Martin Owen (t.m.owen@bangor.ac.uk)
Tue, 15 Jun 1999 13:05:37 +0000
Date: Tue, 15 Jun 1999 13:05:37 +0000 From: Martin Owen <t.m.owen@bangor.ac.uk> Subject: Re: Pedagogy & Constructivism/Les
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Les writes:
> What we are most concerned with are learning
>outcomes. I have never found it a liability to formulate behaviorally
>stated objectives (which incidentally came out of the behaviorist camp).
Where "situated learning" talks of learning, questions about
educational
technology tend to be framed around teaching and instruction. A
situated
approach contests the assumption that learning is a response to
teaching.
John Seely Brown
(Educational Technology, 1992. Republished in Situated Learning
Perspectives, ed.
Hilary McLellan, Englewood Cliffs, NJ: Educational Technology Publications,
1996.] See http://tech-head.com/learning.htm.)
I too work with the cooporate sector. They have passed wanting a Fordist
approach to training. They want smart problem solving employees with good
interpersonal skills who are plugged into knowledge sources and networks
rather than "knowing the facts". HRD departments recognise the competence
they want to build in their employees, but they also realise that a
reductionist approach is not going to deliver. We educational technologists
need to wise up. The course is dead, long live learning!
The issue is not one of philosophy... but how to support learning in
social, dialogical, working, knowledge creating worlds.
Martin
Martin Owen
T.M.Owen@bangor.ac.uk
School of Education Yr Ysgol Addysg
University of Wales, Bangor Prifysgol Cymru, Bangor
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