I am with Weller fully and completely, until we get to connectivisim. I had originally swallowed that 'pedagogy' but I now feel that it is actually a cop-out, an attempt to wrap a social, behavioural phenomenon up as a pedagogy. I don't think it is.
As to the question of how educators can take advantage of abundance, that is of course a loaded question because it assumes that educators wish to do so. If we assume that they do wish to, then there are a number of aspects. One of the first should surely be training. If we are trained to utilise abundance, we might stand a chance of surviving.
But then, how should that training be delivered? Through a connectivist pedagogy? I would rather not. Personally I like structure, direction, clear learning objectives, formative assessment points along the way.
So I would be looking for training that is more strategically structured, probably using a problem based learning approach. I also want to be 'told' some things rather than just let alone to discover. I want advice, recommendations by people that have travelled this path before.
As for equilling students to take advantage of abundance, I feel that again training is very important. Again, structure, again, advice, guidance, plus opportunities to experiment with alternative approaches. I again see problem based learning as a good choice for designing a training programme around.
Activity 17
I am with Weller fully and completely, until we get to connectivisim. I had originally swallowed that 'pedagogy' but I now feel that it is actually a cop-out, an attempt to wrap a social, behavioural phenomenon up as a pedagogy. I don't think it is.
As to the question of how educators can take advantage of abundance, that is of course a loaded question because it assumes that educators wish to do so. If we assume that they do wish to, then there are a number of aspects. One of the first should surely be training. If we are trained to utilise abundance, we might stand a chance of surviving.
But then, how should that training be delivered? Through a connectivist pedagogy? I would rather not. Personally I like structure, direction, clear learning objectives, formative assessment points along the way.
So I would be looking for training that is more strategically structured, probably using a problem based learning approach. I also want to be 'told' some things rather than just let alone to discover. I want advice, recommendations by people that have travelled this path before.
As for equilling students to take advantage of abundance, I feel that again training is very important. Again, structure, again, advice, guidance, plus opportunities to experiment with alternative approaches. I again see problem based learning as a good choice for designing a training programme around.