I was having trouble exporting this with sound for a while but seem to have it figured out finally. As I introduce in the video above, I selected my remix chapter for EDCI 591 (Multimedia Learning) based on the hunch that the principle aligned with my own views about critical reflection and learning, that the simple […]Read more "EDCI591: Self-Explanation Principle, Remixed"
EDCI 335 Challenge 10: What are the strengths/affordances of the technology or learning environment you have chosen for your learning design that will promote or facilitate learning? In preparing the TALONS socials units this semester, I have sought to align aspects of technology, assessment and unit planning within larger values of emergent epistemology and citizenship learning. By bringing these […]Read more "Digital Environments, Emergent Knowledge & Citizenship Learning"
When looking to explore the panoply of 21st century incarnations of education, I am often compelled to seek out a tangible unifying force at work which might correspond within a larger context of society as it is being influenced by the digital technology revolution. As the web has increased in its capacity for open sharing […]Read more "On Open Learning Environments"
Brooke’s challenge post brought something to mind I’ve been struggling with myself in EDCI 335 this semester: “In the coursework this term, and in my work, [I] feel like content and ideas are flying into my head, being held in temporary holding long enough to process it into a semi-reasonable response, and quickly vacating for […]Read more "On motivating the Difficult Student"
“…if educators wish to encourage the emergence of meaning in the classroom, then the meanings that emerge in classrooms cannot and should not be pre-determined before the ‘event’ of their emergence.” Deborah Osberg and Gert Biesta A conception of learning I have been exploring and experimenting with in the last year has been attempting to design […]Read more "Emergent Knowledge and Institutional Learning"
Whether working with the TALONS, philosophers, or the #IntroGuitar community, I am fortunate to get to spend a good deal of time planning lessons and thinking of learning experiences that are not only ‘memorable,’ but hopefully also: personal, meaningful and – optimally – transformative. I would agree with a definition that sees learning as Jeanne […]Read more "On Memorable Learning"
I’m forever indebted to Alan Levine’s description of #IntroGuitar sometime last spring, where he included Gleneagle‘s Introduction to Guitar 11 in a list of experiments in Open Courses You Won’t Find in the New York Times, A Cheesy Edudemic Infographic, or Among Davos Champagne Sippers: In a basic hosted WordPress web site, he has […]Read more "“…not a class that teaches guitar, but one where you can learn guitar.”"
“Design thinking asks students to become investigators in their world, attempt to solve problems, bridge gaps of knowledge independently, collaboratively, and resourcefully.” So decrees Lee-Ann Gray of the ability of Design Thinking to “make school more like real life.” Gray positions her view of schooling’s purpose clearly in her opening paragraphs, where she notes that, […]Read more "Design Thinking as Critical Literacy"
I’ve quoted D’Arcy Norman’s MSc thesis here before. However, newly immersed in the introductory strides of Design Thinking, courtesy of UVic and #TieGrad’s EDCI 335 course, I think the following bears on our emerging discussions: …educational technology can be prone to cycles of hype and fetishism, where new tools and applications are rapidly adopted by individuals who are […]Read more "This year’s new Dylan: Design Thinking"
Recently returned from a two-week odyssey around my girlfriend’s native land of Barbados, I’ve been tasked as part of our first module in EDCI 335: Learning Design with introducing myself and my intentions in the course. I’ll admit that it’s something that – this far into the ongoing learning project of this blog – strikes […]Read more "EDCI335: Introduction to Learning Design"