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Is neuroscience is going to blow this allow out of the water?
KEY
Green = Activated
Amber = Engaged
Red = Blocked
What concerns me is the belief that theories of learning, which academics have identified in eduation in the last 90 years, are either key drivers or infleuncers in the design of learning. Surely these are all observations after the event. Like trying to analyse a standup comedy routine using a set of plans and parameters – ‘Good Morning, Vietnam’ comes to mind. As, I suppose would ‘Dead Poets Society’ to bring in Robin Williams again. Was the Khan Academy a product of such analysis? No? An investment banker wanted to help his nephews out with their Math so he recorded some videos. Actually, I jsut realised my wife is doing this for a friend’s daughter who is learning French – creating bespoke French language pieces for her to practice on. I can’t even think what either of them are – behaviourist or social-constructive and experiential. I’m afraid, given what the academic ‘gurus of e-learning’ keep coming up with they are probably the least intuitive or inventive because their hands and minds are tied by this kind of thing. Just my opinion.
If I want to develop a platform or school that uses e-learning I’ll go find myself a ‘Robin Williams’ kind of educator – someone has a natural flair for it, who engender a following, who most importantly delivers extraordinary results.
Looking back at school I know that what motivated me was two fold – my own long term goal and the quality of an inspired and informed teacher who had tutoring, moderating and teaching in their blood.
There’s a reason why research and teaching don’t mix. I’ve asked some academics about this and they have told me that they haven’t gone into the commercial sector, nor do they teach … ‘because they hate people’.
Where in these theories is the person?
This relationship, the rapport that can form between tutor and student is what is lacking and it is why, in my opinion, the lifes of the Oxbridge Tutorial, that one to one, or one to two or three hour long session once a week is far, far, far from dead.
Neuroscience is going to blow this allow out of the water.
Already the shift is very much in favour of genetics and the way our unique brains are formed as we develop as a foetus. It is nature, not nuture, so frankly, we can have anything thrown at us in terms of life experience and how we learn and how we respond will remain individual. This is the perspective of my father in law whose secondary education was the being in the Polish resistance during the Second World War, his first university a prisoner of war camp. He had England or the US as choices having decided not to return to Poland. And found himself learning English in Gateshead. The story continues … so what kind of learning was occuring in the POW camp?
He bartered lessons in German for lessons in English.
Social-situated in extremis.
Not that it can be injected into a class, and even less so in online learning, but ‘fear’ doesn’t half help turn a short term memory into one that will stick. Playing Devil’s Advocate, can ‘e-learning’ only ever be ‘cotton wool’ the safest, tamest learning you will ever recieve? Try reading an essay out in a tutor group – there’s fear! Try getting up in a hall of 300 people to make your point in a debating chamber – terrying. An odd conclusion to reach at the end of this reflection on the exercise – but where is the ‘fear’?
And I mean the right kind of fear, not the threat of the cane or other such punishment, but the fear of letting you down, or your side down, or of humiliation … against the public reward if you get something right?
Pinned down in a collapsed cellar in Warsaw my father in law believed he would die. He was the only one alive. Everyone else had been flattened. By some chance he had been standing under a beam that had partially protected him. He made promises he’d keep if he lived. He was found. A smash to the head.
Does learning have more impact when there is something at stake?
Try introducing this element into an e-learning module.
The impossible hypothesis – people learn better and make decisions with firmer convictions, where their life is at stake?
Then again we turn to neuroscience and will conclude that some will, some won’t, that the response of the individual to a shared experience means that you get as many different outcomes as there are people.
Institutions think that grades divide students – that’s only the tiniest fraction of what makes each person in that class different. If the student isn’t suitably self aware to know how to play to their strengths and managed their weaknesses then the observant tutor and others who are part of the institution should be doing this on their behalf – as parents, friends and siblings might do. Even with medical intervention.
The ‘Flipped classroom’ for me is finding ways to work with the individual who happens to be in a class that is probably already sorted by age and culture, if not also social class and gender.
And therefore already inappropriate.
Maybe the classroom has had its time. A short-lived interlude in human development over the last 70,000 years.
