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tedmastin

Organisational Learning - The Learner's Way - 2 views

  • Certain conditions are critical for the establishment and success of a learning organisation and there are parallels here to the practices of effective pedagogy in an inquiry based learning environment. If our goal is to have every member of an organisation contribute to the learning that occurs then we must establish a culture that allows this to occur. Feelings of safety, acceptance of diversity and risk taking must become parts of the culture. In our classes we establish the conditions where our students feel safe sharing their ideas even when they do not conform with the majority. We establish a belief that there are often multiple correct answers and in doing so foster creativity. The same conditions are required in our learning organisations.  Nurturing a learning organisation is a little like nurturing a garden and Tim Brown echoes this sentiment ""It's about nurturing the conditions in which creativity is most likely to happen, That's really about culture, environment, rituals—the sorts of things that give people permission to explore, that encourage open-mindedness, collaboration, experimentation, and risk taking."
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    For schools the concept of a learning organisation should make perfect sense, after all learning is our core business, or it should be. Perhaps that almost three decades after Peter Senge identified the importance of learning within organisations the idea is only now gaining traction in schools tells us something about the approach taken to learning and teaching within schools. With an increased focus on the development of professional learning communities as a response to the complex challenges that emerge from a rapidly changing society, it is worth looking at what a learning organisation requires for success.
Nigel Coutts

Shifting towards student centred learning - The Learner's Way - 20 views

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    Particular patterns of pedagogy have been of most interest to me across the years, particularly those that shift the focus from what the teacher does to what the student does. With this shift comes an emphasis on understanding how students learn and with this knowledge in mind developing learning experiences that will allow them to develop their skills for learning.
Elizabeth Resnick

Get Over It! | Langwitches Blog - 38 views

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    Great article on how pedagogy has shifted and the emergence of modern skills and literacies.   Dr. Gil Perl:" It's the teacher - whether new to the profession or seasoned veteran - who recognizes that the world is changing and that teachers ought to be on the forefront of understanding that change. It's the teacher who has a burning desire to learn more and do more, while being open to reflection and redirection. It's the teacher who encourages his students to take intellectual and emotional risks and models such by extending himself beyond his own comfort zone. It's the educator who embraces the idea that her job is not to teach, but to help students learn"
anonymous

Hybrid Pedagogy: A Digital Journal on Teaching & Technology | Home - 76 views

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    Informative and thought-provoking articles regarding hybrid learning (or all learning, as they rightfully state).
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    Thanks for the boost Caitlin! We are excited that the journal's approach to critical and digital pedagogy has some resonance. Join us in the comments or, better yet, submit an article idea or draft for publication.
Roland Gesthuizen

Revisiting a previous conceptulisation of pedagogy « Ackygirl - 55 views

  • The online learning paradigm grid from Stephenson and Coomey’s meta-analysis of online learning research articles identifies 4 quadrants where the opportunities for learning range from teacher-controlled to learner-managed and from specified tasks through to open-ended and strategic activities.
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    "Pedagogically I needed a way to describe the diversity of pedagogical approaches and how they could all have a place within the practice of a teacher. It certainly lead to a lot of thinking and reflection .."
Andrew McCluskey

