Skip to main content

Home/ #Rhizo15/ Group items tagged Susan

Rss Feed Group items tagged

Kevin Hodgson

Teaching Beyond Tropes: Subjective-Learning Subjugated-Objectives Subversive-Subjunctives - 5 views

  • Subjective-Learning Subjugated-Objectives Subversive-Subjunctives
    • Kevin Hodgson
       
      I am feeling a bit like this is some lost text from a Dr. Seuss book for college students.
    • Terry Elliott
       
    • Kevin Hodgson
       
      Nice
  • Subjective
    • Kevin Hodgson
       
      I am glad Susan brought this definition up. I was going to search it out. The "subjective reality" hits a nerve with me. I am thinking of not just my own bias but what I bring to the table and intend to take away from the table. I am an active participant.
  • subvert or overthrow, destroy, or undermine
    • Kevin Hodgson
       
      Pretty strong language here .. I am thinking how the remix culture might be considered subversive in this context, using a different (subjective) view to understand a learning environment.
  • ...7 more annotations...
  • These include statements about one's state of mind, such as opinion, belief, purpose, intention, or desire.
    • Kevin Hodgson
       
      Thank you for this. Here is the crux of how I think about subjective thinking ... tossed into the subjunctive salad bowl. Or have I been mistaken in my own beliefs about what subjective is?
  • how our "design" is experienced by any one learner is as unique as a fingerprint, and impeded upon by the scars we have collected throughout our coarses and courses and curses.
    • Kevin Hodgson
       
      For good and for bad .... it could be that we are shaped by the positive energy and the positive experiences. I am thinking of being part of networks liked CLMOOC and DS106 and Connected Courses ... those shape my expectations of what a course should look like these days.
  • entryway into possibility.
    • Kevin Hodgson
       
      Great phrase embedded in a deep paragraph .... We should get this tattooed on our web/head.
  • ridden like a wild bronco while you laugh maniacally.
    • Kevin Hodgson
       
      I am tempted to make a comic with this line .... Yeehaw!
  • Click here for your summative assessment. 
    • Kevin Hodgson
       
      OMG. I had a ball with this. I think I failed. I think I passed. I think I succeeded. I think I thought .... "Thank God, I have people like Susan to lead me astray."
    • Kevin Hodgson
       
      This line between subjective and objective is both intriguing and confusing (for me, anyway). This post by Susan really helped clarify some of the ideas. My annotations are my way of interacting with her text.
  • Revised Bloom's Taxonomy
  •  
    Kevin, I've been doing the subjective learning thing on my own for a very, very long time. Not coming to Vance Steven's multiliteracies, connectivist moocs or any open online courses as a "practicing" academic or educator (except in free range, heutagogical sense), I start with making my own subjectivity alignment -- if only to feel at least somewhat less the total outlier. Besides, isn't all learning is idiosyncratic and subjective?
H DeWaard

Annotating to Understand - 3 views

  •  
    Kevin Hodgson uses Diigo annotate to make sense of Susan Watson's post
Scott Johnson

Theoretical foundations of learning environments first ed / edited by David H. Jonassen... - 2 views

  •  
    Second Edition (2012) available from Routledge Preface This book is about the learning theories that provide the foundation for the design and development of open-ended learning environments (defined in Chap. 1). During the 1990s, we have witnessed a convergence of learning theories never before encountered. These contemporary learning theories are based on substantively different ontologies and epistemologies than were traditional objectivist foundations for instructional design. This book is intended to provide an introduction to the theoretical foundations for these new learning environments for instructional designers, curriculum specialists, mathematics and science educators, learning psychologists, and anyone else interested in the theoretical state of the art. Edited April 8/14 by Scott J. Dropped the chapter list and replaced with a sample from the section on self-directed learners: Self-Directed Learning and Self-Regulation Theory Chapter 11 Learning Communities: Theoretical Foundations for Making Connections Janette R. Hill "As indicated throughout this chapter, learning is "strongly influenced by setting, social interaction, and individual beliefs, knowledge, and attitudes" (Dierking, 1991, p.4). This is particularly important to keep in mind while turning attention to the individual within the learning community. While there is often a focus on the collective that is the learning community, individuals are the foundation that enable the community to form. Two theories can help guide our understanding of how to support learners within the context of a learning community: self-regulated and self-directed learning. Self-regulation encompasses a variety of individual characteristics, including self-efficacy, motivation and metacognitive skills. Each characteristic has been studied to various extents (see, for example, Lim & Kim, 2003; Oliver & Shaw, 2003; Song & Hill, 2009), with the majority of the studies indicating that all
1 - 3 of 3
Showing 20 items per page