This is a common working space where I want to share my ideas with you.
I am interested in the future learning spaces.
Some thoughts before…
Solving problems is a natural attitude of human being, trying to make sense of the world they live in (Hume cited in Klemme, 2007, Dewey, 1993). Remarkably, this occurs in a natural way when children are discovering the world around them. They state their own questions and amazingly, they also search for some of the answers. Many are constructed together with the teacher-parent twosome, stating the grounds that support their beliefs (Dewey, 1993). In doing so, they are writing their ‘empty book’ of knowledge with informal research. They are definitely engaged in learning and are co-authors of their book, re-inventing it along their lives.
So why not take such a natural approach to the knowledge adventure into the class? Would it be suitable to start a course with this empty book approach, or in words of Van Maanen (2009), ‘empty reader’?, which I prefer to call, an empty learning space, built by the learners as part of the learning outcome, with their self-made knowledge artifacts (Popper, 1984), using technology as a workbench (Collins, 2001) and considering their selves as valuable sources of rebuilt knowledge with the guidance from their teacher. Changing the idea that teachers and (class) textbooks are the definitive and only sources of knowledge. Developing a class culture of shared sense of purpose and ownership, engaging students in the learning process (Tan, et al. 2006).
The MUPPLE (Mash-Up Personalized Learning Environment) approach should serve as the technology we are going to use for building this’ ’empty learning space’
More is coming soon 🙂
This is a picture from Escher. A marvelous painter who was fascinated with the idea of infinity and impossible…