Week 4 – A3 – Synchronous tutorial

As already refered to for other Elluminate sessions, its very interesting to notice the different type of participants involved in the discussion. V actively involved through speech, actively involved through texting, observants etc. 1. What makes an activity ‘authentic’? In the paper by Brown et al, authentic activity is defined as ‘the ordinary […]

Week4 – A4 – Engestrom

Expansive Learning at Work: toward an activity theoretical reconceptualization 1. What kind of theory of learning is offered by classic activity theory “Activity theory theorizes that when individuals engage and interact with their environment, production of tools results. These tools are “exteriorized” forms of mental processes, and as these mental processes are manifested in tools, […]

Week4 – A2 – Brown et al

Situated Cognition and the culture of learning The authors explain why activity and situations are integral to cognition and learning and how different ideas of what is appropriate learning activity produce very different results. Situated Knowledge and Learning: Learning from the situation rather than an out of context environment (which can easily be provided in […]

Week4_A1_Defining Learning

An individual being in a group or on his own acquires some type of knowledge which changes him as a person. This acquisition can be done in various ways such as a formal classroom setting or the environment in which the person is living. In my definition I have left out the idea of […]

Week3b – A5 – Cox

Cox (2006), Vicarious learning, case-based teaching and educational ICT Vicarious Learning – This occurs when one person sees another person positively reinforced or punished for a behaviour.Example of case-based teaching – PATSy – System were technologies such as web-databases of video clips provide a means for storing, indexing and disseminating such resources. 1. Can you see […]

Week3b – Elluminate Session

1. What were your experiences and feelings during the session? Using Elluminate helped me communicate with other students of the H800 course. Through such an experience doubts and problems are shared, thus I could see that problems I encounter are similar to those of other participants. This syncrounous experience provided a good ground to put […]

Week3b – A3 – Bayne

Deceit, desire and control: the identities of learners and teachers in cyberspace by Siân Bayne from her book Education in Cyberspace (Land and Bayne, 2005). Quote1: “Findings which report increased contributions in online discussion of disadvantaged, ‘shy’ and female students (Alexander 1997; McConnell 1997; Belcher 1999; Kimbrough 1999), the success of the online environment in […]

Week3b – A2 – Sfard

Acquisition methaphor versus Participation methaphor 1. How Sfard defines the acquisition and participation metaphors. Acquisition methaphor ” The language of “knowledge acquisition” and “concept development” makes us think about the human mind as a container to be filled with certain materials and about the learner as becoming an owner of these materials. ““The new researcher talks […]