This is the presentation for my seminar paper on Foundation of Curriculum: Psycholinguistic.
the main paper for Psycholinguistic basis of Curriculum can be downloaded from https://www.academia.edu/17548209/Psycholinguistic_Basis_of_Curriculum_Development
This is the presentation for my seminar paper on Foundation of Curriculum: Psycholinguistic.
the main paper for Psycholinguistic basis of Curriculum can be downloaded from https://www.academia.edu/17548209/Psycholinguistic_Basis_of_Curriculum_Development
Curriculum data enrichment with ontologiesILOT Project
Presentation for the 4th International Conference on Web Intelligence, Mining and Semantics, WIMS 2014 > http://wims14.csd.auth.gr
Our article on ACM > http://dl.acm.org/citation.cfm?doid=2611040.2611070
This was presented at the University of Strathclyde, Glasgow, Sotland, on 29th November 2007. The main focus is Inquiry Based Learning (IBL) but at the end I introduce Second Life and talk about my work with students in SL. Firstly I talked about what IBL is and then moved on to describe the work of the Centre for Inquiry Based Learning in the Arts and Social Sciences (CILASS) which is based at Sheffield University. I mentioned the level 1 module "Inquiry in Infrmation Management" (new last year), where I am part of the teaching team, and in particular I talked about the activity in Second Life with my first year "Information Literacy" class.
Learning from cognitive development to identity developmentJenna Condie
Webinar for third year undergraduates studying educational psychology. The aims are to make connections between many of the concepts and contemporary contexts we have discussed, recognise that theory is open to reinterpretation and have a go a developing theory, complexities of learning and teaching. Move from cognitive understanding of learning to a social constructivist understanding of learning. Feedback much appreciated:)
Correction on slide 14 - epistemology "how can we know", ontology "what can we know"
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
1. Multi-disciplinary Approach
to the study of Education
Purposes of Education: Philosophical,
Historical, Sociological, Psychological
Philosophical:
Naturalist (Rousseau’s) view that
humans can, through the development
of society, rise above their natural
state
3. Philosophical…
The questions philosophers ask
concern the nature and purposes of
education: what makes an educated
person, how knowledge is organized
and what should be learned. They are
primarily interested in beliefs, morals,
and values which permeate education.
(Steve & Burton, 2012)
5. Psychological
Perspective
How people learn and develop
Our maturation, intelligence,
personality and motivation, and
learning process
Relation between nature and nurture
Individual development and
achievement
7. Psychological perspective
and education
Examines: pedagogy with
psychological perspectives
Psychological pedagogy reveals the
links among psychological,
sociological, and philosophical
influence
9. Sociological/sociology
of education
Functionalist view of edu. To prepare citizen
for society. (Karl Marx: reinforcement of
class differentials)
Durkheim (1947) & Parsons (1964):
Society as a system (structure)
Structure is fundamental human need
Conservative ideology
10. Sociological…
Functions of education:
Development of basic academic skills
– Socialization
– Social control and maintaining social
order
– Preparing for work
CONFLICT THEORY:
1.Social functions cannot be benefit to all
System cannot serve all
1.Conflict theorists/Marxist see education
as reinforcing a class system
11. Socio …
Critical importance of role taking and
interpretatyion
Freedom and ability of the individual to
decide
Antony Giddens (1985 & 2009):
Language provides Giddens with a
model for “duality of structure”.
12. Conflict …
Antonio Gramci: Hegemonic role of
ruling (dominant) class
Social change/revolutionary can be
located in existing institutions.
SYMBOLIC INTERACTIONISM:
Interpretation of symbols
Actions of members of society
Weber (1958, 1963): development of
Weber thinking
George Herbert Mead (1934) as founder
of Symbolic Interactionism
13. Conflict …
Critical importance of role taking and
interpretatyion
Freedom and ability of the individual to
decide
Antony Giddens (1985 & 2009):
Language provides Giddens with a
model for “duality of structure”.
14. Post-structuralist & post-
modernist perspective
Challenge to dominant discourses and
practices
Culture, language and identity are key
features of the inequality and operate
through education
Rethinking the school as an institution
Discourse on theory of knowledge and
power (Derrida, 1987 & Foucault, 1977)
Post-structuralism: critical to education
system and traditions.
15. Outcome of Foundational
Analysis
Life long learning
Early childhood education
Post- compulsory education
Citizenship education
There remain a Deep conflict in ideas
about knowledge, curriculum and
school
CONCLUSION: Areas are
overlapping