Team Spare Online Exhibition

Welcome to Team Spares online exhibition, presented above are a number of slides which reflect upon our experience of social learning on the PG Cert.  We decided to use the format of the course as a means to discuss the implications of using digital technologies within teaching and learning. As digital technologies increasingly become collaborative, mobile and interactive, we reflect on how they can allow for/support cognitive and social constructivist approaches to learning, whilst simultaneously creating challenges and presenting risks.

Collaborative Learning as Rhizomatic knowledge creation

These ideas are set within the framework of a ‘fairytale’ narrative, where videos, articles and research are referenced and can be navigated via hyperlinks to encourage further exploration.  The use of hyperlinks allows us to extend this work beyond this space but it can also serve as a representation of learning through social interaction. The rhizome can act as a useful metaphor here.  Having no center or boundary the rhizome can grow and develop in any direction much akin to group work and the collaborative approach to negotiation and knowledge creation.  ‘Social learning practices are allowing for a more discursive rhizomatic approach to knowledge discovery’, which demonstrates the productive potentialities of the rhizome model. (Cormier, 2008).


Bibliography/ Further Reading

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Barrow, R and Wood, R. (2007) An Introduction to Philosophy of Education (4th Edition) London: Routledge.

Blake, N. and Masschelein, J. (2006) Critical Theory and Critical Pedagogy. In N. Blake, P. Smeyers, R. Smith, R. and P. Standish (Eds.). The Blackwell Guide to the Philosophy of Education. Oxford: Blackwell, pp. 38-56.

Bo, C. (2015) Social Constructivism of Language and Meaning. Croation Journal of Philosophy, 15 (1): 87-113.

CelatElon, (2019), What are Threshold Concepts?, [online video],, accessed 23/04/2020

Cormier, D. (2008). Rhizomatic Education: Community as Curriculum. Innovate: Journal of Online Education. 4.

Cousin, G.  (2006) An introduction to threshold concepts, Planet Journal, 17:1, 4-5,

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Giroux, H. A. (2009) Critical theory and educational practice. In A. Darder, M. Baltodano and R. D. Torres (Eds.) The Critical Pedagogy Reader. Abingdon: Routledge, pp. 27-51.

Hanks, H. (2019) Paulo Freire and the Development of Critical Pedagogy, [online video],, accessed 23/04/2020

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Jarvis, P., Holford, J. and Griffin, C. (2003) The Theory and Practice of Learning. Second edition. London: Kogan Page.

Krahenbuhl, K. (2016). Student-centered Education and Constructivism: Challenges, Concerns, and Clarity for Teachers. The Clearing House: A Journal of Educational Strategies, Issues and Ideas. 89. 1-9. 10.1080/00098655.2016.1191311.

Land, R., Rattray, J. & Vivian, P .(2014) Learning in the liminal space: a semiotic approach to threshold concepts. High Educ 67, 199–217

Meyer, J. and Land, R. (2005) Threshold concepts and troublesome knowledge: Epistemological considerations and a conceptual framework for teaching and learning. Higher Education 49(3), 373-388

Miller, L. and Pound, L. (2011) Taking a critical perspective. In L. Miller and L. Pound (Eds.), Theories and Approaches to Learning in the Early Years. London: Sage, pp. 1-18.

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West, B.G.  (1999).  Teaching and Technology in Higher Education: Changes and Challenges, 10:4, 16-18