tragedy is that Goodyear, writing in 1984, was optimistic about the development of the use of computers in classrooms thinking the main limitation was the speed and memory size of the technology at the time. Now we have computers which are thousands of times bigger and faster than he imagined, but they are mostly being used for much less constructive purposes."

Later, for some reason I found myself wondering whether he would agree with me now, and then it further occurred to me that it might just be possible to find out! Using the technologies of google and email I wrote to the author of my old and tatty, but inspirational book and asked just that. I was delighted to receive a reply which countered my pessimistic view of the present and provided advice for tackling the situation:

What do I think now? I see many more schools doing good work now with IT than I would have predicted in 1982 and I think there's a much wider understanding of what Papert and others were trying to say, with respect to children building their own understandings, etc. There's a lot of dull and ill-informed use as well. I think the mixed agendas of educational computing haven't helped (the dominance of the ICT literacy
agenda threatens to turn schools into training shops for Microsoft office applications and the kinds of curricula that emerge from a mechanical conception of ICT literacy are dull compared to what many children will get up to if given more freedom and encouragement to explore creatively with ICT). But tragedy wouldn't be the right word at all.

A broader comment - there's no point lamenting the lost opportunities or banging people around the ears for being muddle-headed. The trick is to understand why teachers, administrators, curriculum developers and learners do what they do. When we understand the forces conditioning
their activities we are better able to intervene in ways which are likely to help them.

That last part, "The trick is to understand why teachers.(etc)....do what they do" cross links nicely to the reflection on the interpretation of QCA schemes as a straightjacket, and points to a promising avenue of exploration to take this investigation further.

Cognitive Constructivism

Kearsley 1994-2004 (at TIP) cites J Bruner from 1966 as the theoretician behind early constructivism.

Bruner's constructivist theory is a general framework for instruction based upon the study of cognition. Much of the theory is linked to child development research (especially Piaget )

A major theme in the theoretical framework of Bruner is that learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge. The learner selects and transforms information, constructs hypotheses, and makes decisions, relying on a cognitive structure to do so.

Appreciating the merits of a constructivist approach to teaching and learning can seem almost like a burden, since most of the practise which is observed day in day out, the incentive from government schemes like e-learning credits and the effect of QCA schemes all seem to be pulling in the opposite direction to constructivism. There are occasional opportunities to try and introduce some aspects back into the classroom though. I reported one such as a Learning Journal entry in my weblog, entitled "Can problem-solving be taught?"

My thoughts above on the implications of applied constructivism, and my reflections on the National Curriculum are supported by the theory section of "Funderstanding", a website which investigates children as a marketing prospect, but nevertheless contains a good section describing learning theories. On Purpose Associates.. (1998-2001)

How Constructivism Impacts Learning

Curriculum--Constructivism calls for the elimination of a standardized curriculum. Instead, it promotes using curricula customized to the students' prior knowledge. Also, it emphasizes hands-on problem solving.

Instruction--Under the theory of constructivism, educators focus on making connections between facts and fostering new understanding in students. Instructors tailor their teaching strategies to student responses and encourage students to analyze, interpret, and predict information. Teachers also rely heavily on open-ended questions and promote extensive dialogue among students.

Assessment--Constructivism calls for the elimination of grades and standardized testing. Instead, assessment becomes part of the learning process so that students play a larger role in judging their own progress.

8) Conclusions

*Constructivism is an important theory which underpins the way in which ICT skills are acquired. This has profound implications for my work practise and can be a source of conflict with established ways and methods, particularly in the acquisition of software.

These are questions or topics which have arisen during the course of this module, lie outside of the scope of this report and merit further investigation.

• Left brain/Right brain and the neural sciences. Perhaps starting here: http://www.newhorizons.org/neuro/front_neuro.html
  
  
• The life and work of Seymour Papert, 'Father of educational computing' http://www.stager.org/planetpapert.html
  
  
• "The trick is to understand why teachers.(etc.)....do what they do" Why do the QCA schemes of work tend to get interpreted as a step by step lesson plan? The phrase "to deliver the National Curriculum" is used uncritically, is this how teaching is seen? What happened to turn teachers into deliverers of content which they don't necessarily understand or agree with, and what might be done to reverse the trend.
  
  
• Investigate the use of 'clusters' instead of large ICT suites. Has this been tried in a well-resourced school somewhere in the world? If so, what are the findings, and implications for the near future here.
  

9) Appendix

Site Map

All of the raw material which went into the drafting of this report is made available online through the visual site map, represented by a thumbnail screenshot below.

Glossary

An explanation of some technical or educational terms, particularly acronyms, used in this report

10) Bibliography

1) Real books:

Goodyear, P (1984). LOGO - A guide to learning through programming. 1st Edition: Ellis Horwood.

Holt, J (1970) How Children Learn :Penguin Education

Pinker, S. (1995). The Language Instinct: The New Science of Language and Mind. 1st Edition: Penguin Science .

