Currently our curriculum is based on these 4 principles:
(thanks Ken!)
Utility: shapes the curriculum
Linearity: informs choices about what matters
Conformity: growth of standardised testing
Standardisation: quality agenda
Compare with these...
living vitality
creativity
diversity
customisation
What would a programme look like based on these instead?
Showing posts with label epistemic fluency. Show all posts
Showing posts with label epistemic fluency. Show all posts
Tuesday, July 8, 2008
Monday, April 14, 2008
no pain, no gain?
Just thinking about Dron's words (p2):
2. 'as little anxiety and effort as possible' - hmmm - yet in the Scripting CSCL book it was observed that learning was facilitated by designers of educational events putting learning obstacles in the way of learners.
Thus there is a tension between 'learn well' and 'learn easy'. By providing all the supports and allowances for different learning styles, etc. that we do, making things 'visual' or 'interactive', is this actually helping learners or merely helping them to depend less on their own intellectual development and more on the scaffolding.
If people wish to learn, then it is usually the case that they wish to learn well, or at least efficiently, with as little anxiety and effort as possible1. 'they wish to learn well' - need to qualify 'well'
2. 'as little anxiety and effort as possible' - hmmm - yet in the Scripting CSCL book it was observed that learning was facilitated by designers of educational events putting learning obstacles in the way of learners.
Thus there is a tension between 'learn well' and 'learn easy'. By providing all the supports and allowances for different learning styles, etc. that we do, making things 'visual' or 'interactive', is this actually helping learners or merely helping them to depend less on their own intellectual development and more on the scaffolding.
Wednesday, January 16, 2008
e-fluency?! ;-))
King's Learning Activities look a lot like Goodyear explains (i.e. Ohlsson, Morrison & Collins) in various places as contributing to 'epistemic fluency' but I am uncomfortable with that term. Perhaps it should be shortened to 'e-fluency'!?!
King, A. (2007). Scripting Collaborative Learning Processes: A Cognitive Perspective. In F. Fischer, K. Ingo, H. Mandl & J. M. Haake (Eds.), Scripting computer-supported collaborative learning : cognitive, computational and educational perspectives. (pp. 14-37). New York: Springer.
King, A. (2007). Scripting Collaborative Learning Processes: A Cognitive Perspective. In F. Fischer, K. Ingo, H. Mandl & J. M. Haake (Eds.), Scripting computer-supported collaborative learning : cognitive, computational and educational perspectives. (pp. 14-37). New York: Springer.
Tuesday, July 10, 2007
Learning in Higher Education.
Goodyear's conception of learning in higher education as learning to play epistemic games or apply epistemic tactics depending on which form of knowledge the individual is being challenged seems to be supported by a series of studies by King and Coleman. Eg
Mutual peer tutoring: Effects of structuring tutorial interaction to scaffold peer learning.
By King, Alison; Staffieri, Anne; Adelgais, Anne
Journal of Educational Psychology. 1998 Mar Vol 90(1) 134-152
Using explanatory knowledge during collaborative problem solving in science
The journal of the learning sciences [1050-8406] Coleman yr:1998 vol:7 iss:3-4 pg:387 -427
Goodyear's conception of learning in higher education as learning to play epistemic games or apply epistemic tactics depending on which form of knowledge the individual is being challenged seems to be supported by a series of studies by King and Coleman. Eg
Mutual peer tutoring: Effects of structuring tutorial interaction to scaffold peer learning.
By King, Alison; Staffieri, Anne; Adelgais, Anne
Journal of Educational Psychology. 1998 Mar Vol 90(1) 134-152
Using explanatory knowledge during collaborative problem solving in science
The journal of the learning sciences [1050-8406] Coleman yr:1998 vol:7 iss:3-4 pg:387 -427
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