Reciprocal causation pedagogy
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Reciprocal causation pedagogy
“We become what we behold. We shape our tools and then our tools shape us” (Culkin, 1967)  - should we embed reciprocal causation in our teaching? Does this serve our human purposes?
Curated by Mariana Funes
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Swarm Theory

Swarm Theory | Reciprocal causation pedagogy | Scoop.it
Swarm Behavior - A single ant or bee isn't smart, but their colonies are. The study of swarm intelligence is providing insights that can help humans manage complex systems, from truck routing to military robots.
Mariana Funes's insight:

Dron and Anderson (2007) tell us that a 'kind of cyber-organism is created by people linked algorithmically...it grows through the aggregation of individual, group and networked activity'. A kind of swarm behaviour that describes a pedagogy shaped around reciprocal causation? More than a cyber-organism, we are looking at a cyber-human entity - much like the Borg collective in Star Trek; the wisdom is in the system not the components.

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Critical Review of Connectivism: A Learning Theory for the Digital Age

Critical Review of Connectivism: A Learning Theory for the Digital Age | Reciprocal causation pedagogy | Scoop.it

"A network of personal knowledge networks can also form the foundation for the development of learning organizations, able to rapidly adjust to changing environments and thrive in conditions of uncertainty. A connectivist knowledge management strategy can be an important tool in ensuring the ongoing sustainability of organizations in the modern world."

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B.Y.O.T - a new approach to schooling?

B.Y.O.T - a new approach to schooling? | Reciprocal causation pedagogy | Scoop.it

“On a smartphone, there are no limitations,” Mr. Schad said. “This is the world they live in and we’re bringing it into the classroom.”

Mariana Funes's insight:

After banning phones from classrooms, teachers are now reminding children to charge them and get them ready for school. The world availble in one hand held device is what children know, can they be tought to use the devices to learn or are we just making it easy for them not to focus on learning?

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Wake Up and Smell the New Epistemology

Wake Up and Smell the New Epistemology | Reciprocal causation pedagogy | Scoop.it

"We need to understand that college students with an intrinsic love of learning, an appreciation for complexity, and a drive for discovery almost always possess those traits before they report to our campuses. Though we can fan into flames the sparks that these future intelligentsia bring with them, except for the occasional late bloomer, we fail miserably at creating sustained intellectual fires among the vast majority of our practical, credential-driven students."

Mariana Funes's insight:

Computers are a key part of the environment that these students belong to and they are taking their love of learning to the World of Warcraft and not the classroom. Educators who wake up and smell the reality of a generation who comes to university asking 'so what?' and 'who cares?' neeed to develop an pedagogy that embodies reciprocal causation in the classroom - the lecturer, the student and the computer as a learning system. 

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Networked Student

The Networked Student was inspired by CCK08, a Connectivism course offered by George Siemens and Stephen Downes during fall 2008.

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Internetting every thing, everywhere, all the time

Internetting every thing, everywhere, all the time | Reciprocal causation pedagogy | Scoop.it
It's called "The Internet of Things" -- at least for now. It refers to an imminent world where physical objects and beings, as well as virtual data and environments, all live and interact with each other in the same space and time.
Mariana Funes's insight:

Discusses the way in which the distinction between the real and virtual is becoming more blurred as a result of the internet of things: "The distinction between 'real' and 'virtual' is becoming as quaint as the 19th century distinction between 'mind' and 'body,'" says Usman Haque, Pachube's creative director. "We want to bring about a connectivity between the physical world, its objects and spaces, and the virtual world of Web sites and environments."

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The Difference Between Digital Literacy and Digital Fluency

The Difference Between Digital Literacy and Digital Fluency | Reciprocal causation pedagogy | Scoop.it
Update 6/13/2012: We finally finished our book on this topic. It is available in print here, and in Kindle format here.  You can also download a sample chapter here:   (601k PDF)   Literacy an...
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A New Pedagogy is Emerging

A New Pedagogy is Emerging | Reciprocal causation pedagogy | Scoop.it

WHAT TRIGGERS THIS NEW PEDAGOGY?

What drives the development of this new pedagogy? Changes in society, student expectations, and technology are motivating innovative university and college professors and instructors to re-think pedagogy and teaching methods.

