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

Atiase, V.  (2018). The Drivers of Digital Technology in Higher Education Institutions: A case study of the UK. 10.13140/RG.2.2.24349.00482.

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], https://www.youtube.com/watch?v=J5H5ykavOak, 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,

Cuthbertson, A. (2020) Is it secure, can it be hacked, and how do you use it safely? The Independent. 2 April 2020. Available from: https://www.independent.co.uk/life-style/gadgets-and-tech/features/zoom-safe-hack-how-secure-encryption-a9440461.html [Accessed 23 April 2020]

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Freire, P. (1996) [1970] Pedagogy of the Oppressed. Translated by M. B Ramos. London: Penguin.

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], https://www.youtube.com/watch?v=tyZEJHcY6q8, accessed 23/04/2020

Howfinity, (2020), How to Use Zoom – Free Video Conferencing & Virtual Meetings, [online video], https://www.youtube.com/watch?v=fMUxzrgZvZQ, accessed 23/04/2020

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.

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Murihead, N. (2020), Critical digital pedagogy and the many faces of TEL, Journal of Useful Investigations in Creative Education, https://juice-journal.com/2020/03/02/critical-digital-pedagogy-and-the-many-faces-of-tel/, accessed 23/04/2020

Paul, K. (2020) ‘Zoom is malware’: why experts worry about the video conferencing platform, The Guardian, 02/04/2020, https://www.theguardian.com/technology/2020/apr/02/zoom-technology-security-coronavirus-video-conferencing, accessed 23/04/2020

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