Marilina Lonigro's Library tagged education → View Popular

pedagogical approach on the continuum line between

the
extremes of vertical, centralized, artificial, curriculum-based
“knowledge-pushing” teacher-centric design patterns and a horizontal,
distributed, organic, “knowledge-pulling” architecture based on learner interest
and curiosity.
Emphasis is on the outcome rather than on progress and process.
18 more annotations...
- Interaction in the target language occurs through classroom simulations,
  listening, reading material selected and presented by the teacher. No or very
  little interaction occurs with people outside this environment so students who
  have access to the language through contacts at home/at work or who can afford
  to travel are miles ahead of those who have to rely on what happens in the
  classroom.
- Learners are assessed according to their mastery of the subject
- No or very little real-life participation in real modes of communication is
  attempted. Many learning management systems replicate the conventional
  transmission of the classroom mode. Learners perform simulated structured
  activities in passive/receptive mode and the communicative and expressive
  potential of the web is untapped.
- Learners have different abilities, different skill sets, and different goals and
  yet in the classroom they are very rarely encouraged to show their talents,
  create their own content, take control over their own learning and reflect on
  it. Students can only learn if they put to work the knowledge and skills they
  already have, put to work their creativity and inventiveness,learn from one
  another, work efficiently together and reach out for new knowledge and skills.
- So instead of forcing the knowledge upon the learners, how can we guide them to
  acquire what they need so they can express their thoughts, share them with
  others, negotiate meaning and communicate with the world at large
- Peace-ful learning is self-discovery and the discovery of the other through
  dialogue. Peace cannot be achieved if learners cannot fulfill their potential
  and do not talk to their neighbours
- Blogging
- immersive environment
- When used consistently, weblogs also record the learning process and progress
  towards autonomy.
- Can outsiders who do not know what happened in class read the weblog,
  participate and feel included in the conversation? Do we encourage reading other
  blogs,linking and social networking building?
- In EFL, it would mean putting the learners in a situation where they can use the
  language in self-directed ways to converse with peers all over the world.
- What are the building blocks of the interactive process?
- narrative, interactivity and mobility
- 43Things tags people’s dreams and goals just like
  its French version “36Trucs”. Who does not draw
  a list of resolutions hoping to achieve them in the short, mid or long run?
  Drink more water, learn French, worry less… Sharing your passions, goals and
  interests and reading what real people, talking real language is much more
  interesting than learning about them from a disembodied character in a
  pre-packaged standardized publication for the language classroom.
- Travelling widens horizons and you can visit places and interact with people in
  43Places. This is an online platform which
  allows you to describe where you live, places you have visited and your
  travelling destinations.
- There are narrative groups, like Grandparents, where you
  identify people and describe relationships. In the group My life you write about how
  that particular photo relates to some aspect of your life. There are also people
  we regularly meet and share our experience with. It’s an organic environment, a
  visual conversation enriched by comments, notes and tags.
- Instead of designing courses (or instruction that we assume will lead to
  learning), we should be “designing learning ecologies”.
- When adopting a tool, think of the larger purpose it should serve: how its
  nature can best support the learners’ diverse needs. Some will need more
  guidance, others more freedom, while others will need to be encouraged and
  gently prodded to leave their snug environments and experience the wide open
  spaces before them.

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