2) Websites referenced in this report

ATHERTON J S (2002) Heterodoxy: Learning styles don't matter [On-line] UK; Available:
http://www.doceo.co.uk/heterodoxy/styles.htm Accessed: 09 October 2004

Cornelius, S.. (2000). 1. Learning Online, 3. Models of Learning. Online Tutoring Skills (OTiS) Project Website. Available: URL http://otis.scotcit.ac.uk/onlinebook/otisT103.htm. Last accessed 12 December 2004.

Kearsley, G.. (1994-2004). Genetic Epistemology (J. Piaget). The Theory Into Practice Database. Available: URL
http://tip.psychology.org/piaget.html Last accessed 12 December 2004.

Kearsley, G.. (1994-2004). Constructivist Theory (J. Bruner). The Theory Into Practice Database. Available: URL
http://tip.psychology.org/bruner.html Last accessed 12 December 2004.

Kearsley, G.. (1994-2004). Andragogy (M. Knowles). The Theory Into Practice Database. Available: URL
http://tip.psychology.org/knowles.html. Last accessed 12 December 2004.

On Purpose Associates.. (1998-2001). Constructivism. Funderstanding. Available: URL
http://www.funderstanding.com/constructivism.cfm. Last accessed 12 December 2004.

Smith, M. K. (1996) 'David A. Kolb on experiential learning', the encyclopedia of informal education,
http://www.infed.org/biblio/b-explrn.htm. Last updated: February 14, 2004

Smith, M. K. (2002) 'Malcolm Knowles, informal adult education, self-direction and anadragogy', the encyclopedia of informal education, http://www.infed.org/thinkers/et-knowl.htm. Last updated: February 14, 2004

Smith, M. K. (2001) 'Chris Argyris: theories of action, double-loop learning and organizational learning', the encyclopedia of informal education, http://www.infed.org/thinkers/argyris.htm Last updated: February 14, 2004

3) Other Websites researched, categorised as "Literature for Report 7" generated by FURL in Chicago citation format (because Harvard not implemented)

Furl - Literature for report 7, citations

• " jerome bruner and the process of education", <http://www.infed.org/thinkers/bruner.htm> (10 Oct. 2004).
• " TIP: Theories", <http://tip.psychology.org/bruner.html> (10 Oct. 2004).
• " TIP: Theories", <http://tip.psychology.org/piaget.html> (10 Oct. 2004).
• "21st Century Learning Initiative", <http://www.21learn.org/publ/abbott_speech.html> (10 Oct. 2004).
• "99 Fenwick", <http://www.edst.educ.ubc.ca/aerc/1999/99fenwick.htm> (19 Nov. 2004).
• "Application of the Constructivist Checklist", <http://www.cdli.ca/~elmurphy/emurphy/cle5.html> (10 Oct. 2004).
• "Brain Science, Learning and Education", <http://www.newhorizons.org/neuro/front_neuro.html> (17 Oct. 2004).
• "CoCo : Peter Goodyear", <http://coco.edfac.usyd.edu.au/People/Profile_PG.html> (17 Oct. 2004).
• "Constructivist Teaching and Learning Models", <http://www.ncrel.org/sdrs/areas/issues/envrnmnt/drugfree/sa3const.htm> (10 Oct. 2004).
• "emTech - Constructivism", <http://www.emtech.net/links/construc.htm> (10 Oct. 2004).
• "Experiential learning articles critiques of David Kolb's theory", <http://reviewing.co.uk/research/experiential.learning.htm> (9 Oct. 2004).
• "Experiential learning theory: summary of the definitive critique", <http://reviewing.co.uk/research/experiential.learning.theory.critique.htm> (9 Oct. 2004).
• "Funderstanding - Right Brain vs. Left Brain", <http://www.funderstanding.com/right_left_brain.cfm> (10 Oct. 2004).
• "Itslifelonglearning - Learning Needs and Styles", <http://www.itslifejimbutnotasweknowit.org.uk/lnds_start.htm> (30 Oct. 2004).
• "John Holt - Growing Without Schooling", <http://www.context.org/ICLIB/IC06/Holt.htm> (16 Oct. 2004).
• "NON-VERBAL BEHAVIORS OF EFFECTIVE TEACHERS OF AT-RISK AFRICAN-AMERICAN MALE MIDDLE SCHOOL STUDENTS Frederick Douglas Boyd, Sr.", <http://64.233.183.104/search?q=cache:WiuAdMbHlUoJ:scholar.lib.vt.edu/theses/available/etd-04282000-16200048/unrestricted/dissertation.pdf percentage of communication verbal&hl=en> (10 Dec. 2004).
• "Planet Papert", <http://www.stager.org/planetpapert.html> (11 Dec. 2004).
• "Teaching and Learning Models and Approaches", <http://www.bbk.ac.uk/ccs/elearn/teach_and_learn_models.htm> (10 Oct. 2004).