Subject: Re: IFETS-DISCUSS Digest - 10 Feb 2000 to 11 Feb 2000
From: Albert Ip (a.ip@meu.unimelb.edu.au)
Date: Mon 14 Feb 2000 - 00:40:00 MET
Date: Mon, 14 Feb 2000 10:40:00 +1100 From: Albert Ip <a.ip@meu.unimelb.edu.au> Subject: Re: IFETS-DISCUSS Digest - 10 Feb 2000 to 11 Feb 2000
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Details of current discussion: http://ifets.ieee.org/discussions/discuss.html
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I am more inclined to ride on the wall: On one hand I agree that too many
people started from learning objects without questioning the pedagogical
design, however equally too many people placed too much emphasis on pedagogy
without asking *what* we are wanting our students to learn. I believe it is
a re-re-re-iterative process, constantly switching between the *content* and
the *method*.
I like to consider a virtual version of the following scenario:
- students are locked in a room and are given a task
- the teacher then walks away hoping that the communication environment
available in the room will magically help the students solve the problem
- alternately or in addition, the students are given a pile of books before
the teacher walks away
What is collaboration? What are Learning objects?
How and what kind of interaction between collaboration and LO will be
beneficial to learners?
cheers
Albert
Anita Pincas <teedapi@ioe.ac.uk> wrote:
--snip--
a. I find that too many educators attempting to exploit the internet for
teaching start with materials instead of with instructional design, or
pedagogy, and then ask themselves this kind of question: Having got the
materials (ie the learning objects), how do I manipulate them for teaching?
In my own virtual teaching, I have started from pedagogy. I consider the
development of materials secondary.
b. The pedagogy I start with is that learner collaboration will solve a lot
of the problems of managing learning, and this is what the internet can
really foster, even more than face to face encounters.
--end snip--
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