olpc - messages for a community approach in education Tabitha Roder & John Roder
 
What we are going to talk about
The learner as an active agent in the ‘making’ and producing of knowledge - transformed through experience
New Zealand
Connecting olpc and tertiary
challenges
For real <ul><li>Authentic activities have real-world relevance: Activities match as nearly as possible the real-world tas...
 
constructionism
&quot;The 'playfulness' of childhood is the most demanding teacher that one could have; it makes us explore our world to s...
olpc community of practice The Domain The Community The Practice
Induction
Roles
Pedagogy of unlearning
Communal knowledge
Tertiary – where to from here
Future of olpc CoP
Conclusion
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Ascilite 2010 Roder and Roder

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

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Ascilite 2010 Roder and Roder

  1. 1. olpc - messages for a community approach in education Tabitha Roder & John Roder
  2. 3. What we are going to talk about
  3. 4. The learner as an active agent in the ‘making’ and producing of knowledge - transformed through experience
  4. 5. New Zealand
  5. 6. Connecting olpc and tertiary
  6. 7. challenges
  7. 8. For real <ul><li>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… </li></ul><ul><li>Authentic activities comprise complex tasks to be investigated by students over a sustained period of time… </li></ul><ul><li>Authentic activities provide the opportunity for students to examine the task from different perspectives, using a variety of resources… </li></ul><ul><li>Authentic activities provide the opportunity to collaborate… </li></ul><ul><li>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). </li></ul><ul><li>Herrington & Oliver (2003) </li></ul>
  8. 10. constructionism
  9. 11. &quot;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.&quot; (Minsky, 2008)
  10. 12. olpc community of practice The Domain The Community The Practice
  11. 13. Induction
  12. 14. Roles
  13. 15. Pedagogy of unlearning
  14. 16. Communal knowledge
  15. 17. Tertiary – where to from here
  16. 18. Future of olpc CoP
  17. 19. Conclusion

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