Edited by Steve Alexander-Jones, Wednesday, 20 Apr 2016, 06:07
Read Weller (2011), A pedagogy of abundance. In the conclusion two questions are posed: ‘The issue for educators is twofold I would suggest: firstly how can they best take advantage of abundance in their own teaching practice, and secondly how do we best equip learners to make use of it?’
Post a comment in the forum to contribute an answer to one of these questions, drawing on your own context and experience. For example, you might suggest that we could best equip learners to make use of abundant content by developing their critical analysis skills.
I find the term "pedagogy of abundance" to in my opinion fall into the trap of educational over complication of terms, as such am a little confused as to its meaning. I consider that it means we have an almost unlimited number of resources to choose from when wishing to study a subject.
As such I would approach the "pedagogy of abundance" with caution ensuring that the resources I wish to use have been validated by an authority that has the power to do so i.e. a reputable university etc.
I would then look for valid research that supports any theories espoused within the data on offer and how it can be applied to my classroom via my role as a facilitator to my learners.
Then I would look to connect with other teachers who have implemented the techniques discussed and discuss the learning outcomes achieved and the reflections they made on what areas might be improved and developed when using said methodologies. This connection might take a number of different forms, online probably being the most prevalent.
However I believe face to face discussions with colleagues and peers to be most useful as they offer open ended and multiple paths for discussions to develop, resources to be exchanged and agreements made. This coming weekend I am attending a weekend workshop titled "Transforming your Classroom" which should consist of approximately 50 educators from around Asia.
I will find this extremely useful in augmenting my learning and understanding of my own pedagogy and help me make connections and share resources with like minded teachers. The course, transport and accommodation have a cost as such participants are self-filtered and only those who are truly committed to developing their learning will attend. This is a valid position in a world where anyone can access the "pedagogy of abundance" and offer their opinions on it.
WK 11 ACTIVITY 17 THE ROLE OF ABUNDANCE
Read Weller (2011), A pedagogy of abundance. In the conclusion two questions are posed: ‘The issue for educators is twofold I would suggest: firstly how can they best take advantage of abundance in their own teaching practice, and secondly how do we best equip learners to make use of it?’
Post a comment in the forum to contribute an answer to one of these questions, drawing on your own context and experience. For example, you might suggest that we could best equip learners to make use of abundant content by developing their critical analysis skills.
I find the term "pedagogy of abundance" to in my opinion fall into the trap of educational over complication of terms, as such am a little confused as to its meaning. I consider that it means we have an almost unlimited number of resources to choose from when wishing to study a subject.
As such I would approach the "pedagogy of abundance" with caution ensuring that the resources I wish to use have been validated by an authority that has the power to do so i.e. a reputable university etc.
I would then look for valid research that supports any theories espoused within the data on offer and how it can be applied to my classroom via my role as a facilitator to my learners.
Then I would look to connect with other teachers who have implemented the techniques discussed and discuss the learning outcomes achieved and the reflections they made on what areas might be improved and developed when using said methodologies. This connection might take a number of different forms, online probably being the most prevalent.
However I believe face to face discussions with colleagues and peers to be most useful as they offer open ended and multiple paths for discussions to develop, resources to be exchanged and agreements made. This coming weekend I am attending a weekend workshop titled "Transforming your Classroom" which should consist of approximately 50 educators from around Asia.
I will find this extremely useful in augmenting my learning and understanding of my own pedagogy and help me make connections and share resources with like minded teachers. The course, transport and accommodation have a cost as such participants are self-filtered and only those who are truly committed to developing their learning will attend. This is a valid position in a world where anyone can access the "pedagogy of abundance" and offer their opinions on it.