Pedagogical Appraches for Using Technology Literature Review January 11 FINAL 1 - 0 views
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Connectivism Individual processing of information gives way todevelopment of networks of trusted people, content andtools: the task of knowing is offloaded onto the networkitself Siemens
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Communities of enquiry Building on Wenger's notionof communities of practice,(higher) learning conceived interms of participation, withlearners experiencing social,cognitive and pedagogicaspects of community.Wenger, Garrison andAnderson
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E-learning, e-pedagogy New forms of learning andteaching are enabled andrequired by digitaltechnologies. Typically moreconstructivist and learner-led.Mayes and Fowler, Cronje
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onole, Dyke, Oliver and Seale (2004), have proposed a toolkit and model for mapping pedagogyand tools for effective learning design. They say "Toolkits are model-based resources that offer away of structuring users engagement that encourages reflection on theoretical concerns as well assupporting the development of practical plans for action (Conole & Oliver, 2002). The models thatform the heart of each toolkit consist of representations of a space, described in terms of qualities,in which theories or approaches can be described." They emphasise that "the descriptions of these
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Pedagogic Approaches to Using Technology for Learning - Literature Review 23 approaches reflect the beliefs of describer. These models are thus best understood as sharablerepresentations of beliefs and of practice, rather than as definitive account of the area" (p.18).The framework they propose consists of the following six components (p.22-23): Individual Where the individual is the focus of learning. Social learning is explained through interaction with others (such as a tutor or fellowstudents), through discourse and collaboration and the wider social context within which thelearning takes place. Reflection Where conscious reflection on experience is the basis by which experience istransformed into learning. Non-reflection Where learning is explained with reference to processes such asconditioning, preconscious learning, skills learning and memorisation (Holford, Jarvis, &Griffin, 1998). Information Where an external body of information such as text, artefacts and bodies of knowledge form the basis of experience and the raw material for learning. Experience Where learning arises through direct experience, activity and practicalapplication
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ormier proposes a rhizomatic model of learning in which a community can construct a model of education flexible enough for the way knowledge develops and changes today by producing a mapof contextual knowledge (p.4). In this model, curriculum is not driven by predefined inputs fromexperts; it is constructed and negotiated in real time by the contributions of those engaged in the
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Left hand side page by Lifelong Learning UK 24 24 learning process. This community acts as the curriculum, spontaneously shaping, constructing, andreconstructing itself and the subject of its learning (p.3).