Associated keynote talk can be found on YouTube: https://www.youtube.com/watch?v=slIITVfOhXg&t=1433s On February 18, 2022, I delivered a rather interesting and important talk online to a group of 60ish educators, researchers, and practitioners on teaching with Moodle in MoodleMoot Japan 2022. If the following keywords interest you, you should not miss this video: ontology, epistemology, psychology, educational paradigms, learning theories, and pedagogy. This video also for the first time introduces an original untested learning theory called by me "creation-based learning (CBL)". I embrace the learning paradigms of #constructivism and #connectivism. I also am a strong fan of constructionism. I hope CBL will be one step further to promote active learning online. In this video, I also raised the idea of "sustainable learning behaviors" and raised the attention of the public towards sustainable learning behaviors of creating, maintaining, recycling, renewing, and sharing knowledge using networked digital technologies.

1. Crafting Hackerspaces
with Moodle and Mahara:
The Potential of Creation-
based Learning
Dr. Jingjing Lin
豊橋技術科学大学 IT活用教育センター
Center for IT-based Education, Toyohashi University of Technology

2. 2005-Now

3. I wish that
I have continuously organized my learning
over years

5. November 2020
November 2021

7. “Of course, it was impossible to
connect the dots
looking forward when I was in
college. But it was very, very clear
looking backward 10 years
later…So you have to trust that the
dots will somehow connect in your
future. This approach has never let
me down, and it has made all the
difference in my life.”
Steve Jobs
2005, Stanford Commencement Address

11. 2006
2010 2016
2004
2002
1998
1994
2001 2007
2012
Sustainable learning
behaviours of creating,
maintaining, recycling,
renewing, and sharing
knowledge using
networked digital
technologies.
Sustainability

12. Consumers of knowledge -> Creators of knowledge
Respect, recycle, and renew
No waste of works in school life

13. George Siemens
2013, interview at TVO
I think constructivism is a broad
organizing principle but not in all
fields. That is one of the big
problems in education. Sometimes
we talk about it like it is a unified
field but it’s a messy, chaotic,
stratified, and distinct field. When
we talk to a physicist, we will give
them often a different
epistemological view than when
you are talking to someone in
gender studies.

14. Ontology
(metaphysics)
Epistemology
Mind
Behaviors
Psychology
Matter
Education
Rationalism & Empiricism

15. BRANCHES SUMMARY
biological psychology genes, neurons, cells, etc. as mechanism behind human and
animal behaviors and human psychological processes
behavioral psychology behavioral processes: stimulus-response
cognitive psychology mental processes: information processing model of mental
functioning
social psychology individual behaviors shape or are shaped by society (e.g.,
peer pressure, social norm, culture, stereotypes)
Psychoanalysis sexuality, repression, and the unconscious; therapeutic
techniques; mental disorders
humanistic psychology whole person; free will; self efficacy; self actualization;
hierarchy of needs
developmental psychology human development by life stage
Psychology
Science of mind and behaviour

16. Linkage
From ontology to pedagogy
Ontology
the science of existence/being/becoming/reality
Epistemology
the science of knowledge
Psychology
the science of mind and behaviors
Learning paradigms
patterns of theories on the learning process
Educational theories
scientific explanations of observations in teaching and
learning
Pedagogy
match teaching theories with practical considerations
such as students, contexts, and conditions

17. PARADIGMS SUMMARY THEORIES/THEORISTS
behaviorism black box; observable
behaviors; behavior change
(Thorndike’s cat / Pavlov’s dog /
Watson’s rabbit / Skinner’s box)
cognitivism unlock the box; information
system; languages; memory
Ebbinghaus Forgetting Curve;
Bloom’s taxonomies;
Ausubel’s advanced organizers
constructivism active and social learning; new
knowledge integrated into
already known; scaffolding;
experience and observation
Piaget: theory of cognitive development;
Vygotsky: zone of proximal
development
connectivism digital age: social learning
that is networked to people,
objects, technologies,
organizations
(George Siemens’s cMOOC;
Stephen Downes “Connectivism and
Connective Knowledge”)
Learning paradigms
Patterns of theories on the learning process

18. Theories
scientific explanation of
learning and teaching
observations
Students
backgrounds,
needs,
strength/
weakness,
etc.
Contexts
social, cultural, and
political factors
Resources
space,
technologies,
tools,
logistics, etc.
Pedagogy
match teaching theories with practical considerations
Knowledge holder
Knowledge recipient
Facilitator
Agent

20. Wife bad command:
Translated into code:
Husband bought six cartons of milk.
Go to buy milk.
If there are
eggs, buy six.

