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Learning theory and innovative pedagogy

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Edited by Anna Greathead, Thursday, 7 Mar 2019, 22:22

A few reflections about the 2019 Innovating Pedagogy Report. 

Playful learning - I think there may be some behaviourism underpinning this pedagogy. Play is, by definition fun, and behaviouism rewards the learner with something they enjoy or desire. I can imagine the gamification which playful learning seems closely linked to could easily be analysed as conditioning. 

Action learning - this seems very closely linked to connectivism and the idea that collectively we can be and know more than an arithmetic sum of our parts. 

Place based learning - I would put this idea mostly under the umbrella of constructivism. If I were to study the Roman Empire at length I would know quite a lot and a visit to Rome to see to Colosseum would be meaningful to me in a way in would not be to someone with no knowledge of the Roman Empire. Both of us would learn from our trip to Rome but we would be constructing a little more knowledge on to our existing knowledge. 

Some of the innovative pedagogies in the 2019 paper seem, to me, to be technologies rather than pedagogies. Drone based learning isn't a new way to learn - it's a new technology which will enable better, easier, more rounded or more engaging versions of existing lessons to be taught. 

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Collaboration over the Internet

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This week's activity is a group one. Our tutor group has been split into small groups and we are to complete an activity together. Have to confess that I groaned. I have exchanged a few messages with these people but I haven't heard their voices (my fault) and I don't know them AT ALL. I then scooted forward and looked at the next few weeks and the assessments and it seems group work is a far more dominant part of H817 than it was in H800. This makes me groan for a couple of reasons.

Firstly - it means I can't do work according to my schedule. In a non group-work week I would have finished my activities by now. The way my schedule works means I have more time at the start of the week than the end. 

Secondly - it means that if I totally misunderstand something then I, and I alone, get the associated fallout. No-one else is relying on me getting stuff right!

Thirdly - collaborating is tricky with people you don't know - even more so when your opportunities to get to know them are limited by having a solely online relationship. I often find I dominate in group work being naturally garrulous and an extrovert. In a group around a coffee table I can spot cues which show me if others are getting irritated by this and can back off... or I can see if I am in a group of people who are grateful when someone assumes to role of 'chair'. 

On the plus side - I also felt very apprehensive at the start of H800 and ended up doing well. Being a bit stretched is, according to the constructivist model, crucial to learning! 

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