Related articles
- The flipped classroom (learnandteachstatistics.wordpress.com)
- Learning Turned Upside Down: The Flipped Classroom (benjaminnevas.com)
- Taxonomy of Learning Theories (mymindbursts.com)
A ‘conversational approach’ to learning
Conversational Approach (Laurillard, 2002) This looks at the on-going learner-teacher interaction, and at the process of negotiation of views of the subject-matter which takes place between them in such a way as to modify the learner’s perceptions. From this she develops a set of criteria for the judgement of teaching/learning systems, particularly those based on educational technology.
http://www.instructionaldesign.org/theories/constructivist.html
http://www.learningandteaching.info/learning/pask.html
http://www.learning-theories.com/constructivism.html
http://en.wikipedia.org/wiki/Main_Page
Related articles
- The Benefits Of Knowing And Understanding Personal Learning Enviroment (bgkgw1.wordpress.com)
- Constructivist / Constructionism Learning Theories and the Correlation of “Generating and Testing Hypothesis” (tamiwithani403.wordpress.com)
- Social Constructivism (learningtoolsforictandeducation.wordpress.com)
- Activity 3: Blog Reflection, Charles Woods (woodsfam4.wordpress.com)
Timelines, theories and technologies
This is a learning dilemma that will become increasingly prevalent. You have a stinker of a complex mass of resources and cobbled together ideas to compile into some kind of order only to find that it has been done for you. This is an activity of how understandings of the process of learning has changed over time.
On of our tutors offers a helping hand:
Take your time reading this through and then consider how these historical changes might affect
- the development of educational technologies
- ethical considerations in e-learning research
- research in your own discipline.
There’s quite a lot in there. If you want to start just responding to one of the bullet points above, that’s fine.
When these modules are designed is proper consideration really given to the students? Who they are? There levels of commitment and understanding? For all the personas I’m familiar with I do wonder.
And that’s not even the start of it. We are then asked to look back at week 3 (a month ago), and look for relationships and connections between the narrative we create (above). Then, as if this isn’t enough we need to rope in last weeks ethical considerations, and while we’re at at put in the ‘wider political and social changes’.
Already we have, in my estimation (and this is my sixth postgraduate module and the fifth in the MAODE series) a good 16 hours work to do.
But there’s more:
‘Consider how the subject you studied for your undergraduate degree has changed over time’.
Post your answers in your tutor group forum and compare them with others.
Across the five groups I think, so far two, sometimes three people, have given this a go. Each could write a chapter in a book (one nearly has)
2 Hours have been allocated to the task.
I repeatedly find that whatever time is given as a suggested requirement for a week’s activities that you need to add 50%. So 14 hours becomes 21.
Like a junior solicitor I’ve been keeping tabs on how long everything takes – and this is someone who is by now, evidentially, digitally literate and familiar with the OU VLE. If you can find 21 hours great. If not then what? If you can handle getting behind or strategically leaving gaps that’s fine, but if you feel obliged to get you money’s worth and want to do it all then what? And of course life goes on around you: kids off school, elderly relations fall ill, the workload ebbs and flows, the car breaks down … your Internet connection becomes about as vibrant as a mangle and it snows a bit.
A simple guide to four complex learning theories
http://edudemic.com/2012/12/a-simple-guide-to-4-complex-learning-theories/
I came across this from edudemic and can’t think of anything clearer.
The discussion offers some further thoughts, deleting the word ‘traditional’ and replacing with classical.
The ifs and buts of the people associated with each of these and how absolute any of them can be, especially connectivism. However, I see connectivism not as the end of a chronological chain, but rather a loop that has people connected and learning in their family, extended family and community. And the one component that has not changed a jot? The way the human brain is constructed during foetal development and the unique person who then emerges into any of some hundreds of thousands of different circumstances and from way they may or may not develop ‘their full potential’. Though I hazard a guess that this will always remain impossible to achieve. 98 billion neurons take a lot of connecting. It starts at around 4 months after conception and only ends with death – death being after the vital physiological supports have collapsed and like the self-destructing tape in Mission Impossible ‘all is lost’.
The infographic runs to and 12 rows. This is the last row. The rest you ought to see for yourselves.
Copyright 2013 © Edudemic
Powered by coffee, and a love all things education technology.
Simplistically the technologies I can add across this chronology are:
Books – Learning by rote > Literacy (writing, paper) – but then the Oxbridge Tutorial goes back over 750 years and that was and still is ‘Constructivism’ before someone came along 700 years later and gave it a name.
