Rikke Toft Nørgård, Assistant Professor at the Center for Teaching Development and Digital Media at Aarhus University in Denmark, practices something she calls "gelatinous pedagogy" in which she tries not to enforce a detailed curriculum from a fixed syllabus and rubric for all students but acts, in her words, "more like a jellyfish that's adjusting to the students, rather than making the students adjust to my teaching."
Fun site with links to articles on many learning theories including Piaget, Constructivism, Behavioralism, Brain Based Learning, Social Cognition, Emotional Inteligence, Social Learning Theory, and more.
Here's what INTE 4320/5320 Games and Learning is reading during the Spring 2016 semester. A few practical notes: The links below - to both websites and PDFs hosted through this blog - guide our social annotation via Hypothesis. Students and visitors alike are encouraged to use these links as the primary means of navigating to -…
Deep Learning has revolutionised Pattern Recognition and Machine Learning. It is about credit assignment in adaptive systems with long chains of potentially causal links between actions and consequences.
In this paper I identify some current elaborations on the theme of participation and digital literacy in order to open further debate on the relationship between interaction, collaboration and learning in online environments. Motivated by an interest in using new technologies in the context of formal learning (Merchant, 2009), I draw on in-school and out-of-school work in Web 2.0 spaces. This work is inflected by the new literacies approach (Lankshear & Knobel, 2006a). Here I provide an overview of the ways in which learning through participation is characterised by those adopting this and other related perspectives. I include a critical examination of the idea of “participatory” culture as articulated in the field of media studies, focusing particularly on the influential work of Jenkins (2006a; 2006b). In order to draw these threads together around conceptualizations of learning, I summarise ways in which participation is described in the literature on socially-situated cognition. This is used to generate some tentative suggestions about how learning and literacy in Web 2.0 spaces might be envisioned and how ideas about participation might inform curriculum planning and design.
What makes these findings so interesting are the implications for pedagogy. If teachers wish to maximise the power of tablets and mobile devices, they should create contexts in which students are encouraged to be proactive in their study,
Working in partnership with students is a sophisticated and effective way of developing student engagement and enhancing learning and teaching. Partnership with students is a central theme of the HEA’s work and cuts across our other key areas of assessment, employability, flexible pedagogies and retention and success. That's why we provide a range of tools and guidance to support student partnership development. Defining partnership
Play is the work of children — through play and interaction, children learn how to talk, listen, read, and write. Read about typical behaviors of emergent and beginning readers, and how each of these behaviors relate to reading and writing.
Looking at how teaching and learning needs to become more advance in terms of technology. We need to be addressing and creating our lessons using the technology that is readily available to us and that our students are using on a regular basis.
*from Abstract* Maybin, Janet; Mercer, Neil and Stierer, Barry (1992). 'Scaffolding': learning in the classroom. In: Norman, Kate ed. Thinking Voices: The work of the National Oracy Project. London: Hodder & Stoughton, pp. 186–195.
Proponents and practitioners of the open web also bear responsibility for the missed opportunities in higher education. In retrospect, temperamental preferences for DIY culture, relentless tinkering and experimentation, and indulging the delightful paradoxes of ill-structured problems has not served to promote the adoption of open online tools in the wider culture. Whereas innovators and early adopters tend to have a relatively high tolerance for chaos, higher education as a whole does not (and arguably cannot). Railing against the academy's failure to embrace a perceived risk can be dismal fun for many of us, but an honest appraisal of our own missteps has to be in the mix.
What do we teach when we teach information literacy in higher education? This paper describes a pedagogical approach to information literacy that helps instructors focus content around transformative learning thresholds. The threshold concept framework holds promise for librarians because it grounds the instructor in the big ideas and underlying concepts that make information literacy exciting and worth learning about. This paper looks at how this new idea relates to existing standards and posits several threshold concepts for information literacy.
Threshold concepts are a theory of teaching and learning proposed by two British
educators, Jan Meyer and Ray Land. Threshold concepts can be used for teaching information literacy and could inform the Standards revision as well. There are five definitional criteria that make a concept a threshold concept