Category Archives: 51

51 Complexity & change

Preparing students for a complex world, would require more change towards more independent working, i.e. similar to research, but teaching should not be the unloved sibling of research, and edutech needs to advance beyond emulating paper.

Figure it out

It is a wonderful book about understanding. There are rich, comprehensive, very plausible descriptions of how we understand by associations, with external representations, and through interactions.
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Posted in 51, Visualization | Tagged | 1 Comment

Rhizome

I need to visualize how rhizomatic learning might look like. Beneath the surface, you see how all plants are connected. So if you are interested in one topic, you might need to learn about another one before. Imagine how you would pull out these topics: Just the other way around than in traditional learning.
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Posted in 51, rhizo14 | 4 Comments

Learning as By-Product

Remix of links and quotations about happiness and learning as by-products, and induction vs. transmission.
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Horseless carriage

The metaphor of the โ€œhorseless carriageโ€, showing how new technology often just emulates previous practice, is still particularly valid with tools for studying or thinking.
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Posted in 51, Personal Productivity | 3 Comments

Messy teaching

Teaching done by researchers is often messy, but it brings about a positive effect of informal learning: to cope with the lacking scaffold and structure, the students have to become very autonomous, and they learn how to learn in a very self-directed way.
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Rules or patterns

Stephen Downesโ€™ contribution to the Online Connectivism Conference makes it clear why it is so futile to try to treat the patterns of complex cognitive structures as (complicated) rules. A severe example was our orthographic reform.
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Posted in 51, Learning | Leave a comment