Introduction to the Blog
Following on from the presentation and discussion of the HEPCIT presentation "That won't work in MY classroom" on July 23, I have set up this Blog so we can further explore and discuss the issues that were raised at the presentation, and any others that might arise through our discussion.
I hope people will actively contribute to this site with barriers, issues, examples, support, and anything else you think might be relevant.
To set the scene for those who weren't at the presentation and would like to contribute.
The presentation revolved around my presentation of a framework for student centred interactive learning in higher education, with particular emphasis on the online environment.
It is based on the work of two people, Peter Goodyear's model for learning space design and networked learning, and Kenneth Bruffee's approach to collaborative learning (references at the end of this information).
The pedagogy behind this type of learning environment is that is that interactivity and networking between the people involved are essential components as much as the technology component is also an integral part.
· Activity - that of the learner's activity, an essential part of the construction of knowledge - both individual and social constructivism
· Community - that learning is situated socially and physically and will be influenced by interaction with peers, tutors and lecturers. The emphasis is on dialogue and non-foundational collaborative learning. This collaboration is a process of reacculturation where students work in small transition groups (i.e. transition from their own known community of knowledge into the new community of knowledge of the discipline) to derive a consensus about aspects of the concepts they are learning, then to compare their consensus with that of the community of knowledge they are seeking to join. The academics are not the absolute authority, nor just the expert. They act as a representative of the disciplinary community and to help the students learn through a process of engaging in the language of that community.
· Place - that learning is influenced by the nature of both the physical and virtual world, and that the nature of the technology, tools and resources that are available will also influence learning
Bruffee, K. A. (1999). Collaborative Learning: Higher Education, Interdependence, and the Authority of Knowledge. Baltimore, London, The Johns Hopkins University Press.
Goodyear, P. (2002). Psychological Foundations for Networked Learning. Networked Learning: Perspectives and Issues. C. Steeples and C. Jones. London, Springer-Verlag: 49-75.
I hope people will actively contribute to this site with barriers, issues, examples, support, and anything else you think might be relevant.
To set the scene for those who weren't at the presentation and would like to contribute.
The presentation revolved around my presentation of a framework for student centred interactive learning in higher education, with particular emphasis on the online environment.
It is based on the work of two people, Peter Goodyear's model for learning space design and networked learning, and Kenneth Bruffee's approach to collaborative learning (references at the end of this information).
The pedagogy behind this type of learning environment is that is that interactivity and networking between the people involved are essential components as much as the technology component is also an integral part.
· Activity - that of the learner's activity, an essential part of the construction of knowledge - both individual and social constructivism
· Community - that learning is situated socially and physically and will be influenced by interaction with peers, tutors and lecturers. The emphasis is on dialogue and non-foundational collaborative learning. This collaboration is a process of reacculturation where students work in small transition groups (i.e. transition from their own known community of knowledge into the new community of knowledge of the discipline) to derive a consensus about aspects of the concepts they are learning, then to compare their consensus with that of the community of knowledge they are seeking to join. The academics are not the absolute authority, nor just the expert. They act as a representative of the disciplinary community and to help the students learn through a process of engaging in the language of that community.
· Place - that learning is influenced by the nature of both the physical and virtual world, and that the nature of the technology, tools and resources that are available will also influence learning
Bruffee, K. A. (1999). Collaborative Learning: Higher Education, Interdependence, and the Authority of Knowledge. Baltimore, London, The Johns Hopkins University Press.
Goodyear, P. (2002). Psychological Foundations for Networked Learning. Networked Learning: Perspectives and Issues. C. Steeples and C. Jones. London, Springer-Verlag: 49-75.
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