The teacher as action researcher : using technology to capture pedagogic form

Push to understand the educational problem and then use analysis to target a solution from technology.

Start with the problem? Problematise teaching ....
Need to become action researchers who colalborate to produce their own development and knowledge about teaching.

Good point that ' how best to use technology to support education' not technology led as this is sub optimal' ( p139) not technology first......... as tendency to just move from technology to technology when nothing much is changing.

Call to put the focus back on LEARNING and to ask what is the best way to support life long learning?

Conversational framework : way of capturing iterative, communciative, adaptive, reflective and goal orientated actions with feedback....COMPLETE LEARNING PROCESS

2 levels : discursive - talking./
experiental level - students in learning envir constructed by teacher learning by doing....

linked by adaption and reflection - change....

FOCUS ON LEARNER - good

looking at relationships between theory and practice, principle and applciation,concept and substantiation.................

Framework that has the learner at the centre and the teaching/learning process - not technology FIRST

'Rethinking of teaching ' ......... is it feasible ?

call to be a reflective practitioner who can cope with change ' .... reflecting and learning about how to do heir job; learning with others, experimenting, learning from users, and articulate and dessimiante what they have learnt?

Likened to role of academic with a research load...... ?????

'How often do we talk about teaching'......?
'teaching needs to be problematicised, exploratory,apprentiied, building on work of other experimental, subject to revision, sharing of ideas./solutions. communitarian in approach ( p144)

'scholarship of discovery; ;scholarship of engagement . teaching as professional learning
TIME

teachers who want to innovate want control over the process, not the uncritical adoption of others products. tools,reousrces, and environments to access each others ideas/etc.

Not having the conversations about ' designing, exploring,experimenting ,adapting, reflecting and collaborating. ( p 144)

Not talking about what we are learning about learning to use some tools.......

how to share findings ??????????????

Not hacing conversations about learning, numbers and outcomes,........ clear expectation..... uncritical and unquestioning ....... constantly asked about impact >>>>>

Learning design as a transferable

'the form capturing the pedagogy' (p145)

Argues generic pedagogical forms in education and what teachers do is customise it.

Content repositories - content strippped of pedagogy may be more easily transferable.
TaLe, Podserver. etc etc etc ntis...

Good point that use of repositories remains LOW ..... (P146)....

'sharing, resuing, and repurposing' materials..............

should be transfering both chunks of content and pedagogical forms......

LAMS ( 147) captured the form and content in a learning design that can be used and reused...... basis of community of learners/researchers.




Can learning design