Silence in the Classroom and on the Screen
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Silence in the context of online, threaded, text-based, class discussions is frequently seen as posing a significant pedagogical challenge or “dilemma” (Feenberg, 1989; Xin & Feenberg, 2008). Those who provide advice on mentoring online discussions recommend strategies similar to ones used in the classroom. They ask moderators to “call on specific individuals just as a teacher might call on a student in a traditional class” (1995), and to engage in “explicit meta-communication,” explaining “unclear remarks,” and describing their “emotional tone and intent” (Feenberg & Xin, 2002). But is the “solution” to silence simply its logical or dialectical opposite, more “communication?” Is online silence comparable to silence in the classroom? And what is the pedagogical significance of silence in either setting? These questions get at some significant experiential, pedagogical characteristics that separate online from offline. These kinds of characteristics, moreover, have proven difficult to pin down in research into online. In this presentation, I will explore the question of the pedagogical significance of silence by presenting and discussing descriptive and reflective passages from the literature of pedagogy (online and in the classroom) and from hermeneutic phenomenology.
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1) John Dewey and Edward Thorndike had differing views on the self and education in the late 19th/early 20th century. Dewey saw the self as a connecting activity, while Thorndike viewed consciousness and will as unimportant compared to instinct and habit.
2) Later, Albert Bandura emphasized the role of self-processes and self-efficacy beliefs in mediating environmental influences and agency. Klaus Mollenhauer also discussed the importance of teacher nurturing to call forth a child's potential powers and skills for personal development.
3) Studies by Chi et al. found that good students generate self-explanations to guide their understanding, resulting in example-independent knowledge.
Lesson planning and curriculum in canada online
This document discusses several concepts related to lesson planning and curriculum design:
1. It outlines elements that are commonly included in lesson plans such as objectives, materials, activities, and assessment.
2. It discusses theories of instruction from behaviorism, cognitivism, and Gagne's events of instruction which relate external instructional events to internal learning processes.
3. It examines the concept of instrumental rationality and how curriculum and instructional design can consider alternative approaches beyond strict rational models.
Open Textbooks, Educational content & knowledge
This document discusses educational content and textbooks. It provides an overview of challenges in conceptualizing educational content and describes different structures and designs used in textbooks, including hierarchies, networks, and layered approaches. Examples are given of Elsevier textbooks and Wikibooks. Constructivism and using authentic complex learning environments to support multiple perspectives is discussed. Traditional textbook development processes involving authors, editors, and specialists are also outlined.
Normativity and media1
This document discusses media normativity and pedagogy. It touches on two traditions: viewing media as neutral tools in the classroom versus media shaping educational values and the good from the beginning. It also discusses how culture is presented to children through a pedagogical "rehearsal" using representations rather than direct experience, and how modern education relies heavily on this arsenal of academic subjects, textbooks, and other representations to function.
What is “content” and how might we (not) get beyond it?
At first glance, the meaning of the term "content" could not be more obvious. It is the stuff we share, study, watch, create and mashup on the Web. However, a closer look at content as substance, as educational, as opposed to form, and even --deposed or enthroned on the Web-- as king, raises many more questions. What is the ³educational² nature of content and how does it relate to its (re)usability? How does form (e.g. learning designs, management systems) relate to content? And what makes it valuable or valueless?
This presentation taps into ideas of curriculum as an overall structure that both enables and limits the coherence of educational ³contents,² contexts and purposes. It looks at the issue of specificity and irreplaceability that is implied in the notion of content as substance and
materiality -as something that is actually specific to a place and time, rather than ubiquitous and (theoretically) endlessly adaptable. Our point, in short, is to show that content is something to understand more fully before we leave it behind.
One student’s experience of Silence in the Classroom
The document summarizes a student's experience of silence in the classroom during a discussion. The student quietly asks about respect but another student dismisses the idea that teachers don't respect students. The student knows from experience this is untrue but doesn't speak up. Memories of past traumatic classroom experiences flood their mind. After class ends, the student's mind is racing and chaotic as they leave, eventually calming down but realizing the opportunity to speak up has passed. The document examines silence as a purposeful barrier between thoughts and speech.
