The Authenticity and Agency rubrics are based on elements from two frameworks: Student as Producer and Social Pedagogies. The rubrics were created for instructors and instructional designers to use as they develop authentic learning experiences in the course design process.

Created by Getty Museum and the Colección Patricia Phelps de Cisneros. Discover how Argentine and Brazilian artists in the 1940s broke from linear perspective to create art in unique shapes, starting the Concrete Art movement. This video is one of three that accompanied the “Making Art Concrete: Works from Argentina and Brazil in the Colección Patricia Phelps de Cisneros” (September 16, 2017 – February 11, 2018) at the Getty Museum. For more information visit http://www.getty.edu/art/exhibitions/cisneros. Created by Getty Museum.

Created by Getty Museum and the Colección Patricia Phelps de Cisneros. Explore key methods Concrete Artists in Brazil and Argentina used to create perfectly straight edges in paint. This video is one of three that accompanied the “Making Art Concrete: Works from Argentina and Brazil in the Colección Patricia Phelps de Cisneros” (September 16, 2017 – February 11, 2018) at the Getty Museum. For more information visit http://www.getty.edu/art/exhibitions/cisneros. Created by Getty Museum.

Instructional expert Jim Knight visits Chris Korinek to observe his social science classroom. Chris and Jim discuss scaffolding techniques, and when to use closed versus open questions.

Constructivism has emerged as an influential doctrine in education in the last many decades. As an area of study, it has roots in multiple disciplines, like philosophy, psychology, sociology, education, cognitive science, and cybernetics. Italian philosopher Giambattista Vico, (1668- 1744), proposed a constructivist theory of knowledge.

This is a short toolkit discussing constructivism. Its founders, history, uses, and advantages and disadvantages are all discussed. Several videos and a knowledge check are included. All sources are listed at the end of the toolkit.

The (Advanced Instructional Design) course provides students with the knowledge and skills for designing and facilitating highly contextualized, engaging, and meaningful learning experiences based on the principles of constructivism, situated cognition, and connectivism. Readings expose students to a range of epistemological and theoretical perspectives as evidenced by instructional design literature and applications.The focus is on grounded or theory-based design. The course emphasizes the design of online or technology-supported learning environments (TSLEs) using a variety of pedagogical models such as situated learning, anchored instruction, problem-based learning, cognitive apprenticeship, and cognitive flexibility hypertext.

It is a CLE presentation on the flight simulations. It includes a comparison between an example of an objectivist learning environment and a CLE on flight simulation

The CLE presentation presents theoretical principles and instructional characteristics of Constructivist Learning Environments (CLEs), contrast these to the theoretical principles and instructional characteristics of Objectivist Learning Environments (OLEs), share an example of a CLE that is technology supported , and critique the extent to which the selected CLE example embodies the principles of constructivism.

This workbook offers an overview of core educational theories applied in a Higher Education praxis.Addressing such issues and dilemmas as:what is learning? what epistemological and learning theories do we use?, which psychological approaches are applied etc

This course explores how identities, whether of individuals or groups, are produced, maintained, and transformed. Students will be introduced to various theoretical perspectives that deal with identity formation, including constructions of “the normal.” We will explore the utility of these perspectives for understanding identity components such as gender, sexual orientation, race, ethnicity, religion, language, social class, and bodily difference. By semester’s end students will understand better how an individual can be at once cause and consequence of society, a unique agent of social action as well as a social product.

A unit of study whose competency is understanding two methodologies of teaching, Constructivism and Didacticism. Investigate how ICT supports these methodologies. The objectives are for learners to use multiple methods in their teaching and understand how ICT can be employed to support each methodology.

This book is designed as a foundational entry point to International Relations theory – structured to condense the most important information into the smallest space and present that information in an accessible manner. The first half of the book covers the theories that are most commonly taught in undergraduate programmes. The book then expands to present emerging approaches and offer wider perspectives. Each chapter sets out the basics of a theory whilst also applying it to a real-world event or issue, creating a lively, readable and relevant guide that will help students to see not only what theories are – but why they matter.

This course examines cyber dynamics and processes in international relations from different theoretical perspectives. It considers alternative theoretical and empirical frameworks consistent with characteristic features of cyberspace and emergent transformations at all levels of international interaction. Theories examined include realism and neorealism, institutionalism and liberalism, constructivism, and systems theory and lateral pressure. The course also highlights relevant features and proposes customized international relations theory for the cyber age.
Students taking the graduate version are expected to pursue the subject in greater depth through reading and individual research.

Module on Marxism and constructivism in international relations theory. Intended for community college students and aligned with the requirements for POLS 140: Introduction to International Relations within the California Community College system. Includes readings, lesson plan, and ancillary materials (lecture slides and handout).

This document provides a template for students to design and execute a three phase project as an alternative to a default 3 phase project. Its original usage was in art, design, and game classes that devided a class quarter into 4 projects, each taking roughly two to three weeks and broken into three default phases (preproduction, revisions, and final.)  Students should start by creating a copy of the example three phase project template and replacing sections with their own project-specific content. This framework pursued educational concepts such as choice-based arts education, teaching for artistic behavior, project-based learning, differentiated instruction and constructivism as natural complements to the process of open pedagogy and non-disposable assignments. 

Created by Getty Museum and the Colección Patricia Phelps de Cisneros. Discover how Brazilian Concrete Artists engaged with a rapidly industrializing culture by using the entire range of industrial paints developed in the 20th century. This video is one of three that accompanied the “Making Art Concrete: Works from Argentina and Brazil in the Colección Patricia Phelps de Cisneros” (September 16, 2017 – February 11, 2018) at the Getty Museum. For more information visit http://www.getty.edu/art/exhibitions/cisneros. Created by Getty Museum.

Real World Math is a collection of free math activities for Google Earth designed for students and educators. Mathematics is much more than a set of problems in a textbook. In the virtual world of Google Earth, concepts and challenges can be presented in a meaningful way that portray the usefulness of the ideas.

This course explores the design of innovative educational technologies and creative learning environments, drawing on specific case studies such as the LEGO® Programmable Brick, Scratch software and Computer Clubhouse after-school learning centers. Includes activities with new educational technologies, reflections on learning experiences, and discussion of strategies and principles underlying the design of new tools and activities.