An evaluation of constructivism for learners with ADHD: Development of a constructivist pedagogy for special needs

We examine whether constructivist eLearning tools can be used to help learners cope with special educational needs, such as difficulties with attention and concentration. Preliminary work is reported here, in which we seek to determine the reasons why a constructivist approach is difficult for learners with ADHD. This work is intended to lead to recommendations of how learners with ADHD could benefit from constructivist eLearning systems, e.g. through the managed use of multimedia technology. A preliminary model has been developed that illustrates the areas in which constructivist pedagogies need to address the limitations of ADHD learners. Further work will expand this model and eventually test it in a real environment (e.g. in a school with ADHD learners). The outcome will encourage a reconsideration of existing multimedia theories as they relate to learners with special needs, and provide new directions in order to support learners with ADHD

Simulating activities: Relating motives, deliberation, and attentive coordination

Activities are located behaviors, taking time, conceived as socially meaningful, and usually involving interaction with tools and the environment. In modeling human cognition as a form of problem solving (goal-directed search and operator sequencing), cognitive science researchers have not adequately studied “off-task” activities (e.g., waiting), non-intellectual motives (e.g., hunger), sustaining a goal state (e.g., playful interaction), and coupled perceptual-motor dynamics (e.g., following someone). These aspects of human behavior have been considered in bits and pieces in past research, identified as scripts, human factors, behavior settings, ensemble, flow experience, and situated action. More broadly, activity theory provides a comprehensive framework relating motives, goals, and operations. This paper ties these ideas together, using examples from work life in a Canadian High Arctic research station. The emphasis is on simulating human behavior as it naturally occurs, such that “working” is understood as an aspect of living. The result is a synthesis of previously unrelated analytic perspectives and a broader appreciation of the nature of human cognition. Simulating activities in this comprehensive way is useful for understanding work practice, promoting learning, and designing better tools, including human-robot systems

Where Theory meets Practice: A Case for an Activity Theory based Methodology to guide Computer System Design

Computer system developers are increasingly being challenged to develop tools that are not only usable, but more importantly useful in the sense of assisting the user to achieve desired goals. This requirement has highlighted the importance of accounting for the social and cultural issues of the computer tool user when developing a computer system. Activity Theory (AT) has emerged as a suitable framework for analysing social and cultural issues because it provides a language to describe what people do in context. However, many computer system developers have failed to benefit from this insight mainly due to lack of established methods to operationalise ideas from this framework for the purpose of guiding the design process. This paper proposes a methodology developed to direct the application of a version of AT based on Engeström’s (1987) conceptualisation in order to support requirements capture during computer system design

Attachment Matters for All - An Attachment Mapping Exercise for Children's Services in Scotland

As part of the first phase of the Looked After Strategic Implementation Group (LACSIG), the Scottish Children’s Reporter Administration (SCRA) undertook research into care and permanence planning for younger children in care.1 They focused on 100 children all aged under four years old when they first came to the attention of services and examined how long it took from that point to achieve permanence. For over 90% of children this process took longer than two years and more than half had still not achieved a permanent placement four years after first contact with services. Several children had also experienced multiple placements, with transitions between carers often occurring at critical developmental points. The research highlighted the negative impact on long-term outcomes of such continued disruption of children’s attachments

Review on learning orientations

The need has arises towards the consideration of individual difference to let learners engage in and responsible for their own learning, retain information longer, apply the knowledge more effectively, have positive attitudes towards the subject, have more interest in learning materials, score higher and have high intrinsic motivation level. As regard to the importance of individual differences, Martinez (2000) has grounded a new theory, which is Intentional Learning Theory that covered individual aspects of cognitive, intention, social and emotion. This theory hypothesizes that the fundamental of understanding how individual learns, interact with an environment, performs, engages in learning, experiences learning, and assimilate and accommodate the new knowledge is by understanding individual’s fundamental emotions and intentions about how to use learning, why it is important, when the suitable time, and how it can accomplish personal goals and change. The intent of this theory is to focus on emotions and intentions of an individual regarding why, when and how learning goals are organized, processed, and achieved. In conclusion, Learning Orientations introduced by this theory describes the disposition of an individual in approaching, managing and achieving their learning intentionally and differently from others

Racial Minority Immigrant Acculturation: Examining Filipino Settlement Experiences in Canada Utilizing a Community-Focused Acculturation Framework

By incorporating perspectives from Community Psychology into Berry’s (1997) acculturation framework from Cross-cultural Psychology, a more community-focused acculturation framework was developed and proposed in this essay. Elements from Community Psychology that focus on group-specific settings, community-level analysis, sociocultural resources, sociopolitical forces, and roles of grassroots organizations and host societies in challenging institutional power were consolidated into Berry’s acculturation framework to establish a new framework with a stronger community focus. In a theoretical application utilizing the new community-focused framework, socio-historical accounts of and discourse on Filipino experiences prior to the beginnings of the Filipino diaspora to Canada in the mid-1990s and more recent Filipino immigrant settlement experiences in Canada were used to examine and gain greater understanding of racial minority immigrant acculturation. The theoretical application of the new framework was presented not only to demonstrate the synthesis of elements derived from Cross-cultural and Community Psychology, as well as the methodological difference between Berry’s acculturation framework and the community-focused version proposed by the author, but also to underscore the value of community-level analysis in the study of racial minority immigrant acculturation. Implications for Psychology theory, research, and practice were subsequently presented

Participation in physical play and leisure : developing a theory- and evidence-based intervention for children with motor impairments

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