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Presentation for solo10: http://www.scienceonlinelondon.org/programme.php Science education remains largely stuck in a didactic mode, where information is transmitted from qualified professionals to aspiring students. Ironically, because social tool adoption by practicing scientists has been slow, many people involved in delivering science education are visitors rather than residents in social spaces, and their expertise with these tools is outstripped by the students they teach. This session will start with a whistle-stop tour of the pedagogies of online education. Participants will then discuss the barriers to tool adoption, examples of best practice, and suggestions for institutional and individual advances.
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alan.cann@gmail.com
Students in the sandbox - Students in the sandbox - developing professionals?developing professionals?
A.J. Cann
School of Biological Sciences
University of Leicester
UK
www.slideshare.net/AJCann
alan.cann@gmail.com
AcknowledgementsAcknowledgements
Jo Badge Neil Saunders
alan.cann@gmail.com
What do you do?What do you do?
• Primary?
• Secondary?
• Tertiary (H.E.)?
• Postgraduate?
• Professionals?
alan.cann@gmail.com
Pedagogies of Online EducationPedagogies of Online Education
Martin Weller: A Pedagogy of Abundance
• Content is free and abundant• Sharing is frictionless• Social interaction is key• Complexity resides in the network• Complexity arises because people don’t
collaborate• The filter is significant
http://tinyurl.com/2u67vkq
ww
w.flickr.com
/photos/36439943@N
06/4837687706
alan.cann@gmail.com
Pedagogies of Online EducationPedagogies of Online Education
Graham Attwell: Vygotsky and e-learning
Vygotsky’s Zone of Proximal Development
- the gap between “actual development” which students can accomplish independently and the “potential development” which they can accomplish when interacting with others who are more capable peers or teachers.
http://tinyurl.com/3yv2edq
com
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.org
alan.cann@gmail.com
Pedagogies of Online EducationPedagogies of Online Education
Terry Anderson: Connectivism
• Learning and knowledge rests in diversity of opinions• Learning is a process of connecting specialized
information sources• Learning may reside in non-human appliances• Capacity to know more is more critical than what is
known• Nurturing and maintaining connections is needed to
facilitate learning• Ability to see connections is a core skill• Currency (accurate, up-to-date knowledge) is the intent• Decision-making is itself a learning process
ww
w.flickr.com
/photos/josemota/3203805974
alan.cann@gmail.com
That’s the way we’ve always done itThat’s the way we’ve always done it
• Too much work
• Too many students
• Loss of quality
• etc
ww
w.flickr.com
/photos/wessexarchaeology/109591736
alan.cann@gmail.com
Quality?Quality?
Does online = less?
More with less - is it cheaper?
More with less - is it quicker?
Laboratory skills?
alan.cann@gmail.com
Personal Learning EnvironmentPersonal Learning Environment
Systems that help learners take control of
and manage their own learning
Delicious / CiteULike
Google Docs
Google Reader
PubMed / Google Scholar
etc
alan.cann@gmail.com
alan.cann@gmail.com
Personal Learning NetworkPersonal Learning Network
The people a learner interacts with
and derives knowledge from
- Information / technology overload
- Peer networks - professional development?
ww
w.flickr.com
/photos/ajc1/3176725162
alan.cann@gmail.com
Peer networksPeer networks- professional development?- professional development?
Friendfeed = Facebook but not Facebook
Minimalist guidance
Reflection
Feedback
Discussion (object centred)
alan.cann@gmail.com
alan.cann@gmail.com
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