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New pedagogies?

Learning with e's

We need a new set of pedagogies (and we also need to know how these can be supported with theory) if we are to maximise the impact of technology on education. In my 2015 book I wrote about ' new wine ' (technology) being forced into 'old wineskins' (conservative learning spaces and ideas) and warned of the inevitable failures.

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Bear pit pedagogy

Learning with e's

In other words, we enable digital and physical learning spaces in which they can freely explore ideas, argue with each other (and us) over concepts and theories and in so doing, develop their reasoning and thinking skills. Unported License. It's not the easiest route for learning, but it invariably turns out to be deep learning.

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Digital identity

Learning with e's

What's more, they are placed into the context of online learning, digital pedagogy, social and psychological theory and teaching in the technology enabled world of the virtual classroom. Digital identity by Steve Wheeler was written in Plymouth, England and is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0

Digital 71
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Supporting online learners

Learning with e's

If you're new to online teaching, or are revisiting it, do consider spending an hour of your time to browse through the ideas in this module. I cover a range of themes around online learning support, and apply several well known theories to explain what is required in digital learning environments. Unported License.

Support 98
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Learning as dialogue

Learning with e's

Many of the earlier learning theories place the learner in splendid isolation. From the neo-behaviourist theories of Thorndike, Watson and Skinner, we were led to believe that learners respond to stimuli and make associations between the two, and that these links represent learning. Our ideas in isolation have limited power and reach.

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The cult of the grade

Learning with e's

The idea was derived from earlier writings in 1785. It seems strange that the education community is willing to adopt new technologies and develop new theories and methods of education, but it can't arrive at a way to get rid of grading. Assessment drives pedagogy, so if assessment doesn't change, it's difficult to teach in new ways.

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New wine, new wineskins

Learning with e's

The meaning of the parable has been applied as a popular metaphor to show how volatile it can be at the nexus of old and new cultures or ideas. New methods cannot be fully explained or justified by old theories. For example, if new technology is used in the same way as old technology, the pedagogy ''wineskin'' is likely to break.