Pedagogy
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How 21st Century Thinking Is Just Different

How 21st Century Thinking Is Just Different | Pedagogy | Scoop.it
How 21st Century Thinking Is Just Different
yoke chun's insight:

We always talked about how our teaching methods have to change, and how learners are different. I have increasingly been thinking about how thinking has to change and therefore this article hits a chord. I quote :

 

"The nature of social media rests on identity as much as anything else—forcing subjectivity on everything through likes, retweets, shares, and pins. Instead, we might consider constant reflection guided by important questions as a new way to learn in the presence of information abundance."

 

With a click, we can access information so readily, we do not just need sharper analytical skills, but clear value standards in our online curation. 

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elsie t's curator insight, July 22, 2015 8:19 PM

habits of mind  - is it still relevant?

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A Conversation About Rigor, Patrick Honner with Grant Wiggins -- Part 1

A Conversation About Rigor, Patrick Honner with Grant Wiggins -- Part 1 | Pedagogy | Scoop.it

This is the first post in a dialogue between me and Grant Wiggins about rigor, testing, and the new Common Core standards.  Each installment in this series will be cross-posted both here atMrHonner.com and at Grant’s website.  We invite readers to join the conversation.


Via Dennis T OConnor
yoke chun's insight:

This engaging conversation in two parts with Wiggins makes me think. Is rigour really subjective? Is rigour not dependent on our design but determined by the solution and the student? 

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MOOCagogy: Assessment, Networked Learning, and the Meta-MOOC

MOOCagogy: Assessment, Networked Learning, and the Meta-MOOC | Pedagogy | Scoop.it
by Sean Michael Morris and Jesse Stommel
Instruction does not equate to learning. This is the fundamental fly in the ointment of instructional design, and the epistemological failing of learning management systems and most MOOC platforms.
yoke chun's insight:

MOOCagogy - Makes me reflect on adult learning and professional development approaches. How does one design learning not around content but around the community ?

 

This article challenges me to reimagine how a course is only turning "the key in the ignition ... but the community that persists is the engine itself. When we build learning experiences that persist beyond our ability to make them go, our course become permeable and live outside the institution in which they’re housed, beyond the term during which they’re taught ..". 

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