I’m reminded of the aphorism from Philip Larkin, ‘Sex started in the Sixities’ – about the same time as constructive learning. As for ‘connectivism’ what happens in a market, what has happened at religious gathering for millennia? Why do clever people have to come along and say these things have never happened before? Connectivism = discussions. Perhaps we’d be better off NOT writing it down, by going and finding people. I spoke to a Consultant the other week who for all the technology and e-learning swears by the conference. And for how many millennia have ‘experts’ like-minds and the interested (and powerful/influential) had such opportunities to gather.
In 1999 my very first blog post was titled ‘what’s new about new media, not much’.
Whenever I read it I feel the sentiment is the same – as people we have not changed one jot. Just because everyone has a ‘university in their pocket’ – if they are some of the few hundred million out of the 7 billion on the planet who have a Smart Phone or iPad does not change the fundamentals of what we are and the connectedness of our brains.
Social Learning
This is a key concept of this theory is we learn through the observation of others. A theory that evolved from behaviourism though now has many concepts from the cognitivist camp included. It has been re-named by some to social-cognitive learning.
There are three variables to the social learning theory; environment, person and behaviour which influence each other.
Close relation to Vygotsky’s Social Development Theory and Lave’s Situated Learning Theory.
Advertisements and TV commercials are good examples of social learning.
Useful website http://www.texascollaborative.org/Learning_Theory.htm and http://www.instructionaldesign.org/theories/index.html
Mapping Pedagogy and Tools for Effective Learning Design
This is an activity in week 7 of Open University postgraduate module H809: Practice-bases research in e-learning which forms part of the Masters in Open & Distance Education. Shared here, as in my student blog, in order to invoke discussion. I’ve successfully completed the MAODE so this is something of a ‘bonus track’ (I graduate in April then look onwards). The activity is drawn from the Conole et al paper referenced below. Theories are catergorised and a model produced to help define the learning theories that can be identified.
KEY
Green = Activated
Amber = Engaged
Red = Blocked
What concerns me is the belief that theories of learning, which academics have identified in education in the last 90 years, are either key drivers or influencers in the design of learning.
Surely these are all observations after the event.
Like trying to analyse a stand-up comedy routine using a set of plans and parameters – ‘Good Morning, Vietnam‘ comes to mind. As, I suppose would ‘Dead Poets Society‘ to bring in Robin Williams again. Was the Khan Academy a product of such analysis? No? An investment banker wanted to help his nephews out with their Math so he recorded some videos. Actually, I just realised my wife is doing this for a friend’s daughter who is learning French – creating bespoke French language pieces for her to practice on. I can’t even think what either of them are – behaviourist or social-constructive and experiential. I’m afraid, given what the academic ‘gurus of e-learning’ keep coming up with they are probably the least intuitive or inventive because their hands and minds are tied by this kind of thing.
Just my forming and fluid opinion.
If I want to develop a platform or school that uses e-learning I’ll go find myself a ‘Robin Williams’ kind of educator – someone has a natural flair for it, who engender a following, who most importantly delivers extraordinary results.
Looking back at school I know that what motivated me was two fold – my own long term goal and the quality of an inspired and informed teacher who had tutoring, moderating and teaching in their blood.
There’s a reason why research and teaching don’t mix. I’ve asked some academics about this and they have told me that they haven’t gone into the commercial sector, nor do they teach … ‘because they hate people’.
Where in these theories is the person?
This relationship, the rapport that can form between tutor and student is what is lacking and it is why, in my opinion, the likes of the Oxbridge Tutorial, that one to one, or one to two or three hour long session once a week is far, far, far from dead.
Neuroscience is going to blow this allow out of the water.
Already the shift is very much in favour of genetics and the way our unique brains are formed as we develop as a foetus. It is nature, not nurture, so frankly, we can have anything thrown at us in terms of life experience and how we learn and how we respond will remain individual. This is the perspective of my father in law whose secondary education was the being in the Polish resistance during the Second World War, his first university a prisoner of war camp. He had England or the US as choices having decided not to return to Poland. And found himself learning English in Gateshead. The story continues … so what kind of learning was occurring in the POW camp?
He bartered lessons in German for lessons in English.
Social-situated in extremis.
Not that it can be injected into a class, and even less so in online learning, but ‘fear’ doesn’t half help turn a short term memory into one that will stick. Playing Devil’s Advocate, can ‘e-learning’ only ever be ‘cotton wool’ the safest, tamest learning you will ever receive? Try reading an essay out in a tutor group – there’s fear! Try getting up in a hall of 300 people to make your point in a debating chamber – terrifying.
