Technology is altering (rewiring) our brains. The tools we use define
and shape our thinking.
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Social Education in the Classroom: The Dynamics of the Hidden Curriculum: Theory & Rese... - 0 views
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This paper reviews recent studies on the relationship of classroom life to larger social/political institutions. It analyzes the phenomenon which Philip Jackson has identified as the "hidden curriculum", that covert pattern of socialization which prepares students to function in the existing workplace and in other social/political spheres. The authors argue that this pattern has been largely ignored by social studies curriculum developers. By ignoring the values contained in the social processes of schooling, social studies developers failed to influence school programs in a fundamental way. To promote a more complete understanding of the dynamics of classroom life and its relationship to the larger society, the authors have identified social processes of school and classroom life which give specific meaning to the term hidden curriculum. They argue that a new set of processes will have to replace existing ones if the goals of social education are to be realized. In the latter part of the paper, a new set of social processes are described which could form the basis for a new and more progressive approach to social studies instruction.
elearnspace. Connectivism: A Learning Theory for the Digital Age - 0 views
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Know-how and know-what is being supplemented with know-where (the understanding of where to find knowledge needed).
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ome questions to explore in relation to learning theories and the impact of technology and new sciences (chaos and networks) on learning: How are learning theories impacted when knowledge is no longer acquired in the linear manner? What adjustments need to made with learning theories when technology performs many of the cognitive operations previously performed by learners (information storage and retrieval). How can we continue to stay current in a rapidly evolving information ecology? How do learning theories address moments where performance is needed in the absence of complete understanding? What is the impact of networks and complexity theories on learning? What is the impact of chaos as a complex pattern recognition process on learning? With increased recognition of interconnections in differing fields of knowledge, how are systems and ecology theories perceived in light of learning tasks?
Three Objections to Learning Objects - Norm Friesen - 0 views
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This paper outlines a number of problems associated with this movement, all of which arise in some way from the juxtaposition of narrow technical and specialized concepts with the general and varied dimensions and contexts of learning
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In clear contrast to the dominance of the object-oriented paradigm in programming and software design, there is no consensus among educational experts as to how learning occurs or how it can best be understood. There is no "all-pervasive" approach or "paradigm" for learning or education as is claimed for programming and software design. "Pedagogy as well as instructional design," as Allert, Dhraief, and Nejdl say, "are ill-structured domains" (2002).
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In this pattern, these innovations are introduced into educational contexts and practices clearly bearing the stamp of their technical origin. Instead of being presented in terms familiar and meaningful to educators, they bear connotations that appear unclear or even negative in these practical contexts
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An Open Future for Higher Education (EDUCAUSE Quarterly) | EDUCAUSE.edu - 2 views
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splitting up the functions of content, support, assessment, and accreditation.
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open approach is likely to encourage the crossing of boundaries between inside and outside the classroom, games and tools for learning, and the amateur and the expert.
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new attitude toward research and scholarship is needed
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