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 learning ecology, pedagogy on Nov 7th, 2005 Comments Off
I think I’ll riff a little more off of my last lengthier post. In addition to Francine’s references, I also found “Continuous Partial Attention,” and this discussion made me think of Csikszentmihalyi’s notion of flow as well as Buber’s ideas around dialogue. More on this stuff later.
Off to Los Angeles, unfortunately unexpectedly.
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 pedagogy, technology, universal design for learning, web2.0 on Sep 11th, 2005 Comments Off
I just finished reading (again!) But Not The Hippopotamus by Sandra Boynton to my one-year-old son (he’s at the point where he gets ecstatic about reading the same book over and over — Where’s Maisy? by Lucy Cousins is another one he loves again and again and again). To sum up the book, a [...]
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. [...]
