7.+Models

|| Up to this point, this wiki has been exploring indigenous knowledge and examples of the integration of indigenous knowledge, and or educational technology into pedagogy.
 * [[image:learningisoutthere/pebble circle.jpg width="175" height="128"]] || Models

The following models represent examples of learning which describe indigenous knowledge, comparisons of indigenous knowledge to pedagogy/theory, networked learning and integration of educational technology. I wondered how the models were similar? What could we learn from and with each other rather than make comparisons?

__From the Alaska Native Knowledge Network __ From [|Alysa Loring's, A Unit Predicting Weather:]  []
 * S.P.I.R.A.L. Curriculum Framework ** - The ANKN curriculum clearinghouse is identifying and cataloging curriculum resources applicable to teaching activities revolving around 12 broad cultural themes organized on a chart that provides a "Spiral Pathway for Integrating Rural Alaska Learning." The themes that make up the S.P.I.R.A.L. framework are family, language/communication, cultural expression, tribe/community, health/wellness, living in place, outdoor survival, subsistence, ANCSA, applied technology, energy/ecology, and exploring horizons. The curriculum resources associated with each of these themes can be accessed through the ANKN website at

Re __The Networked Teacher: Digital Literacy __ Technology and Innovation Mindset in teachers - George Couros  Dr. Alec Couros Retrieved from: []



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__Learning Theory Models __

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The table below indicates how constructivism differs from connectivism. Adapted from George Siemens work

(Inquiry Based Learning, Adventure Learning, Place Based Learning, Community Based Learning) || Connectivism : (MOOCs, Networked Learning) || Indigenous Knowledge ||
 * Property || Constructivism
 * How learning occurs || Social, meaning created by each learner (personal) || Distributed within a network, social, technologically enhanced, recognizing and interpreting patterns || learning spirit, holistic, individual focused - community supported ||
 * Influencing factors || Engagement, participation, social, cultural || Diversity of network, strength of ties, context of occurrence || relationships, interactions, metaphysical ||
 * Role of memory || Prior knowledge remixed to current context || Adaptive patterns, representative of current state, existing in networks || Prior knowledge focus, ||
 * How transfer occurs || Socialization || Connecting to (adding) nodes and growing the network (social/conceptual/biological) || socialization, interactions, metaphysical and physical balance of knowledge, emphasis on place/space ||

Retrieved from: [|__http://www.teachthought.com/trends/shift-learning-the-7-most-powerful-ideas-shifts-in-learning-today/__]

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