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5.
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"Although there are many types of social constructivism (see Kanuka & Anderson, 1999), all the models have more or less common themes, including the importance of
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(no translation yet)
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Located in
../source/tips/assessment.rst:18
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6.
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new knowledge as building upon the foundation of previous learning,
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(no translation yet)
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Located in
../source/tips/assessment.rst:20
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7.
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context in shaping learners’ knowledge development,
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(no translation yet)
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Located in
../source/tips/assessment.rst:21
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8.
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learning as an active rather than passive process,
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(no translation yet)
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Located in
../source/tips/assessment.rst:22
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9.
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language and other social tools in constructing knowledge,
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(no translation yet)
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Located in
../source/tips/assessment.rst:23
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10.
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metacognition and evaluation as a means to develop learners’ capacity to assess their own learning,
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(no translation yet)
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Located in
../source/tips/assessment.rst:24
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11.
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learning environment as learner-centred and stressing the importance of multiple perspectives,
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(no translation yet)
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Located in
../source/tips/assessment.rst:25
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12.
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knowledge needing to be subject to social discussion, validation, and application in real world contexts
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(no translation yet)
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Located in
../source/tips/assessment.rst:26
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13.
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(from Honebein, 1996; Jonassen, 1991; Kanuka & Anderson, 1999)."
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(no translation yet)
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Located in
../source/tips/assessment.rst:28
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14.
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So this means that Mahara has a number of features that align with these themes, for example:
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(no translation yet)
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Located in
../source/tips/assessment.rst:30
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