What is Meant and What is the role of Abundance? 140414
Monday, 14 Apr 2014, 13:15
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The Role of ‘Abundance’ - Tom Cheek April 2014
My Review, Analysis and own views on reading the Article ‘A Pedagogy of Abundance’ (Martin Weller 2011).
Learners represent Demand
Supply provided by Teaching
The digital world offer almost limitless capacity to provide information
The ‘demands of Scarcity’ results in an Instructivist Pedagogy where there places a need on physical resources such as Lecturers delivering lectures in a campus environment. The scarcity of information places further need of facilities such as libraries to provide access to the limited information. This results in a Supply/Push model.
The ‘demands of Abundance’ results in a Connectivism Pedagogy where the digital world allows learners to access large numbers of Learning Objects including dialogue and collaborative/sharing tools that can be accessed easily at a time and in way that works for the learner. The learning journey can only be ‘pre-planned’ a certain amount as the ultimate results and learner dialogue will build and evolve the curriculum in the future. This results in a Demand/Pull model.
Boyers’ Definition of Scholarship included 4 Components:
Discovery – creation of new knowledge
Integration – making connections
Application – Engaging outside of academia
Teaching – sharing of knowledge
This model works very well with the ‘Demands of Abundance’ and the pedagogy of Connectivism (which I feel aligns with the digital world and social demand and needs of learning).
Reflection and dialogue are key components of learning. Both the ‘scarcity’ and ‘abundance’ educatory worlds would agree with this, but through pedagogy such as Connectivism, the needs for this is best met through the collaborative, open world that ‘abundance’ allows. It places far less emphasis on someone being an ‘expert’, with current vast knowledge but rather focus on the ability of adaption and the potential to take on new knowledge and apply it in various setting. The key words being, ‘transferrable skills’. This is ultimately something that the working world demands. A job for life is rare. The ability to evolve and use a skill-set and modify to meet future needs is key for both individuals and industry.
To educate learners on how to use Connectivism will give them a skill that can be applied for the rest of the life and meet formal and social learning needs. The video link below offers a neat summary of Connectivism from the perspective of the learner:
What is Meant and What is the role of Abundance? 140414
The Role of ‘Abundance’ - Tom Cheek April 2014
My Review, Analysis and own views on reading the Article ‘A Pedagogy of Abundance’ (Martin Weller 2011).
The ‘demands of Scarcity’ results in an Instructivist Pedagogy where there places a need on physical resources such as Lecturers delivering lectures in a campus environment. The scarcity of information places further need of facilities such as libraries to provide access to the limited information. This results in a Supply/Push model.
The ‘demands of Abundance’ results in a Connectivism Pedagogy where the digital world allows learners to access large numbers of Learning Objects including dialogue and collaborative/sharing tools that can be accessed easily at a time and in way that works for the learner. The learning journey can only be ‘pre-planned’ a certain amount as the ultimate results and learner dialogue will build and evolve the curriculum in the future. This results in a Demand/Pull model.
Boyers’ Definition of Scholarship included 4 Components:
This model works very well with the ‘Demands of Abundance’ and the pedagogy of Connectivism (which I feel aligns with the digital world and social demand and needs of learning).
Reflection and dialogue are key components of learning. Both the ‘scarcity’ and ‘abundance’ educatory worlds would agree with this, but through pedagogy such as Connectivism, the needs for this is best met through the collaborative, open world that ‘abundance’ allows. It places far less emphasis on someone being an ‘expert’, with current vast knowledge but rather focus on the ability of adaption and the potential to take on new knowledge and apply it in various setting. The key words being, ‘transferrable skills’. This is ultimately something that the working world demands. A job for life is rare. The ability to evolve and use a skill-set and modify to meet future needs is key for both individuals and industry.
To educate learners on how to use Connectivism will give them a skill that can be applied for the rest of the life and meet formal and social learning needs. The video link below offers a neat summary of Connectivism from the perspective of the learner:
https://www.youtube.com/watch?v=XwM4ieFOotA
Martin Weller Summarises that to be ‘Abundant’, the following must be covered:
References:
A pedagogy of abundance Weller, Martin (2011). A pedagogy of abundance. Spanish Journal of Pedagogy, 249 pp. 223–236.