Posted in connectivism, critical pedagogy, epistemology, pedagogy, technology, web2.0 on Dec 16th, 2005 Comments Off
There is no question in my mind that many of the ways that technology has developed — especially in facilitating the forging of connections between learners and content, learners and teachers, and learners and learners — are great boons to the field of education and to the cause of improving the learning process in general. [...]
Posted in community of practice, critical pedagogy, culture, epistemology, learning ecology, pedagogy, perturbation on Dec 12th, 2005 Comments Off
From the novel I am currently reading, Angry Black White Boy; Or, The Miscegenation of Macon Detornay:
How much respect can you have for something you refuse to criticize?
Often in the blogosphere it seems that new ideas and practices are touted, celebrated, embraced, and sometimes even followed with a very short — or even non-existent — [...]
Posted in epistemology, no child left behind, pedagogy, standards, teaching on Nov 14th, 2005 Comments Off
I have to admit it — I have not read Ted Sizer’s seminal book, Horace’s Compromise, until now (I picked it up recently at the More Than Words bookstore). Actually, I’m still reading it, but I found a paragraph in the prologue (page 2) I wanted to share:
We can play at learning, without retaining [...]
Posted in education research, epistemology, no child left behind, policy on Sep 24th, 2005 Comments Off
It’s no secret that I’m not a big fan of the No Child Left Behind Act on a number of levels. Much of the time, the high level of accountability coupled with a lack of adequate funding and the idea of the Federal government intruding into the state enterprise of education are the most [...]
Posted in community of practice, connectivism, critical pedagogy, epistemology, pedagogy, perturbation on Sep 5th, 2005 Comments Off
Once again I will be commenting on an extremely thought-provoking post by George Siemens on the Connectivism Blog, Designing ecosystems versus designing learning. He writes,
Instead of designing instruction (which we assume will lead to learning), we should be focusing on designing ecologies in which learners can forage for knowledge, information, and derive meaning. [...]