21. Husband bought 6 eggs and 1 carton of milk.
Wife good command:
Buy 1 carton of
milk. Buy six eggs
if the store has
them.
Translated into code:

23. Constructionism
• A theory of learning, teaching and design
• Creating mental models by students to understand the world
around them.
• Knowledge is better gained when students construct/make
physical and manipulative artifacts that can be shared to the
world.
• The importance of tools, media, and context in the
construction of knowledge
• Built on constructivism and connected to experiential learning
Learning by making

24. Papert is considered the father of the
maker movement. Constructionism is
the theory of learning that undergirds
the maker movement’s focus on
problem solving and digital and
physical fabrication.
(Martinez & Stager, 2013; Halverson & Sheridan, 2014)
Seymour Papert
(1928-2016)
西摩·帕特

25. Maker movement
A cultural trend to empower individuals to become both creator and consumer of things
learning-by-doing (active learning) in a social environment.
informal, networked, peer-led, and shared learning motivated by fun and
self-fulfilment
life-long learning and cross-generational learning
production of tangible artefacts that solve a need in makers’ everyday lives
feedback from the production and from peers
risk-taking, trial and error, celebrating mistakes and failures as positive
learning outcomes
(Sharples et al., 2013)

26. Computers in the Classroom: Mindtools for Critical Thinking
mindtool concept
Learning from technology: Teachers stored information in a
technology as its media. Students accessed, perceived, and attempted
to understand the stored information by interacting with the
technology.
Learning with technology: Technologies should not be knowledge-
informing tools but knowledge-construction tools.
Mindtools are computer applications used by learners to represent
what they know, necessarily engage them in critical thinking about the
content they are studying.
Semantic organization tools, dynamic modelling tools, systems modelling tools,
information interpretation tools, visualization tools, knowledge construction tools,
conversation tools, etc.
(Jonassen, 1996)

27. facilitate learning by asking students to make tangible products
maker-based instruction
identify students’ inspiration, interests, and interactions
provide tools, materials, and resources
cocreate design goals with students
form iterative design cycle of tasks
foster cycle of prototyping, failure, and refinement
assist formation of meaningful inquiry questions
facilitate value beyond the lab environment
(McKay & Glazewski, 2016)

28. facilitate learning by asking students to create on-subject content
content creation based learning
a case study from an academic writing class for 40 master’s students in medical
education in Iran
a 16-chapter book on instructional design was created by students
only one student failed the class
no unsatisfied student
(Moonaghi & Shariati, 2018)

29. students showcase their learning progress through the iterative
creation and assessment of digital artifacts or products
artifact-generated learning
existing web-based technologies can be used by students to generate artifacts or
products in groups or to showcase their own learning process in new ways
group co-create learning by producing an artifact together
co-design level of engagement is the most desirable
inspired by Jonassen (1996)
(Jahnke, Meinke-Kroll, Todd, & Nolte, 2020)

30. Constructivism
Constructionism
Connectivism
Creation-based
learning (CBL)
Since 1955 Since 1980s Since 2004 Since 2021
Learning paradigm
Learning theory
Learning paradigm
Learning theory
(untested)
Active and social
learning; new
knowledge integrated
into already known;
scaffolding; experience
and social observation
Constructing a
meaningful product in
the real world makes
learning knowledge an
easier process.
Digital age: social
learning that is
networked to people,
objects, technologies,
organizations.
Knowledge resides in
the network.
Students create digital
reusable self-explaining
educational artifacts to
construct, represent,
preserve, share, reuse,
and update their
databases of
knowledge.