An odd conclusion to reach at the end of this reflection on the exercise – but where is the ‘fear’?
And I mean the right kind of fear, not the threat of the cane or other such punishment, but the fear of letting you down, or your side down, or of humiliation … against the public reward if you get something right?
Pinned down in a collapsed cellar in Warsaw my father in law believed he would die. He was the only one alive. Everyone else had been flattened. By some chance he had been standing under a beam that had partially protected him. He made promises he’d keep if he lived. He was found. A smash to the head.
- Does learning have more impact when there is something at stake?
- Try introducing this element into an e-learning module.
- The impossible hypothesis – people learn better and make decisions with firmer convictions, where their life is at stake?
Then again we turn to neuroscience and will conclude that some will, some won’t, that the response of the individual to a shared experience means that you get as many different outcomes as there are people.
Institutions think that grades divide students – that’s only the tiniest fraction of what makes each person in that class different. If the student isn’t suitably self aware to know how to play to their strengths and managed their weaknesses then the observant tutor and others who are part of the institution should be doing this on their behalf – as parents, friends and siblings might do.
Even with medical intervention.
The ‘Flipped classroom‘ for me is finding ways to work with the individual who happens to be in a class that is probably already sorted by age and culture, if not also social class and gender.
And therefore already inappropriate.
Maybe the classroom has had its time. A short-lived interlude in human development over the last 70,000 years.
REFERENCE
Conole, G, Dyke, M, Oliver, M, & Seale, J (2004), ‘Mapping Pedagogy and Tools for Effective Learning Design’, Computers And Education, 43, 1-2, pp. 17-33, ERIC, EBSCOhost, viewed 25 March 2013.
Related articles
- Where do I stand academically? Where and what next? And the madness of being. (mymindbursts.com)
- Editors’ Choice: Decoding Digital Pedagogy, pt. 1 and pt. 2 (digitalhumanitiesnow.org)
- Reading – nothing quite beats it, does it? (mymindbursts.com)
- Decoding Digital Pedagogy, pt. 1: Beyond the LMS (hybridpedagogy.com)
- Digital Pedagogy and MOOCification (hastac.org)
We’re no longer trying to sell magic potions out the back of a tub-trap
Fig.1. We’re no longer trying to sell magic potions out the back of a tub-trap.
Still playing catch-up after the Tutor Marked Assignment (TMA)
Through week six writing and most activities (a few hours left to wrap)
I’m on my seventh Open University Postgraduate module – six on e-learning, one from the MBA programme.
I’m familiar with week 7 as we begin week 8.
I’ll catch up over the weekend.
Perhaps.
If it rains a good deal and my son’s football is off (again). This will come back to haunt me – with all the bad weather they are moving to two matches a week. The Daddy Taxi might be busy.
For H809 conjured up the ‘Perfect Storm of Online Research’
- Young people, including minors
- Online – gamified if not virtual worlds, with social aspects (whether wanted or not)
- Medical – not a medical market research but ostensibly an ‘intervention’ of sorts that would require expertise, training and sign off for everyone involved.
- Global – what isn’t if it is accessible online?
The good news?
- They haven’t found life on Mars yet so I can keep it contained to Earth.
My plan
- Set further parameters.
I’m looking at use of e-learning to improve uptake of preventer medication by young people with severe moderate asthma (i.e. they are supposed to take a daily preventer inhaler, like me, I do – they don’t).
I may ‘contain’ the research to a group where in some cases a step has already been taken to ameliorate the situation – swimming. I’ll talk to the ASA (hypothetical) and have participants as UK swimmers with asthma
This on ethics and permissions relating to research will be of value.
University of Oxford Research Integrity
By entering medical research I have entered a minefield!
There are pages of protocols and procedures, training and checks with personnel and so on from the universities, the NHS and UK Government legislation.
Fig.2 A foothill just turned into climbing Olympus Mons, the 21000m largest mountain on Mars.
A picnic just turned into a medieval banquet for Henry VIII and all his six wives … (I’m off to walk the dog).
If I’m burying my head in sand then it is the red sand of Mars. In any case, why climb Olympus Mons when I can land on it in a Twitter / PayPal sponsored Mars Rocket.
