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Megan Poore's Library tagged innovation →  View Popular

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...

Learning 2.0 Strategy : eLearning Technology

  • 1. Start Tactical and Bottom Up
  • 2. Avoid the Culture Question
  • 5 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.

Promoting transformative innovation in schools

  • Cycle of innovation:
    Insight - Invention - Application - Reflection and communication     - meganpoore on 2009-06-24
  • "transformative innovation ... challenges our assumptions about how we do things" (5)

    "innovation is the exploitation of ideas (not just the ideas themselves); ... those ideas are generated by mixing creativity and insight (including understanding the problem you are attempting to overcome); ... when applied, the practice is something valued" (5)

    "Currently ... most teacher innovation ... might be termed 'sustaining innovation', that is, changing activities within a given structure, rather than adopting transformational or 'disruptive' innovation practices." (6)     - meganpoore on 2009-06-24
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