Subject: [IFETS-DISCUSSION:773] democracy and empowerment in education
From: Marshal Anderson (marshal@marshal.co.uk)
Date: Sun 03 Dec 2000 - 12:04:32 MET
From: "Marshal Anderson" <marshal@marshal.co.uk> Subject: [IFETS-DISCUSSION:773] democracy and empowerment in education Date: Sun, 3 Dec 2000 11:04:32 -0000
Michael says of the learning environment
Who is the instructor (using that term loosely) to suggest
that exploration is any more a valid learning objective than memorizing
history? If the learners want to memorize history?
I think that raises more general questions about democracy and empowerment
in education. My comment would be that, in many (most?) 'educational'
situations the teacher/facilitator/tutor will try to offer a range of
learning experiences that are by no means exclusive. In the history example
(expanded by Simon Heppenstall) we might find that students start a project
with some fairly formal learning to provide background knowledge against
which a role-play/simulation is set.
It occurs to me to ask if that's a prerequisite of all role-play - that the
'players' need to know about the environment in which it is set. How does it
affect learning if we approach it from the 'adventure game' angle where
discovering the environment and its rules are part of the 'game' itself. Or
is this a non-issue?
Marshal
---------------------------------------------------------
List address to send message to everyone:
ifets-discussion@catfish.valdosta.edu
Details of current discussion: http://ifets.ieee.org/discussions/discuss.html
Forum website: http://ifets.ieee.org/
Forum's contact person: kinshuk@massey.ac.nz
Info on Join/Leave List: http://ifets.ieee.org/maillist.html
---------------------------------------------------------
This archive was generated by hypermail 2a24 : Mon 04 Dec 2000 - 10:25:51 MET