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13 Oct 07

CAST: What is Universal Design for Learning?

  • A good summary of Universal Design for Learning.
     - forestfortrees on 2007-09-04
  • Multiple means of representation
  • Multiple means of expression
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04 Sep 07

Savage Minds: Notes and Queries in Anthropology — A Group Blog » Improvisatory Sharpening: more on field vs armchair progress

  • the “methodological sharpening” of fieldwork concerns not so much shared technologies or shared concepts, but shared pedagogy—both that of the mentors and that of the students. Shared pedagogy is what allows students to figure out what they are doing before and during fieldwork, what questions seem to provoke interest and response, and which texts remain “open” for working through.
24 Aug 07

Social network - Wikipedia, the free encyclopedia

  • The article on Wikipedia on social network theory and analysis.
     - forestfortrees on 2007-08-24
  • There is no assumption that groups are the building blocks of society: the approach is open to studying less-bounded social systems, from nonlocal communities to links among Web sites.
  • Rather than treating individuals (persons, organizations, states) as discrete units of analysis, it focuses on how the structure of ties affects individuals and their relationships.
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Blackwell Synergy - J Comp Assist Learn, Volume 18 Issue 1 Page 77-83, March 2002 (Full Text)

  • This paper describes the application of Activity Theory to
    considerations of enhancing learning through the use of technology in
    Higher Education. The theory is reviewed and its extended version which
    uses the idea of an activity system to help analyse the use of
    technology in context described. Two case studies of teaching and
    learning in Higher Education are described: one exploring the use of
    ICT in a postgraduate study of science communication and the other a
    history course using the web to provide a range of resources and
    communication facilities for students. These two case studies represent
    different uses of technology in different disciplines and lead to a
    consideration of how the use of Activity Theory informs understanding
    of these learning experiences.     - forestfortrees on 2007-08-24

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  • Activity Theory (AT) builds on the work of Vygotsky (1978, 1986), and conceptualises learning as involving a subject (the learner), an object (the task or activity) and mediating artefacts (for example, a computer, laws).
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Thirty Great Books on Education

  • He contrasts this with the postmodern possibility of a curriculum that is composed of �complex and spontaneous interactions,� a transformative process that embodies the new �Four R�s�: Richness (referring to curriculum�s depth, multiple layers of meaning, and multiple possibilities of interpretation); Recursion (the reflective interaction with the environment, others, culture, and with one�s own knowledge); Relations (the making of connections, and the understanding that our immediate perceptions integrate into a larger cultural, economic and cosmic matrix); and Rigor (conceived as a dialectic between the complexity of indeterminacy and critical interpretation).
22 Aug 07

John Seely Brown: Learning, Working & Playing in the Digital Age

  • The etymology of the word "document" relates to ancient French docere, meaning to educate and to communicate. And "text" comes from texere, meaning to weave together, as in textile, to weave together fragments of thought, to communicate and to educate. So the document and text actually have a very rich grounding in the very essence of learning.
  • Jerome Brunner made a brilliant observation some time ago when he said that we can teach people about a subject matter
  • 3 more annotations...
02 Aug 07

Have Fun • Do Good: Top Five Things to Ask When Your Nonprofit Wants to Start a Community

  • 1. Why do you want an online community?
  • 2. What can you do for your supporters?
  • 3 more annotations...
19 Jun 07

cct » FrameworkForExchanges

  • Knowledge claim
  • Actions that follow from the Knowledge
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