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Ascilite 2010 Roder and Roder
Ascilite 2010 Roder and Roder
Ascilite 2010 Roder and Roder
Ascilite 2010 Roder and Roder
Ascilite 2010 Roder and Roder
Ascilite 2010 Roder and Roder
Ascilite 2010 Roder and Roder
Ascilite 2010 Roder and Roder
Ascilite 2010 Roder and Roder
Ascilite 2010 Roder and Roder
Ascilite 2010 Roder and Roder
Ascilite 2010 Roder and Roder
Ascilite 2010 Roder and Roder
Ascilite 2010 Roder and Roder
Ascilite 2010 Roder and Roder
Ascilite 2010 Roder and Roder
Ascilite 2010 Roder and Roder
Ascilite 2010 Roder and Roder
Ascilite 2010 Roder and Roder
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Ascilite 2010 Roder and Roder

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Ascilite 2010 presentation …

Ascilite 2010 presentation
olpc - messages for a community approach in education
Tabitha Roder & John Roder

Published in: Education
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Transcript

  • 1. olpc - messages for a community approach in education Tabitha Roder & John Roder
  • 2.  
  • 3. What we are going to talk about
  • 4. The learner as an active agent in the ‘making’ and producing of knowledge - transformed through experience
  • 5. New Zealand
  • 6. Connecting olpc and tertiary
  • 7. challenges
  • 8. For real
    • Authentic activities have real-world relevance: Activities match as nearly as possible the real-world tasks of professionals in practice rather than decontextualised or classroom-based tasks…
    • Authentic activities comprise complex tasks to be investigated by students over a sustained period of time…
    • Authentic activities provide the opportunity for students to examine the task from different perspectives, using a variety of resources…
    • Authentic activities provide the opportunity to collaborate…
    • Authentic activities provide the opportunity to reflect: Activities need to enable learners to make choices and reflect on their learning both individually and socially. (2003, p. 70-71).
    • Herrington & Oliver (2003)
  • 9.  
  • 10. constructionism
  • 11. "The 'playfulness' of childhood is the most demanding teacher that one could have; it makes us explore our world to see what's there, to try to explain what all those structures are, and to imagine what else could possibly be. Exploring, explaining and learning must be among a child’s most obstinate drives—and never again in those children’s lives will anything push them to work so hard." (Minsky, 2008)
  • 12. olpc community of practice The Domain The Community The Practice
  • 13. Induction
  • 14. Roles
  • 15. Pedagogy of unlearning
  • 16. Communal knowledge
  • 17. Tertiary – where to from here
  • 18. Future of olpc CoP
  • 19. Conclusion

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