Week 25 – A1: Sage on the Stage or Guide on the side?

some points… reading: Haythornthwaite (2008) ‘Ubiquitous Transformations’: Proceedings of the Networked Learning Conference, Halkidiki, 2008. 1. What evidence is there of this shift towards taking responsibility for learning by the learners themselves? – New practices emerging around Internet use. – These new media lay the foundation for radical transformations in who learns from whom, where, under […]

Week 24 – A8: Practitioners and models of pedgagoy

reading: de Freitas et al (2007) ‘The practitioner perspective on the modelling of pedagogy and practice’ 1. What are the two main ways in which interventions intended to change how teachers teach actually attempt to do this? (page 26) Assumption that interventions intended to change teachers’ teaching (model practice) will improve practice. The authors argue […]

Week 24 – A4: Design for Learning

Reading: Beetham and Sharpe (2007) ‘An introduction to rethinking pedagogy for a digital age’. (a) How do Beetham and Sharpe view the relationship between learning and teaching? The authors acknowledge that teaching and learning are complimentary, where teaching is an activity in which students are being helped to learn. Learning naturally (informally) or through social interactions (more formal). (b) […]

Week 24 – A5: A textually saturated curriculum area: media studies

Reading: extract from Satchwell and Ivanic (2009) ‘The textual mediation of learning’ If teachers are aware of the potential of this informal media awareness of learners, they are more likely to be able to make links to it. They will also be able to enlist students’ personal engagement with the media for the benefit of […]

Week 24 – A3: Learning Architectures

reading: Wenger (1998) – Learning Architectures 1. Wenger’s four dimensions of design for learning; Participation and reification Design for practice is always distributed between participation and reification – and its realization depends on how these two sides fit together. Designed and emergent The relation of design to practice is therefore always indirect. It takes place […]

Week 23 – A7: Mycorrhize and wild fires

Reading: Engeström (2007) ‘From communities of practice to mycorrhizae’ in the stages suggested below. 1. Read the article up to the heading ‘Towards collaborative community?’ (a) What criticisms does Engeström make? Engestrom highlights the limits of Lave & Wenger (1991) community of practice. He critiques the ahistorical approach to communities of practice. Consequence of apprenticeship […]

Week 23 – A5 – The network methapor

I have found the use/explanation of this network methapor as trying to simplify (by explaining it in a very theoretical mode) a very complex term which is learning. On the other hand through my networking understanding, I can see that networking (in computing and also as a metaphor in learning), is not merely a connection […]

Week 23 – A2: Making Sense of Complexity

reading: Conole – Stepping over the edge (second part) a) Make notes on some of the key terms you use on a regular basis to describe your use of technology. Collaboration Motivation (students and own) Communication Interaction Socialisation (hmm, these terms seem to be focusing much more on the participatory methapor rather than the acquisitional […]

Week 23: A1

hmm…other terms… knowledge repositories ( as in web 1.0) artificial intelligence semantic web search engines learning objects learning design mapping tools Social networking blogging / micro blogging OER

Week 23 – A3: thinking about your learning

Think about your own learning – the resources and tools you use, where and when it takes place 1. What is your experience of being a learner? I have been learning formally( and informally) without any long break from primary schooling to date. In formal learning different contexts, environments, peer students and teachers have given […]