In truth I am reassured by the scope and comprehensive nature of the guidelines, protocols and legislation.
Related articles
- Artist Rendering of Olympus Mons on Mars (myscienceacademy.org)
- Olympus Mons: Giant Mountain of Mars (space.com)
Where do I stand academically? Where and what next? And the madness of being.
Masters in Open and Distance Education (MAODE) with the Open University, UK (OU)
H800: Technology-enhanced learning: practices and debates
H807: Innovations in eLearning – Learning outcomes
H810: Accessible online learning: supporting disabled students
B822: Creativity, Innovation and Change
H808: The e-learning professional
This completes the Masters Degree. I graduate on Saturday 27th April 2013
Currently (March 2013) I am taking H809 as a bridge towards doctoral research or professional consultancy. Complete in June 2013.
H809 Practice-based research in educational technology
I joined the #H817open MOOC for one component of this module. I will register for 2014
H817: Openness and innovation in e-learning.
Related articles
- Why skiing is my metphor for life and learning (mymindbursts.com)
- Martin Weller and the MOOCers (mymindbursts.com)
- Openness in Education WK1 MOOC (mymindbursts.com)
- Making swim coaching a tad easier with SwimTag (mymindbursts.com)
- How to visualise learning – think Lava Lamps! (mymindbursts.com)
- How more deeply embedded is a visual memory if you crafted the drawing or painting that is the catalyst for its recall. (mymindbursts.com)
- No. 5 aha moment: the Web as a universal standard (downes.ca)
Thoughts on ethical issues surrounding studying younger students in virtual worlds and online
Who?
Young people
Why?
Their use of mobile phones and networked devices
What?
Immersive Virtual Worlds and virtual inhabitants (not everyone’s cup of tea)
-
Informal learning settings
-
Ethical challenges across the full range of contexts
Suggestion
- Keep ethical questions open given the changing environment.
- A participatory and iterative approach (Lally et al. 2012 : 02 )
- Assumption that ‘developments in mobile and networked technologies change young people’s culture landscape, allowing them to communicate, socialise and collaborate on their personal projects in new ways’. (Lally et al. 2012 : 02 )
- Indeed, outside the formal education system (Sharples, Graber, Harrison, & Logan, 2009)
Context
- Outside the classroom
- How to research
- New ‘ecologies’ of learning (Looi, 2001)
- Hanging around the changing rooms after a swimming session – banter that leaks out into the general public.
PROBLEM
- Integration of these platforms/worlds into learning design.
- Merging formal and informal.
- Bridging formal and nonformal/informal contexts (TEL-TLRP) projects – ‘Inter-Life’ and ‘Personal Inquiry’ (Lally et al. 2012 : 04)
‘The projects have to negotiate territory that by its very informal and collaborative nature requires ethical and educational processes to be negotiated and distributed amongst participants, rather than pre-determined by their institutional context’. (Lally et al. 2012 : 04)
Like bringing a game of British Bulldogs or ‘Kick the can’ into a teaching setting, like boy scouts … and killing it off in the process. Kids would run a mile if they spotted a teacher. Even at university, extracurricular that had nothing to do with the course … and faculty associations which did.
Ethics – and Aristotle and ‘phronesis’. (Unnecessarily pretentious or a valid grounding in ethics.
If we go back to Aristotle then why miss out all the philosophical thinking and development since, at least via humanists such as Hegel)
- Quest for external and universal truths
- Skills required to pursue a particular end
Elliot, (2006)‘disciplined conversation in which reasons for action are scrutinised, critiqued and modified’.
Phronesis – underpins the argument for iterative and participatory research. (Lally et al. 2012 : 02 ) = practical wisdom (wikipedia).
Learning in informal and non-formal settings already constitutes the majority of educational interactions during a person’s lifetime (Livingstone, 1999)
Actually it starts in the womb as the brain forms in the foetus from around five months and never ends … a person continues to learn to the moment they die … possibly even moments after the heart has stopped and the brain finally shuts down and everything is lost.
I wouldn’t count on anything that is said by Marc Prensky (2005)
A more reliable source might be the OII Annual Survey for GB usage, Rebecca Eynon.
Emergent social network technologies (Selwyn, 2008)
Prohibition at school.