Occupy Your Brain - 111 views

  • One of the most profound changes that occurs when modern schooling is introduced into traditional societies around the world is a radical shift in the locus of power and control over learning from children, families, and communities to ever more centralized systems of authority.
  • Once learning is institutionalized under a central authority, both freedom for the individual and respect for the local are radically curtailed.  The child in a classroom generally finds herself in a situation where she may not move, speak, laugh, sing, eat, drink, read, think her own thoughts, or even  use the toilet without explicit permission from an authority figure.
  • In what should be considered a chilling development, there are murmurings of the idea of creating global standards for education – in other words, the creation of a single centralized authority dictating what every child on the planet must learn.
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  • In “developed” societies, we are so accustomed to centralized control over learning that it has become functionally invisible to us, and most people accept it as natural, inevitable, and consistent with the principles of freedom and democracy.   We assume that this central authority, because it is associated with something that seems like an unequivocal good – “education” – must itself be fundamentally good, a sort of benevolent dictatorship of the intellect. 
  • We endorse strict legal codes which render this process compulsory, and in a truly Orwellian twist, many of us now view it as a fundamental human right to be legally compelled to learn what a higher authority tells us to learn.
  • And yet the idea of centrally-controlled education is as problematic as the idea of centrally-controlled media – and for exactly the same reasons.
  • The First Amendment of the U.S. Constitution was designed to protect all forms of communication, information-sharing, knowledge, opinion and belief – what the Supreme Court has termed “the sphere of intellect and spirit” – from government control.
  • by the mid-19th century, with Indians still to conquer and waves of immigrants to assimilate, the temptation to find a way to manage the minds of an increasingly diverse and independent-minded population became too great to resist, and the idea of the Common School was born.
  • We would keep our freedom of speech and press, but first we would all be well-schooled by those in power.
  • A deeply democratic idea — the free and equal education of every child — was wedded to a deeply anti-democratic idea — that this education would be controlled from the top down by state-appointed educrats.
  • The fundamental point of the Occupy Wall Street movement is that the apparatus of democratic government has been completely bought and paid for by a tiny number of grotesquely wealthy individuals, corporations, and lobbying groups.  Our votes no longer matter.  Our wishes no longer count.  Our power as citizens has been sold to the highest bidder.
  • Our kids are so drowned in disconnected information that it becomes quite random what they do and don’t remember, and they’re so overburdened with endless homework and tests that they have little time or energy to pay attention to what’s happening in the world around them.
  • If in ten years we can create Wikipedia out of thin air, what could we create if we trusted our children, our teachers, our parents, our neighbors, to generate community learning webs that are open, alive, and responsive to individual needs and aspirations?  What could we create if instead of trying to “scale up” every innovation into a monolithic bureaucracy we “scaled down” to allow local and individual control, freedom, experimentation, and diversity?
  • The most academically “gifted” students excel at obedience, instinctively shaping their thinking to the prescribed curriculum and unconsciously framing out of their awareness ideas that won’t earn the praise of their superiors.  Those who resist sitting still for this process are marginalized, labeled as less intelligent or even as mildly brain-damaged, and, increasingly, drugged into compliance.
  • the very root, the very essence, of any theory of democratic liberty is a basic trust in the fundamental intelligence of the ordinary person.   Democracy rests on the premise that the ordinary person — the waitress, the carpenter, the shopkeeper — is competent to make her own judgments about matters of domestic policy, international affairs, taxes, justice, peace, and war, and that the government must abide by the decisions of ordinary people, not vice versa.  Of course that’s not the way our system really works, and never has been.   But most of us recall at some deep level of our beings that any vision of a just world relies on this fundamental respect for the common sense of the ordinary human being.
  • This is what we spend our childhood in school unlearning. 
  • If before we reach the age of majority we must submit our brains for twelve years of evaluation and control by government experts, are we then truly free to exercise our vote according to the dictates of our own common sense and conscience?  Do we even know what our own common sense is anymore?
  • We live in a country where a serious candidate for the Presidency is unaware that China has nuclear weapons, where half the population does not understand that Saddam Hussein had nothing to do with 9/11, where nobody pays attention as Congress dismantles the securities regulations that limit the power of the banks, where 45% of American high school students graduate without knowing that the First Amendment of the Constitution guarantees freedom of the press.   At what point do we begin to ask ourselves if we are trying to control quality in the wrong way?
  • Human beings, collaborating with one another in voluntary relationships, communicating and checking and counter-checking and elaborating and expanding on one another’s knowledge and intelligence, have created a collective public resource more vast and more alive than anything that has ever existed on the planet.
  • But this is not a paeon to technology; this is about what human intelligence is capable of when people are free to interact in open, horizontal, non-hierarchical networks of communication and collaboration.
  • Positive social change has occurred not through top-down, hierarchically controlled organizations, but through what the Berkana Institute calls “emergence,” where people begin networking and forming voluntary communities of practice. When the goal is to maximize the functioning of human intelligence, you need to activate the unique skills, talents, and knowledge bases of diverse individuals, not put everybody through a uniform mill to produce uniform results. 
  • You need a non-punitive structure that encourages collaboration rather than competition, risk-taking rather than mistake-avoidance, and innovation rather than repetition of known quantities.
  • if we really want to return power to the 99% in a lasting, stable, sustainable way, we need to begin the work of creating open, egalitarian, horizontal networks of learning in our communities.
  • They are taught to focus on competing with each other and gaming the system rather than on gaining a deep understanding of the way power flows through their world.
  • And what could we create, what ecological problems could we solve, what despair might we alleviate, if instead of imposing our rigid curriculum and the destructive economy it serves on the entire world, we embraced as part of our vast collective intelligence the wisdom and knowledge of the world’s thousands of sustainable indigenous cultures?
  • They knew this about their situation: nobody was on their side.  Certainly not the moneyed classes and the economic system, and not the government, either.  So if they were going to change anything, it had to come out of themselves.
  • As our climate heats up, as mountaintops are removed from Orissa to West Virginia, as the oceans fill with plastic and soils become too contaminated to grow food, as the economy crumbles and children go hungry and the 0.001% grows so concentrated, so powerful, so wealthy that democracy becomes impossible, it’s time to ask ourselves; who’s educating us?  To what end?  The Adivasis are occupying their forests and mountains as our children are occupying our cities and parks.  But they understand that the first thing they must take back is their common sense. 
  • They must occupy their brains.
  • Isn’t it time for us to do the same?
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    Carol Black, creator of the documentary, "Schooling the World" discusses the conflicting ideas of centralized control of education and standardization against the so-called freedom to think independently--"what the Supreme Court has termed 'the sphere of intellect and spirit" (Black, 2012). Root questions: "who's educating us? to what end?" (Black, 2012).
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    This is a must read. Carol Black echoes here many of the ideas of Paulo Freire, John Taylor Gatto and the like.
Steve Ransom

