Similar ideas have been presented in earlier weeks in H800. In Week 1, Activities 8a and 8b we reflected on our personal experiences of formal and informal learning.
The introduction to Week 2 refers to the authors of H800, their 'differing ideas about learning and teaching, and their awareness of how their chosen approaches to teaching (and technology) 'will be more [or less] effective for their learners'.
Week 3, in the section entitled 'Talking about learning', we read: 'How the media are used will depend on a range of factors – the situation of the learners ... and the proposed learning outcomes ... the designer[s and their conceptions of learning] and how they visualise [learning]', in terms of models (that word again – Richardson points to his own use of models) and metaphors (that word again).
In Week 3b we encountered Saljö's (1979) five conceptions of learning (as reinterated by Richardson (2005, p. 675) and the sixth, 'change as a person' conception which, in Week 3b, is attrobuted to Morton, Dall'Alba and Beaty (1993)). (Richardson (2005, p. 675) attributes it to Van Rossum and Taylor (1987). This led us in to the discussion on identity (Bayne, 2005) and activity systems (Engeström, 1987).
Thereafter, the first activity in Week 4 had us defining our own conceptions of learning before searching online for other, more-or-less authoritative definitions of learning.
In Week 5, we turned to questions about how Web 2.0 technologies and forms of representation affect our conceptions of learning – do different types of media (and the conceptions of teaching underlying their selection) affect learning differently, or rather, do they affect different approaches to and conceptions of learning differently? And we touched here on the problems associated with research studies, in this case comparative studies.
Finally, in Week 7, Activity 3 ('What is means to learn', that phrase again), we looked back on one of the key readings from Block 1, Sfard (that name again).
Reading Richardson (Part I)
Similar ideas have been presented in earlier weeks in H800. In Week 1, Activities 8a and 8b we reflected on our personal experiences of formal and informal learning.
The introduction to Week 2 refers to the authors of H800, their 'differing ideas about learning and teaching, and their awareness of how their chosen approaches to teaching (and technology) 'will be more [or less] effective for their learners'.
Week 3, in the section entitled 'Talking about learning', we read: 'How the media are used will depend on a range of factors – the situation of the learners ... and the proposed learning outcomes ... the designer[s and their conceptions of learning] and how they visualise [learning]', in terms of models (that word again – Richardson points to his own use of models) and metaphors (that word again).
In Week 3b we encountered Saljö's (1979) five conceptions of learning (as reinterated by Richardson (2005, p. 675) and the sixth, 'change as a person' conception which, in Week 3b, is attrobuted to Morton, Dall'Alba and Beaty (1993)). (Richardson (2005, p. 675) attributes it to Van Rossum and Taylor (1987). This led us in to the discussion on identity (Bayne, 2005) and activity systems (Engeström, 1987).
Thereafter, the first activity in Week 4 had us defining our own conceptions of learning before searching online for other, more-or-less authoritative definitions of learning.
In Week 5, we turned to questions about how Web 2.0 technologies and forms of representation affect our conceptions of learning – do different types of media (and the conceptions of teaching underlying their selection) affect learning differently, or rather, do they affect different approaches to and conceptions of learning differently? And we touched here on the problems associated with research studies, in this case comparative studies.
Finally, in Week 7, Activity 3 ('What is means to learn', that phrase again), we looked back on one of the key readings from Block 1, Sfard (that name again).