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Toward a Luddite Pedagogy - Hybrid Pedagogy - 0 views

www.hybridpedagogy.com/...toward-luddite-pedagogy pedagogy
shared by Paula Shaw on 09 Sep 14 - No Cached
  • Paula Shaw on 09 Sep 14
     
    Interesting article about the true meaning of Luddites and how this related to detect today.
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A free education online: too good to be true? - YouTube - 0 views

www.youtube.com/watch MOOCs pedagogy future
shared by Paula Shaw on 26 Apr 14 - No Cached
  • Paula Shaw on 26 Apr 14
     
    Guardian debate about MOOCs and free education
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A pedagogy of abundance - Open Research Online - 0 views

oro.open.ac.uk/28774 future H817 pedagogy openness
shared by Paula Shaw on 28 Mar 14 - No Cached
  • Paula Shaw on 28 Mar 14
     
    "he digitisation of content combined with a global network for delivery and an open system for sharing has seen radical changes in many industries. The economic model which has underpinned many content based industries has been based on an assumption of scarcity. With a digital, open, networked approach we are witnessing a shift to abundance of content, and subsequently new economic models are being developed which have this as an assumption. In this article the role of scarcity in developing higher education practice and pedagogy is explored. The shift to abundant content has as profound implications for education as it has for content industries. The possible contenders for a 'pedagogy of abundance' are examined and the necessary requirements for such a pedagogy outlined."
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Top-Ten IT Issues, 2014: Be the Change You See (EDUCAUSE Review) | EDUCAUSE.edu - 0 views

www.educause.edu/...-issues-2014-be-change-you-see IT future
shared by Paula Shaw on 27 Mar 14 - No Cached
  • Paula Shaw on 27 Mar 14
     
    "EDUCAUSE presents the top-ten IT issues facing higher education institutions. Many of these issues are not new. But in 2014 the ideas, solutions, and models that have been accumulating in higher education and technology will hit IT organizations-and the institutions they serve-fast and hard. This is the year that the front part of the herd will join the mavericks, tipping the balance for the rest." Interesting article shared by Esther
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Connexions - Untitled - 0 views

cnx.org/...-1c7b-479e-84a3-ff50253138fa@2 simulation onlinelearning
shared by Paula Shaw on 22 Mar 14 - No Cached
  • Paula Shaw on 22 Mar 14
     
    "A Simulation Experience in an Online Learning Environment that Meets Good Teaching Practices and a Low Threshold Application"
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Three Objections to Learning Objects - Norm Friesen - 0 views

www.learningspaces.org/...objections.html H817 learning_objects oer
shared by Paula Shaw on 18 Mar 14 - No Cached
  • 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
  • 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).
  • 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
  • ...2 more annotations...
  • Using a term that make sense only in abstruse technical discussions, and that is opaque and confusing to practitioners does not make its potential benefits clear to teachers. Instead, it presents the potential of pitting those responsible for instruction unproductively against those advocating technological change. It is not that the innovation should not come from outside of education, or that it can only come from within. It is simply that innovations must be presented in terms that are meaningful for teaching practice.
  • This research shows that the rate of adoption increases significantly when innovations possess some of the following characteristics: 1) simplicity, 2) compatibility with existing methods and techniques, and 3) relative advantage in comparison with these established methods and techniques (Rogers, 1962).
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Open education: 2.5 Exploring OER - OpenLearn - Open University - 0 views

www.open.edu/...content-section-4.5
shared by Paula Shaw on 18 Mar 14 - No Cached
  • Paula Shaw on 18 Mar 14
     
    List of OER repositories and a comparison study of the accessibility of OER repositories
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