About this blog
Students can feel constrained by ways of communicating and learning that seem opaque and fixed because they are permeated with norms never made explicit, knowledge they do not share, or the language of others.
Janette Ryan and Rosemary Viete
Respectful interactions: learning with international students in the English-speaking academy.
Sunday, January 30, 2011
I have recently begun a new role in my college as an Education Technology Manager - an opportunity I attribute to discerning "following" decisions on Twitter and some timely post-grad study (as well as luck: the previous incumbent left). Naturally, I find myself continuously engaged with ideas about how to combine the grass-roots kind of constructivist philosophy I believe should shape learning, with my academic need to research everything. As I wrote in my previous post I am deeply interested in an approach to engaging educators in professional development which involves cultivating a meta-awareness of transferring constructivist practice from learning to teaching. The focus is not on technology tools, but on the pedagogy shaping the architecture of learning. The important question is, how can these new tools help to more effectively bring to life the ever-evolving designs of education?