June 13, 2011 : The Daily Papert - 23 views

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    "While it's true that most people in math class don't learn much math, most kids in French class don't learn much French. But, we don't say that they are not "French-ly minded." We don't say that they don't have a head for French because we know that if they grew-up in France, they would learn French perfectly well. And I think that my image of learning mathematics is that if we all learned mathematics in "Mathland," we would all learn mathematics perfectly well. "
Glenn Hervieux

CUE Conference Keynote: Common Core - Transforming Teaching & Learning | Catlin Tucker,... - 56 views

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    Katlin Tucker, a dynamic high school teacher presents her approach-pedagogy-instructional strategies to transform teaching and learning. She demonstrates ways she helps engage students and grow skills in several areas, including communication, comprehension & critique, collaboration, content knowledge, etc. A couple of her main tools include Collaborize Classroom and Google Docs. 
Michele Brown

New Pedagogies For the Digital Age - 6 views

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    Steve Wheeler of the University of Plymouth explores the concept of new learning forms that don't simply place old forms on new digital platforms, but reconsider those forms.
Roland Gesthuizen

Innovating Pedagogy | Open University Innovations Report #1 - 0 views

  • The first report proposes ten innovations that are already in currency but have not yet had a profound influence on education.  You can see a summary of each innovation at the menu on the right.
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    "The series of reports explores new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation."
Carol Mortensen

EdTech Toolbox: Ultimate Web 2.0 List - 139 views

  • place to share e-learning and Web 2.0 tools for education. Computers and laptops in education are important only when used with good pedagogy. Digital content and creation is an important part of the process for educators in the 21st century
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    "A place to share e-learning and Web 2.0 tools for education. Computers and laptops in education are important only when used with good pedagogy. Digital content and creation is an important part of the process for educators in the 21st century."
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    Great collection! I'll be lost in this list for days!
maureen greenbaum

The Problem of "Pedagogy" in a Web 2.0 Era -- Campus Technology - 1 views

  • Google search of the term “situated cognition”. Situated cognition, and related research threads, seems to me a useful concept for beginning to understand the tendencies of information technology for teaching and learning.
  • And this is after decades of the movement called “The Scholarship of Teaching and Learning” (see http://www.issotl.org/--and note, the next ISSOTL conference is in Milwaukee October 20-22, 2011). The Association of American Colleges and Universities as well offers sessions and conversations related to the turn to learning--the next AAC&U conference is in Washington, DC, January 25-28, 2012.
  • With this issue of Web 2.0, we end the run of this newsletter.
Ann Steckel

6 Important Components Of Online Pedagogy | Big Ideas in Education - 81 views

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    Originally posted on  What makes you a good instructor in the classroom - does not necessarily translate to good pedagogy in an online learning environment. Online Learning Environments are becomin...
Nigel Coutts

The purposes of our pedagogy - The Learner's Way - 36 views

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    The debate over the most effective method of instruction continues as ever and where one stands on the topic is largely influenced by the purposes one attaches to education. Analysing a series of research articles reveals the nature of the debate between advocates of direct instruction compared to those who support a problem based learning methodology.
Elizabeth Resnick

Don't plan for technology; plan for learning | eSchool News - 119 views

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    learning design facilitator.  What information do we need? Make thinking visible.  Pedagogy.  Right information at the right time.  Shift learning process to students.
Nigel Coutts

What it takes for deep learning in primary education? - The Learner's Way - 7 views

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    Our goal might be to support Deep versus Surface Learning, but what does this mean in practical terms. What are the beliefs and dispositions which support teaching for deep learning, and what are the implications of this in terms of the pedagogy we adopt?
Glenn Hervieux

/2011/08/Thomas_Brown_A_New_Culture_of_Learning.pdf - 84 views

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    Fascinating book on a new pedagogy for the 21st century teacher and learner. Will we continue to ask students to work in an environment of scarcity, both in resources, but also in the learning process, which is locked up by testing and standards? Check it out!
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    I'm not a big fan of this book, but that is not why I'm commenting. Isn't it still under copyright?
Ed Webb

The Scarlet "P" | TechTicker - 0 views

  • To me “sound pedagogy” isn’t a guarded gateway through which all things must pass before becoming true learning, it’s an ideal that should permeate and inform everything.
    • Ed Webb
       
      nicely put!
  • the perpetual conflict between the educational technology unit and the learning and teaching unit
  • The educational technologist are seen to be tech-obsessed, light on pedagogy and prone to obscure abbreviations; while the academics are stereotyped as waffley anti-technologists with a love of chalk-and-talk. Adding to this complexity, each sphere tends to be characterised by a distinct culture and common language. Often times the divisions are so clearly delineated that, despite units merging on paper, the two spheres operate largely independently of one another.
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  • We won’t always agree with one another, but once we start using language instead of hiding behind it we can begin to actually communicate.
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