OU Innovating Pedagogy 2012 - 0 views
http://www.engineersmedia.com.au/journals/aaee/pdf/AJEE_15_1_McAuliffe%20F2.pdf - 1 views
Pedagogy First! - 0 views
teaching styles - Donald Clark Plan B - 2 views
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What is Plan B? Not Plan A! Sunday, March 18, 2012 Socrates (469-399 BC) - method man Socrates was one of the few teachers who actually died for his craft, executed by the Athenian authorities for supposedly corrupting the young. Most learning professionals will have heard of the ‘Socratic method’ but few will know that he never wrote a single word describing this method, fewer still will know that the method is not what it is commonly represented to be. How many have read the Socratic dialogues? How many know what he meant by his method and how he practised his approach? Socrates, in fact, wrote absolutely nothing. It was Plato and Xenophon who record his thoughts and methods through the lens of their own beliefs. We must remember, therefore, that Socrates is in fact a mouthpiece for the views of others. In fact the two pictures painted of Socrates by these two commentators differ hugely. In the Platonic Dialogues he is witty, playful and a great philosophical theorist, in Xenophon he is a dull moraliser. Socratic method Th
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he was among the first to recognise that, in terms of learning, ideas are best generated from the learner in terms of understanding and retention. Education is not a cramming in, but a drawing out.
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Learning as a social activity pursued through dialogue Questions lie at the heart of learning to draw out what they already know, rather than imposing pre-determined views
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Applying the Seven Principles for Good Practice to the Online Classroom | Faculty Focus - 0 views
Learning Theories Knowledge Base - 0 views
Social Learning Theory (Bandura) | Learning Theories - 3 views
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Bandura’s Social Learning Theory posits that people learn from one another, via observation, imitation, and modeling
Experiential Learning (Kolb) | Learning Theories - 1 views
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learning is the process whereby knowledge is created through the transformation of experience”
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concrete experience (or “DO”) reflective observation (or “OBSERVE”) abstract conceptualization (or “THINK”) active experimentation (or “PLAN”)
Design-Based Research Methods (DBR) | Learning Theories - 0 views
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educators have been trying to narrow the chasm between research and practice. Part of the challenge is that research that is detached from practice “may not account for the influence of contexts, the emergent and complex nature of outcomes, and the incompleteness of knowledge about which factors are relevant for prediction” (DBRC, 2003).
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The need to address theoretical questions about the nature of learning in context The need for approaches to the study of learning phenomena in the real world situations rather than the laboratory
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