Category Archives: Pedagogical Approach

What is the pedagogical approach of the course? (Knowledge Building, Problem Posing, RME: Guided Reinvention, Ecology of Resources…)

Toolkit talks: Digital Technology

From the Education Endowment Foundation

Link to the main web page with information about projects related with digital technology

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Key competence development in school education in Europe

The project’s final objective is to produce recommendations for policy and practice regarding the enablers and obstacles to a holistic implementation of key competence development.
Key competences are combinations of knowledge, skills and attitudes, which facilitate the application of knowledge to real world contexts. International research suggests that individuals need them in order to function effectively in the 21st century.
Here the link to one of the publication from there you can explore further

Psychological ownership and ePortfolios

From Illona Buchem

Connected Minds

 

bombillo_CespedConnected Minds. Technology and today’s learners

With this report the Center for Research and Innovation CERI provides a coherent and comprehensive answer to 3 questions:

  1. Can the claim that today’s learners are New Millennium learners or digital natives, be sustained empirically?
  2. Is there consistent research evidence demonstrating the effects of technology adoption on cognitive development, social values, and learning expectations?
  3. What are the implications for educational policies and practice?

Making an interesting contribution to the ongoing debate of the effects of technology attachment and connectedness in learners, particularly concerning their expectations regarding teaching.

One of the findings shows that students don’t want technology to bring a radical change in teaching and learning but would like to benefit more from their added convenience and increased productivity gains in academic word. If those gains do not become apparent to students then reluctance emerges. That maybe related to the uncertainty, disruptiveness and discomfort that discrete technology-based not clearly leading to learning improvements may cause to them

Read more…

 

It’s complicated

A new book:  Social media of networked teens
( USA)
Read here
Author: Danah Boyd. 
Clicking in the author’s name you can e
xplore the webpage of the book and there is a link to her web page

An interesting table of content:

  1. identity why do teens seem strange online?
  2. privacy why do youth share so publicly?
  3. addiction what makes teens obsessed with social media?
  4. danger are sexual predators lurking everywhere?
  5. bullying is social media amplifying meanness and cruelty?
  6. inequality can social media resolve social divisions?
  7. literacy are today’s youth digital natives?
  8. searching for a public of their own

Digital education and learning series

Comments for the book  “DIGITAL MEDIA AND LEARNER IDENTITY”

“John Potter is an expert guide, navigating us across some of the great divides in this area: between media education and the new literacy studies, between multimodal and cultural theory, between media practices at home and at school, and, most crucially, between high theory and lived experience. His notion of ‘curatorship of the self’ takes thinking in media and multiliteracy education a significant step forward.”
– Mark Reid, Head of Education, British Film Institute, UK

“John Potter shows how learners’ creative engagements with new media form part of the ongoing ‘identity work’ of their everyday lives. His central metaphor of curatorship provides a thought-provoking means of exploring the broader implications of new media for personal identity. Unlike the utopian fantasies of some digital enthusiasts, this book provides a valuable source of critical reflection and creative inspiration for researchers, educators, and all who work with young people.”
– David Buckingham, Loughborough University, UK

“This is an important contribution to our emerging understanding of what young people are actually doing with digital media, and with what consequences. By focusing on the experiences of young people and developing the thesis of ‘new curatorship,’ Potter is able to move a number of debates forward in the fields of media literacy and educational technology.”
– Neil Selwyn, Monash University, Australia

“This book reflects two of the many strengths of John Potter’s work in the field of media education. The research is rooted in his experience as an educator of children, young people, and teachers and has an authority in practice. It also challenges us to think differently about our understandings of identity, digital media, and curatorship and encourages us to engage actively with new concepts of literacy in a digital age.”
– Avril Loveless, School of Education, University of Brighton, UK

“This authoritative new study cuts through the current confusions about young people, new media and learning. Potter’s clarity of thought and innovative use of the metaphor of curatorship produces valuable insights into the ways in which children use digital media to negotiate culture, identity and social roles. Rooted in long experience of classrooms and in detailed empirical research, it is an essential read for researchers, students and practitioners in the fields of literacy, new media, and childhood studies.”
– Andrew Burn, DARE (Digital/Arts/Research/Education), Institute of Education, University of London

“In this superb contribution to ideas about learning in the twenty-first century, John Potter artfully sidesteps the polarizing extremes of both technological determinism and its more reductive opposition to provide us with a research-based account of ‘the new curatorship.’ For academics, researchers and – most crucially – teachers seeking an intelligent and inclusive framework for bridging the widening gap between education and ‘lifeworld’ learning and between scales of access and new forms of digital ‘capital,’ this is exactly what we’ve been waiting for. Curatorship of identity and self through digital and social media is cultural, not merely technical, and Potter goes beyond observing this to map out a convincing strategy for our response.”
– Julian McDougall, University of Wolverhampton, UK and Editor, Media Education Research Journal