Mariana Funes's insight:

A thoughtful article setting out the elements that need to be considered when adapting our teaching methods to reflect the existence of students that are now a combination of cognitive skills and computer filters or experience a need to become a joint mind-machine entity. From the article: As professors and instructors become more familiar with digital technologies for teaching and learning, pedagogical challenges and strategies are emerging. The developments listed below have had an impact on how teaching is structured and how and where learning happens.

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The shrinking half-life of knowledge

The shrinking half-life of knowledge | Reciprocal causation pedagogy | Scoop.it

Connectivism should not be confused with constructivism. George Siemens advances a theory of learning that is consistent with the needs of the twenty first century. His theory takes into account trends in learning, the use of technology and networks, and the diminishing half-life of knowledge. It combines relevant elements of many learning theories, social structures, and technology to create a powerful theoretical construct for learning in the digital age.

Mariana Funes's insight:

A learning theory that brings educators face to face with the need to adapt to teach in a world that can no longer define learning as an introverted or passive activity. The article concludes: Connectivism presents a model of learning that acknowledges the tectonic shifts in society where learning is no longer an internal, individualistic activity. How people work and function is altered when new tools are utilized. The field of education has been slow to recognize both the impact of new learning tools and the environmental changes in what it means to learn. Connectivism provides insight into learning skills and tasks needed for learners to flourish in a digital era.

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Wisdom of crowds - when social media became news

James Surowiecki pinpoints the moment when social media became an equal player in the world of news-gathering: the 2005 tsunami, when YouTube video, blogs, IMs and txts carried the news -- and preserved moving personal stories from the tragedy.
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George Siemens - Connectivism: Socializing Open Learning

Mariana Funes's insight:

Have you ever thought how irrelevant structured learning is? Is one of the questions being considered here. I am uncertain that it is helpful to create an either-or dynamic between structured and open learning. Seems to me that this is just an over-reaction to a society that has spent too long on just one side of a polarity. Both sides of the polarity 'organising learning' are a reality in human life and both foreground elements of learning whilst backgrounding others. More useful to ask - are we experiencing the negative effects of overdoing one side of this polarity? If we have overdone structure in our educational sytem may be we need to look at opennes a little more, But let us not forget that overdoing this will also give us undesisrable outcomes. 

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Simple Models for User Context

Simple Models for User Context | Reciprocal causation pedagogy | Scoop.it

Can we comprehensively cover every facet of every person? No. Can we fully understand and accommodate every dimension of originating situations and related needs? Certainly not. But that doesn’t mean we shouldn’t investigate these dimensions enough to gain at least a rudimentary understanding of the situational patterns, and the categories of need.

Mariana Funes's insight:

hmmm....when you see the whole system in one diagram may be it is obvious why we struggle to develop a pedagogy that also incorporates multi directional causation.

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Triadic Reciprocal Causation - an introductory video

Triadic Reciprocal Causation - an introductory video | Reciprocal causation pedagogy | Scoop.it

A person's cognition, the environment and behavior play important roles in learning new knowledge and skills."

Mariana Funes's insight:

if the arrow of causation is no longer linear and unidirectional, where does this lead educators wanting to evolve their pedagogy?

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Infotention and digital citizenship

Infotention and digital citizenship | Reciprocal causation pedagogy | Scoop.it

Final confession: I know this is not my best work. I wrote it while I was building two presentations, writing a module of a grad course, and checking several feeds.....

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Mindful Infotention

Mindful Infotention | Reciprocal causation pedagogy | Scoop.it

'The psycho-social-techno skill/tools we all need to find our way online today, a mind-machine combination of brain-powered attention skills with computer-powered information filters.'

Mariana Funes's insight:

A special meta cognitive skill is needed to be effective learners online. We cannot assume that just because students are digital natives they know how to learn online. The potential of seeing the 'entity' teach as a distributed intelligence rather than a passive receptacle is enormous and it challenges the traditional power dynamics between teacher and learner.

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Divided by Pedagogy

Divided by Pedagogy | Reciprocal causation pedagogy | Scoop.it
The Web as a classroom is transforming how people learn, is driving the need for new pedagogy; two recently launched courses at Cousera highlight what happens when pedagogical methods fail to adapt...
Mariana Funes's insight:

A great blog comparing two courses and how the educators' pedagogy determines success and failure. It shows that the technology is a slave to how the human sees his/her role in the learning process. From the conclusion:

 

'As the learner’s needs change, so does the role of the instructor, and if he or she implements appropriate pedagogical methods for the learning context, both will have opportunities to expand knowledge consistent with their own learning goals and needs.'

 
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