Skills learnt: online collaborative learning, development of skills in web-based social networking, occur almost entirely outside the formal education system. (Lally et al. 2012 : 04 )
- The perpetual consumer (Lawson, 2004) and the net savvy adolescent.
- Direct link between economic activities and consumption. (Lally et al. 2012 : 04 )
AdBlocker, scrambling facebook, if you get ads in blogs pay to exclude, tape over screen, block pop-ups, move platform (e.g . AOL).
Edutainment rarely competes with the games that have 100m invested.
Novel ethical issues (Lally et al. 2012 : 04)
The study of people’s personal use of digital technology for learning (Buckingham &Willett, 2009; Crook & Harrison, 2008; Sharples et al., 2009), and their engagement with digital technologies across formal and non-formal/informal settings for education (Vavoula, Sharples, Rudman, Lonsdale, & Meek, 2007), presents novel ethical issues.
REFERENCE
Davies, C., & Eynon, R (2013) Teenagers and Technology (Adolescence and Society)
Eynon, R (2009) Mapping the digital divide in Britain: implications for learning and education.
Kelly, D (Forthcoming 2011) ‘Karaoke’s Coming Home: Japan’s Empty Orchestras in the United Kingdom’, Leisure Studies 30.
Lally, V; Sharples, M; Tracey, F; Bertram, N and Masters, S. (2012). Researching the ethical dimensions of mobile, ubiquitous,and immersive technology enhanced learning (MUITEL) in informal settings: a thematic review and dialogue. Interactive Learning Environments, 20(3), pp. 217–238.
Livingstone, D.W. (1999). Exploring the icebergs of adult learning: Findings of the first Canadian survey of informal learning practices. Canadian Journal for the Study of Adult Education, 13(2), 49–72.
Looi, C.K. (2001). Enhancing learning ecology on the internet. Journal of Computer Assisted
Learning, 17(1), 13–20.
Prensky, M. (2005). Don’t bother me mum – I’m learning. St Paul, MN: Paragon House.
Selwyn, N. (Ed.). (2008). Education 2.0?: Designing the web for teaching and learning. London: Institute of Education, University of London, TLRP-TEL.
Sharples, M., Graber, R., Harrison, C., & Logan, K. (2009). E-Safety and Web2.0 for children aged 11–16. Journal of Computer-Assisted Learning, 25, 70–84.
Thoughts on ethical issues surrounding studying younger students in virtual worlds and online
Who?
Young people
Why?
Their use of mobile phones and networked devices
What?
Immersive Virtual Worlds and virtual inhabitants (not everyone’s cup of tea)
-
Informal learning settings
-
Ethical challenges across the full range of contexts
Suggestion
- Keep ethical questions open given the changing environment.
- A participatory and iterative approach (Lally et al. 2012 : 02 )
- Assumption that ‘developments in mobile and networked technologies change young people’s culture landscape, allowing them to communicate, socialise and collaborate on their personal projects in new ways’. (Lally et al. 2012 : 02 )
- Indeed, outside the formal education system (Sharples, Graber, Harrison, & Logan, 2009)
Context
- Outside the classroom
- How to research
- New ‘ecologies’ of learning (Looi, 2001)
- Hanging around the changing rooms after a swimming session – banter that leaks out into the general public.
PROBLEM
- Integration of these platforms/worlds into learning design.
- Merging formal and informal.
- Bridging formal and nonformal/informal contexts (TEL-TLRP) projects – ‘Inter-Life’ and ‘Personal Inquiry’ (Lally et al. 2012 : 04)
‘The projects have to negotiate territory that by its very informal and collaborative nature requires ethical and educational processes to be negotiated and distributed amongst participants, rather than pre-determined by their institutional context’. (Lally et al. 2012 : 04)
Like bringing a game of British Bulldogs or ‘Kick the can’ into a teaching setting, like boy scouts … and killing it off in the process. Kids would run a mile if they spotted a teacher. Even at university, extracurricular that had nothing to do with the course … and faculty associations which did.
Ethics – and Aristotle and ‘phronesis’. (Unnecessarily pretentious or a valid grounding in ethics.
If we go back to Aristotle then why miss out all the philosophical thinking and development since, at least via humanists such as Hegel)
- Quest for external and universal truths
- Skills required to pursue a particular end
Elliot, (2006) ‘disciplined conversation in which reasons for action are scrutinised, critiqued and modified’.