“This book makes an original and important contribution to scholarship in new media. Based on a study of children’s autobiographical film-making, John Potter vividly illustrates the explanatory power of the metaphor of curatorship. This is essential reading for those interested in new literacies and media studies.”
– Guy Merchant, Sheffield Hallam University, UK

DIGITAL TECHNOLOGIES FOR SCHOOL COLLABORATION

Web-based school collaboration has attracted the sustained attention of educators, policy-makers, and governmental bodies around the world during the past decade. This book sheds new light on this topical but ever so complex issue. Drawing on a wealth of theoretical and empirical work, it presents the various models of available school twinning programs and explores the cultural, political, and economic factors that surround the recent enthusiasm regarding collaborative initiatives. Moreover, the book critically examines teachers’ and students’ experiences of web-based school collaboration. In particular, it develops a realistic perspective of the range of challenges they face and identifies the host of technological and non-technological issues that can shape participation in collaborative programs.

Praise

“Programs that provide opportunities for transnational collaboration between schools have been around for some time, but the potential expansion of these through new technology has yet to be evaluated in a principled way. Gouseti’s book does just that. Based on case studies of teachers’ and students’ experiences of the European eTwinning programme she provides a detailed analysis of the promises and pitfalls of web-based school collaboration . . . providing an excellent overview and critique of the rhetoric associated with web 2.0 and ‘participatory culture’. This is a book that is well-informed, well-argued and scholarly throughout, offering practical guidance on how to develop school collaboration through new media. – Guy Merchant, Professor of Literacy in Education, Sheffield Hallam University, UK
“The field of educational technology is full of broad expectations and assumptions. As such, detailed examinations of the complex realities of technology and education are always welcome. In this book, Gouseti provides just such an insight into the everyday constraints that have a significant bearing on digital education. This book offers a salutary reminder than very little in education is ever as straightforward as we are promised. An important book for anyone interested in contemporary schools and schooling.” – Neil Selwyn, Professor of Education, Monash University, Australia

The importance of the experience in TEL

[…] The authors of this special issue agreed on the equivalence of learning with experience. At the same time they agreed to have a model of experience that may serve as a basis to design, develop, manage and, evaluate educational experiences mediated by technology […]

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The ‘What’ and ‘Why’ of Goal Pursuits: Human Needs and the Self-Determination

The ‘What’ and ‘Why’ of Goal Pursuits: Human Needs and the Self-Determinati…: Bath Spa University Library resources.

Inventing the Social Network | Boston Review

Inventing the Social Network | Boston Review.

Ideas on the history for my course

Imagine if we would introduce calculus with such a text:

“The sense of intellectual discomfort by which the calculus was provoked into consciousness in the seventeenth century lies deep within memory. It arises from an unsetting contrast, a division of experience. Words and numbers are, like the human beings that employ them, isolated and discrete; but the slow and measured movement of the stars across the night sky, the rising and the setting of the sun, the great ball that arise at the far end of consciousness, linger for moments or for months, and then, like barges moving on some sullen river, silently disappear -these are all of them, continuos and smoothly flowing processes. Their parts are inseparable. How can language account for what is not discrete, and numbers for what is not divisible? ” (p. xi. A tour of the calculus)

And as the index of the course this text:

The overall structure of the calculus is simple. The subject is defined by a

  1. Fantastic leading idea
  2. One basic axiom
  3. A calm and profound intellectual invention
  4. A deep property
  5. Two crucial definitions
  6. One ancillary definition
  7. One major theorem
  8. The fundamental theorem of the calculus

The fantastic leading idea: The real world may be understood in terms of the real numbers
The basic axiomBrings the real numbers into existence
The calm and profound invention: The mathematical function
The deep property: The continuity
The crucial definitions:  Instantaneous speed and the area underneath a curve
The ancillary definition: A limit
One major theorem: The mean value theorem
The fundamental theorem of the calculus is the fundamental theorem of the calculus

Imagine that this would be the index or syllabus of the course and the instructions were: Pick one of these topics, the one that makes you wonder more, that makes you awe, develop it until you can integrate it into a meaningful whole with your course.

They have to choose which group takes which topic, that will make them start to get involved in this aspects of the whole in order to see why they want to work on a particular topic. And if there are any groups coinciding in their choice they would have to negotiate (which is a very important skill to learn). They will need to figure out -a little bit- what calculus is about but as they have some mathematical background they will find their way out

Despite my idea, I will name a few studies that had brought to the field -didactics of mathematics-  evidence of the advantages of introducing history and cultural context into the teaching of mathematics.

Doorman, M. and van Maanen, J. (2008). A historical perspective on teaching and learning calculus. Australian Senior Mathematics Teacher. Vol. 22(2) pp. 4-14.