Traditional courses provide a coherent view of a subject. This view is shaped by “learning outcomes” (or objectives). These outcomes drive the selection of content and the design of learning activities. Ideally, outcomes and content/curriculum/instruction are then aligned with the assessment. It’s all very logical: we teach what we say we are going to teach, and then we assess what we said we would teach.
Contents contributed and discussions participated by Carla Rapp
Teaching in Social and Technological Networks « Connectivism - 6 views
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I think this is spot on and I think there are only a certain set of learners that can abide by this method. I think having discussion or collaboration brings in more learning. Also teaching our students to look at more than one idea, that is a life skill.
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A curatorial teacher acknowledges the autonomy of learners, yet understands the frustration of exploring unknown territories without a map. A curator is an expert learner. Instead of dispensing knowledge, he creates spaces in which knowledge can be created, explored, and connected. While curators understand their field very well, they don’t adhere to traditional in-class teacher-centric power structures. A curator balances the freedom of individual learners with the thoughtful interpretation of the subject being explored.
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I think I like this role the best so far. I think giving the students freedom to explore and learn is wonderful. But giving them some guidance, and structure, along the way can be even more thought provoking, and thus educational.
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Weblogg-ed » Teachers as Master Learners - 3 views
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When presented with the concept of building learning networks for themselves through the use of social learning tools, of making connections with other learners around the world who share their passions, many just cannot seem to break through the teacher lens and be “selfish” about it, to make it a personal shift before making a professional shift in the classroom
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I think this is so true. I think the best way we learn is buy trying out the technology ourselves. I really learned my way around pinterest and googledocs because I made my own recipe pages.
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elearnspace. Connectivism: A Learning Theory for the Digital Age - 11 views
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Vaill emphasizes that “learning must be a way of being – an ongoing set of attitudes and actions by individuals and groups that they employ to try to keep abreast o the surprising, novel, messy, obtrusive, recurring events…” (1996, p.42).
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I love this idea of the way we learn, and the way we teach, should always be changing.
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A Seismic Shift in Epistemology (EDUCAUSE Review) | EDUCAUSE.edu - 18 views
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sophisticated search engines, and similar harvesting tools help individuals find the needles they care about in a huge haystack of resources.
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I think this is so tru about Web 2.0 tools. Also I think it can be helpful, to keep students motivated. Sometimes, I think all of us, can get frustrated if we have to sift through to find the information that we want. But with the case of Google, we can be specific and direct.
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Why Teachers Shouldn't Blog….And Why I Do | Larry Ferlazzo's Websites of the ... - 10 views
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I think this is so valuable. I think that the more you hash out your thoughts the more you learn from them and see more from them.
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helps me clarify my thinking about the role of technology in the classroom
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provides me with a forum to clarify my thinking about the on-going classroom management and instructional challenges (see What Do You Do When You’re Having A Bad Day At School?) faced by me, and many other teachers in inner-city urban schools (and probably in many other schools, too).
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Confessions of an Aca/Fan: Archives: A New Culture of Learning: An Interview with John ... - 12 views
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Since so much of what we see as the key to future learning is passion-based, we think it makes more sense to understand the process of learning as something that can be guided by a mentor, as opposed to being taught by a teacher.
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I think this is a really interesting statement. I truly think those things that we are most passionate about, we want to learn more about.
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When we explore, we play. When we experiment, we play. When we tinker or fiddle, we play. Science is play. Art is play. Life, to a great extent, is play. Every great invention of the past hundred years has had an element of play in its creation.
A New Culture of Learning: An Interview with John Seely Brown and Douglas Thomas (Part ... - 8 views
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By returning to play as a modality of learning, we can see how a world in constant flux is no longer a challenge or hurdle to overcome; it becomes a limitless resource to engage, stimulate, and cultivate the imagination.
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I think this is so true. For example, learning how to use Facebook, I think it appears more like something to play with, and have fun with, and while doing that, and using it we are learning.
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Minds on Fire: Open Education, the Long Tail, and Learning 2.0 (EDUCAUSE Review) | EDUC... - 20 views
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But viewing learning as the process of joining a community of practice reverses this pattern and allows new students to engage in “learning to be” even as they are mastering the content of a field. This encourages the practice of what
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I think this is so true, when I think this is bascially how my internships worked, and I got so much out of them.
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Carla Rapp