Phronesis – underpins the argument for iterative and participatory research. (Lally et al. 2012 : 02 ) = practical wisdom (wikipedia).
Learning in informal and non-formal settings already constitutes the majority of educational interactions during a person’s lifetime (Livingstone, 1999)
Actually it starts in the womb as the brain forms in the foetus from around five months and never ends … a person continues to learn to the moment they die … possibly even moments after the heart has stopped and the brain finally shuts down and everything is lost.
I wouldn’t count on anything that is said by Marc Prensky (2005)
A more reliable source might be the OII Annual Survey for GB usage, Rebecca Eynon.
Emergent social network technologies (Selwyn, 2008)
Prohibition at school.
Skills learnt: online collaborative learning, development of skills in web-based social networking, occur almost entirely outside the formal education system. (Lally et al. 2012 : 04 )
- The perpetual consumer (Lawson, 2004) and the net savvy adolescent.
- Direct link between economic activities and consumption. (Lally et al. 2012 : 04 )
AdBlocker, scrambling facebook, if you get ads in blogs pay to exclude, tape over screen, block pop-ups, move platform (e.g . AOL).
Edutainment rarely competes with the games that have 100m invested.
Novel ethical issues (Lally et al. 2012 : 04)
The study of people’s personal use of digital technology for learning (Buckingham &Willett, 2009; Crook & Harrison, 2008; Sharples et al., 2009), and their engagement with digital technologies across formal and non-formal/informal settings for education (Vavoula, Sharples, Rudman, Lonsdale, & Meek, 2007), presents novel ethical issues.
REFERENCE
Davies, C., & Eynon, R (2013) Teenagers and Technology (Adolescence and Society)
Eynon, R (2009) Mapping the digital divide in Britain: implications for learning and education.
Kelly, D (Forthcoming 2011) ‘Karaoke’s Coming Home: Japan’s Empty Orchestras in the United Kingdom’, Leisure Studies 30.
Lally, V; Sharples, M; Tracey, F; Bertram, N and Masters, S. (2012). Researching the ethical dimensions of mobile, ubiquitous,and immersive technology enhanced learning (MUITEL) in informal settings: a thematic review and dialogue. Interactive Learning Environments, 20(3), pp. 217–238.
Livingstone, D.W. (1999). Exploring the icebergs of adult learning: Findings of the first Canadian survey of informal learning practices. Canadian Journal for the Study of Adult Education, 13(2), 49–72.
Looi, C.K. (2001). Enhancing learning ecology on the internet. Journal of Computer Assisted
Learning, 17(1), 13–20.
Prensky, M. (2005). Don’t bother me mum – I’m learning. St Paul, MN: Paragon House.
Selwyn, N. (Ed.). (2008). Education 2.0?: Designing the web for teaching and learning. London: Institute of Education, University of London, TLRP-TEL.
Sharples, M., Graber, R., Harrison, C., & Logan, K. (2009). E-Safety and Web2.0 for children aged 11–16. Journal of Computer-Assisted Learning, 25, 70–84.
Related articles
- The story of education (apurvab.wordpress.com)
- E-Portfolio for Living and Learning in the Digital World (natslearning.wordpress.com)
- How Self Education helps accomplish greater things in life than Formal Education (despicablewonderfulyou.wordpress.com)
- Using iPads to engage Year4 children in science (mrchurchblogs.wordpress.com)
Communities of Practice
Communities of Practice Wenger (1998).
In a community of practice the social dimension is central to these: through the process of sharing information and experiences with the group members learn from each other, and have an opportunity to develop personally and professionally. In communities of practice there needs to be a domain – a commitment to a shared area of interest, a community – to interact and learn together and a practice (i.e. develop a shared repertoire of resources).
Communities of Practice – Leve & Wenger
“Learning occurs in social contexts that emerge and evolve when people who have common goals interact as they strive towards those goals” from http://www.innovativelearning.com/teaching/communities_of_practice.html
The research I am proposing centers on the notion that interactivity contributes to an improved learning experience.
Transactional Distance
Special teaching methods need to be used when at a distance (even though distance also exists in the classroom).
The research is also looking at the pedagogical strategies for distance teaching.
e.g. Oxford Film Foundation 1980-84 ‘Privileged’ and learning on set, The Oxford Theatre Group and learning at the Edinburgh Fringe, The Oxford Union as a precursor to Parliament …
Mind Bursts 