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Diane Gusa

Science is golden in the art of teaching - 0 views

www.smh.com.au/...f-teaching-20110814-1isv7.html

science art teaching

shared by Diane Gusa on 17 Jun 13 - No Cached
    • Diane Gusa
      Diane Gusa on 17 Jun 13
       
      The challenge is to describe the art and science of teaching in detail!
  • how much is art? How much is science?
Diane Gusa

Learning and Ownership Realized | Alex Nana-Sinkam - 2 views

ananasinkam.com/...earning-and-ownership-realized

learning ownership elearning

shared by Diane Gusa on 01 Mar 14 - No Cached
  • Diane Gusa on 01 Mar 14
     
    "A couple examples, from Howard's The Art of Hosting Good Conversations Online:  A good online learning community: has a shared commitment to work together toward better communication, better conversations. is a place where everybody builds social capital individually by improving each other's knowledge capital collaboratively. a spirit of group creativity, experimentation, exploration, good will. enables people to 'entertain' themselves rather than being just the passive consumers of canned 'entertainment'."
Diane Gusa

Teacher pedagogy is the most visible aspect of his/her presence ~Raider-Roth & Rogers - 0 views

canton.sln.suny.edu/...Threads2.aspx

shared by Diane Gusa on 17 Jun 13 - No Cached
    • Diane Gusa
      Diane Gusa on 17 Jun 13
       
      Pedagogy is the art of instilling excitement in your audience to be as passionate about the subject matter as you are. 
Diane Gusa

User:Arided/ParagogyPaper - Wikiversity - 0 views

en.wikiversity.org/...ParagogyPaper

communities of practice

shared by Diane Gusa on 12 Jun 12 - No Cached
  • 1. Context as a decentered center. "For learning design in a peer-to-peer context, understanding the learner's self-concept -- in particular, whether they see themselves as self-directed or not -- may be less important than understanding the concept of 'shared context in motion'." (See "Paragogy and basho", below.) 2. Meta-learning as a font of knowledge. "We all have a lot to learn about learning." 3. Peers are equals, but different. "The learner mustn't seek only to confirm what they already know, and must therefor confront and make sense of difference as part of the learning experience." 4. Learning is distributed and nonlinear. "Side-tracking is OK, but dissipation isn't likely to work. Part of paragogy is learning how to find one's way around a given social field." 5. Realize the dream, then wake up! "Paragogy is the art of fulfilling motivations when this is possible, and then going on to the next thing."
  • shared context in motion.
  • Knowledge creation in schools is the creation of knowledge by students for their own use. [
  • ...4 more annotations...
  • basho ("shared context in motion") can help us think about how a context constrains or supports different types of (inter-)actions, and also about how we (re-)shape the contexts we find ourselves in.
  • the modules must be small in size (noting that heterogeneous granularity will allow people with different levels of motivation to collaborate by contributing smaller or larger grained contributions);
  • The view of fluid social contexts advanced by Engestrom as a move beyond the traditional "communities of practice" view is quite compatible with the most famous peer production virtue, freedom (cf. ), which is what allows people to function in a distributed and nonlinear fashion relative to a learning or production "ecosystem". Star and Griesemer[16], on whom Wenger drew heavily as he was developing the idea of community of practice[17], describe their view as "ecological". One key difference between Star/Wegner on the one hand and Engestrom on the other has to do with the nature of boundaries. In the community of practice view, boundary objects exist to effect translations or initiations. In Engestrom's view, attention is drawn to boundaries that remain in flux (via an ongoing process of co-configuration) or which are blurred (e.g. by a blurring of consumer and producer roles).
  • e encourage the research community to test our ideas in practice of various forms. Some ideas for paragogical design include: Establish a group consensus for expectations/goals/social contract of the course and how each of them should be evaluated at its conclusion. Have learners designate learning goals that they then commit to stick with. Formalize a process for assisting peers (e.g. responding to questions, giving feedback on publicly posted work). Develop explicit pathways for learner feedback to translate into changes to the learning environment
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