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Megan Poore's List: pedagogy, theory, philosophy

  • Barton and Westwood, 'From student to trainee practitioner - a study of team working as a learning experience [2006] 3 Web JCLI

      • The main characteristics of transactional learning (Maharg
        2004) are that it:


        • Involves active learning;
        • Is based on doing legal transactions;
        • Involves reflection on learning;
        • Is based on collaborative learning;
        • Requires holistic or process learning. 

      • Each student is asked to focus on two of the projects,
        and bear in mind the following issues in their report:




        • The
          most difficult questions they had to answer in each of the two projects,
          and how they answered them;

        • The pattern of work that they adopted within the firm, and the strengths and weaknesses of their approach;
        • What they would do differently next time and why?

        • What they have learned from the projects as regards risk management case and file workload and client care?

  • On the edge: ICT and the transformation of professional legal learning' [2006] 3 Web JCLI

    • four
      different rates of change – technological innovation (very fast); the rate
      of adoptions of technological innovations (fast, but depends on the product
      – compare mp3 players with video conferencing, for instance); the rate at
      which practices change as the result of new technologies (much slower – in
      education, the ‘glass book’ is still depressingly common); and the rate at
      which practices improve generally as a consequence of a technological innovation
      (very slow – touch screens in commercial applications, for instance, or networked
      learning ecologies in education).
    • Coupal identified three stages of development in ICT use by teachers: ‘literacy
      uses ( a technology-centred pedagogy); adaptive uses (a teacher-centred, direct
      instruction pedagogy); and transforming uses (a student-centred, constructivist
      pedagogy)’ (Coupal 2004, 591); and this has been observed by other researchers
      (eg Bottino 2004).
    • 8 more annotations...

  • Upgrading to Web 2.0: An Experiential Project to Build a Marketing Wiki

    • Wikis are one of the newest features of Web 2.0. This article describes the implementation of a project in a marketing course in which students created an interactive textbook using wiki software. Several surprises encountered along the way are described, and the unique problem of grading individual contributions to a wiki is discussed. The author concludes that the wiki work improved the collaboration skills of students, but effects on learning could not be assessed. Strategies are provided that other instructors interested in using a wiki in the classroom can use to make the experience fulfilling for both instructor and students. The article ends with a call for the development of better grading methods and for assessment of the impact of wikis on learning.

  • The digital panopticon

    • Despite the potential for learning platforms to herald a paradigm shift in teaching and learning, in the rush to adopt them schools may end up creating their very own digital panopticon, with the technology being used to monitor and control learning, rather than liberate it from the four walls of the classroom.
    • Parents and carers expect this and feel comfortable, safe and secure in the knowledge that their children are physically present in school, being monitored by another adult.
    • 4 more annotations...

  • Web 2.0 and the implications for pedagogy and the curriculum

    Attwell, Graham\n* "... the digital world requires people to write themselves into being"\n*3 areas of dysfunction: 1) ed tech (LMSs) 2) curriculum 3) networking and sharing\n*Why LMSs suck\n*Institutions need to engage with the learner, not the other way round

    www.elearningeuropa.info/...index.php - Preview

    pedagogy LMSs theory elearning education curriculum transmission teaching connectivism constructivism on 2009-06-19

  • Wikipedia and the New Curriculum

    • Students and teachers alike must understand how systems of knowledge creation and archivization are changing. Encyclopedias are no longer static collections of facts and figures; they are living entities, and the new software changes the rules of expertise.
    • Students and teachers alike must understand how systems of knowledge creation and archivization are changing. Encyclopedias are no longer static collections of facts and figures; they are living entities, and the new software changes the rules of expertise.
    • 5 more annotations...

  • New Schemas for Mapping Pedagogies and Technologies Ariadne Issue 56

    • I have a fear that because the technologies are so exciting and beguiling that we are seeing a technologically deterministic drive, rather than one based on sound pedagogies. However I will also show that there has never been a closer alignment between the current practices of Web 2.0 technologies and what is put forward as good pedagogy – what we need are means to realise and harness this match.
    • Recent thinking in learning
      theory has shifted to emphasise the benefit of social and situated learning
      as opposed to behaviourist, outcomes-based, individual learning. What is striking
      is that a mapping to the technologies shows that recent trends in the use of
      technologies, the shift from Web 1.0 to Web 2.0 echoes this; Web 2.0 tools very
      much emphasise the collective and the network.
    • 2 more annotations...

  • New structures of learning: The systemic impact of connective knowledge, connectivism, and networked learning

    • Paul A. David (1990) suggested that the inability of organizations
      to absorb first-generation change is due to existing physical structure.
    • As McLuhan has stated, new tools are often
      adopted to do the work of the old.
    • 5 more annotations...

  • Innovate: Places to Go: Connectivism & Connective Knowledge

    • online course offerings should move away from large, centralized applications and instead make use of a network of connected applications. Connectivism & Connective Knowledge is not simply about the use of networks of diverse technologies; it is a network of diverse technologies.
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