31. Instructional design of CBL: The CLEAR model

32. CLEAR course structure
In Moodle
Digital Canvas

33. Mapping Moodle and
Mahara

35. Create

36. Create

41. Create

43. Create
Assess the creations

44. References
Ahrens, S. (2017). How to Take Smart Notes: One Simple Technique to Boost Writing, Learning and Thinking–for Students, Academics and
Nonfiction Book Writers. Sönke Ahrens.
Bailey, P. H. (1997). Finding your way around qualitative methods in nursing research. Journal of advanced nursing, 25(1), 18-22.
Easterby-Smith, M., Thorpe, R., & Jackson, P. R. (2012). Management research. Sage.
Löfgren, K. (2013). Introduction to the word and the concept. Accessed on February 16, 2013 via
https://www.youtube.com/watch?v=XTsaZWzVJ4c
Sharples, M., McAndrew, P., Weller, M., Ferguson, R., FitzGerald, E., Hirst, T., & Gaved, M. (2013). Maker Culture: Learning by making, Innovating
Pedagogy (pp. 33–36).
Aflalo, E. (2021). Students generating questions as a way of learning. Active Learning in Higher Education, 22(1), 63–75.
https://doi.org/10.1177/1469787418769120
Knight, J. (2010). Distinguishing the learning approaches adopted by undergraduates in their use of online resources. Active Learning in Higher
Education, 11(1), 67–76. https://doi.org/10.1177/1469787409355873
Clinton, V., & Kelly, A. E. (2020). Student attitudes toward group discussions. Active Learning in Higher Education, 21(2), 154–164.
https://doi.org/10.1177/1469787417740277
Islim, O. F. (2018). Technology-supported collaborative concept maps in classrooms. Active Learning in Higher Education, 19(2), 131–143.
https://doi.org/10.1177/1469787417723231
Baker, K. M. (2016). Peer review as a strategy for improving students’ writing process. Active Learning in Higher Education, 17(3), 179–192.
https://doi.org/10.1177/1469787416654794
Duarte, P. (2015). The use of a group blog to actively support learning activities. Active Learning in Higher Education, 16(2), 103–117.
https://doi.org/10.1177/1469787415574051

45. References
McKay, C. S., & Glazewski, K. D. (2016). Designing maker-based instruction. In Instructional-Design Theories and Models, Volume IV (pp. 161-
188). Routledge.
Demirbilek, M. (2015). Social media and peer feedback: What do students really think about using Wiki and Facebook as platforms for peer
feedback? Active Learning in Higher Education, 16(3), 211–224. https://doi.org/10.1177/1469787415589530
Prescott, J. (2014). Teaching style and attitudes towards Facebook as an educational tool. Active Learning in Higher Education, 15(2), 117–128.
https://doi.org/10.1177/1469787414527392
Prestridge, S. (2014). A focus on students’ use of Twitter – their interactions with each other, content and interface. Active Learning in Higher
Education, 15(2), 101–115. https://doi.org/10.1177/1469787414527394
Papert, S. (1990). Children, computers and powerful ideas. New York: Basic Books, 10, 1095592.
Jahnke, I., Meinke-Kroll, M., Todd, M., & Nolte, A. (2020). Exploring artifact-generated learning with digital technologies: Advancing active
learning with co-design in higher education across disciplines. Technology, Knowledge and Learning, 1-30.
Halverson, E. R., & Sheridan, K. (2014). The maker movement in education. Harvard educational review, 84(4), 495-504.
Martinez, S. L., & Stager, G. (2013). Invent to learn. Making, Tinkering, and Engineering in the Classroom. Torrance, Canada: Construting Modern
Knowledge.
Moonaghi, H. K., & Shariati, K. (2018). Content creation based learning: scholarship of teaching and learning. Research and Development in
Medical Education, 7(1), 52-57.

46. Visual credits
Credit
George Siemens interview screenshot from 2013, interview at TVO
Image source: The 5 Learning Theories by The Art of Personal Growth
Image sources: Connectivism from genial.ly, based on Chetty, D. (2013). Connectivism: Probing Prospects for a Technology-
Centered Pedagogical Transition in Religious Studies. Alternation, 10, 172-199.
Image sources: What is a MOOC? by Dave Cormier.
World map political ISO by Egs under the license of CC SA 3.0
Stanford on YouTube
My Obsidian Graph by Shawn Steuer by December 3, 2020
Ahrens, 2017 Book cover photo by Amazon
A tiny section of the structure of the Zettelkasten: Each node is a note. Image by Sebastian
Anchored instruction’s graphic is based on the Anchor graphic by Evan Glazer under the license of CC BY-SA 4.0
World map: https://commons.wikimedia.org/wiki/File:A_large_blank_world_map_with_oceans_marked_in_blue.PNG#file
Colours matching: https://coolors.co/