Dewey’s cosmic traffic
Given the appearance and reappearance of this notion of transaction, interaction and communication across his writings, Dewey can be said to be an important and early contributor to discourses on “traffic” as an event and as a medium. His wide-ranging and gradually evolving thought offers an opportunity to see how various issues can be configured in terms of dynamic flow and circulation. These issues include the development of technical media that were profoundly reshaping nearly all aspects of everyday reality in Dewey’s time. Among these technical media are the railway and telephone, as well as the mass media of radio, film, newspaper and other print forms. As one would expect, Dewey frequently portrayed these as facilitating ever an ever-widening gyre in a larger, generative economy or medium.
At the same time though, Dewey was forced to address far-reaching critiques of communication in the political arena, which saw new media as distorting and blocking effective communication. In this presentation, I focus on Dewey’s remarks on media and circulation in both his 1927 book, The Public and its Problems, and in two early works, “The Primary-Education Fetich [sic]” and “Lectures vs. Recitations: A Symposium.” As McLuhan perceptively noted, “Dewey” was in effect “reacting against passive print culture [and thus] surf boarding along on the new electronic wave.” Through this examination, I show how Dewey is indeed, and perhaps unwittingly, riding along an electronic wave that was just beginning to well up in the first half of the twentieth century.
The [Dys]functionality of the User Interface
It is not often that Vygotsky, Lacan and Kittler are referenced together, let alone in a discussion of user interfaces. But all of them have a common interest in the “mediated” development of the subject. Based on this, I consider each in the light of the relatively recent mediation of computer functions via the “windows, icons, menus, pointer” interface. I begin with a discussion of psychology and psychoanalysis; next, I review Kittler’s reading of Lacan. Finally, I conclude by focusing on the role of psychological categories in the early development of the modern graphical user interface, specifically in the work of Alan C. Kay.
Weeping camel
A family in the Gobi Desert finds a newborn camel unable to stand or feed. The calf is separated from its mother and cries constantly. The family calls a veterinarian for help who discovers the mother rejected the calf due to a birth defect, but is able to reunite them using treatment and persuasion. The mother ultimately accepts the calf.
The Wild Child
The Wild Child is a documentary about a feral child named Victor who was found living alone in the woods of France in 1970 at around age 12. He could not speak and behaved more like an animal, lacking basic human social skills. Over time with the help of doctors and teachers, Victor learned to communicate and became less feral, showing that early childhood experiences have a profound impact on human development and socialization.
Education and the social web promise or peril
This document analyzes the promises and perils of social media for education through a media-historical lens. It discusses how commercial social media platforms like Facebook are designed primarily to target users as products for advertisers rather than prioritizing educational needs. While collaboration and connections on social media could potentially benefit learning, the document argues current architectures are more focused on "conviviality" and promoting user engagement for advertising purposes rather than knowledge construction and differentiation of ideas.
The net generation is here
The document discusses the generational characteristics of people born between the early 1980s and early 2000s, known as Generation Z, the Net Generation, or digital natives. This generation has always had access to the internet and technology like cell phones. They are used to getting information quickly from various multimedia sources, multitasking, and participating online through social media like Facebook. Research suggests that growing up immersed in digital technologies may be changing how their brains develop, allowing them to process visual information more quickly and tap into collective intelligence.
What calls for thinking
Lecture on Heidegger's 1954 essay; outline of the Pedagogical Relation, as described by Nohl and others.
Dissection and Simulation
The document discusses issues around using dissection and simulation in education. It notes that the initial incision in dissection is often difficult for students. Students have been found to cover animal faces during dissection or say the experiment no longer looks like an animal once the face is cut. The document also discusses the concept of hyperreality and how simulation can exclude unwanted information to focus only on relevant aspects.
Open access & creative commons
The document discusses open access and creative commons licensing for academic publications. It describes the traditional journal publication model where publishers take over copyright and charge libraries access fees. Open access aims to provide free online access to scholarly articles, with some allowing limited uses under creative commons licenses. While open access has grown, challenges remain around sustainable funding models to cover the administrative and production costs of open access journals.
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Mollenhauer's Hermeneutics --and Refusal of Descriptive Phenomenology
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Wandering Star: The Image of the Constellation in Benjamin, Giedion & McLuhan
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One student’s experience of Silence in the Classroom
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Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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For more information about PECB:
Website: https://pecb.com/
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Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
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The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
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Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
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Answers about how you can do more with Walmart!"
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
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9
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Silence in the Classroom and on the Screen
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- 4. 4 Lurking (Ben Ostrowsky)
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