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 community of practice, connectivism, critical pedagogy, learning ecology, pedagogy, perturbation, technology, tools on Oct 31st, 2005 2 Comments »
There is no question in my mind that our tools of the information age — computers, the Internet, cell phones, all the associated accoutrements — are changing the way we, as participants, do things and even think. That certainly doesn’t mean that these changes are necessarily and always changes for the good.
George Siemens of the [...]
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. [...]
Posted in constructivism, critical pedagogy, no child left behind, policy on Aug 19th, 2005 Comments Off
Daniel Cho and Tyson Lewis wrote a wonderful critique of both the hyper-accountability movement and constructivism, “Education and Event: Thinking Radical Pedagogy in the Era of Standardization” in the May 2005 edition of SIMILE. It’s one of those articles that really made me think and consider. A few of the main points:
Accountability claims [...]
