As we are nearing the end of the Dance seminar, it would be fruitful to gather some of the most exciting ideas that have been shared over the past 3 weeks. Sylvia has opened a wiki so we can gather these ideas in one place. To share your greatest insights, please use the wiki at: http://scope.lidc.sfu.ca/mod/wiki/view.php?id=169 and note the ideas you've found most intriguing, most useful, most curious, or in any way inspiring.
The wiki can be edited and re-edited, so you don't need to worry about format or perfection before you post. Just type and click save and if you don't like what you see, do it again. You can even erase it if you change your mind.
Vivian Neal
Posts made by Vivian Neal
During this seminar I haven't suggested any ways that participants could be posting and I haven't found a need for it. For the most part, participants have added facilitative parts to their postings - have others noticed this? But if I did try to "teach" participants how to participate, what would that look like? What would I be doing?
In the other discussion thread, Sarah discussed how she invited her students to record their reflections of their own and their peers' contributions to a discussion, at: http://scope.lidc.sfu.ca/mod/forum/discuss.php?d=71&parent=387 I imagine that this exercise would result in the students learning how to be better contributors and in turn this would result in the generation of higher quality knowledge. At the end of her course, she then has her students produce a Gallery of greatest insights. Presumably, these insights would be of higher quality as a result of the first exercise. Then, to what extent is this collection of insights the generation of knowledge?
Finally, Liz and others, what process might work well at the end of this seminar to generate a collection of greatest insights, key points, or interesting reflections?
In the other discussion thread, Sarah discussed how she invited her students to record their reflections of their own and their peers' contributions to a discussion, at: http://scope.lidc.sfu.ca/mod/forum/discuss.php?d=71&parent=387 I imagine that this exercise would result in the students learning how to be better contributors and in turn this would result in the generation of higher quality knowledge. At the end of her course, she then has her students produce a Gallery of greatest insights. Presumably, these insights would be of higher quality as a result of the first exercise. Then, to what extent is this collection of insights the generation of knowledge?
Finally, Liz and others, what process might work well at the end of this seminar to generate a collection of greatest insights, key points, or interesting reflections?
Marsha, Sylvia, and others,
I'll make sure to get a copy of Sarah's book- I've been stuck a few times over the last couple of weeks in this seminar, and I could use some instruction.
I think you're saying that there are two types of tasks in producing generative exchanges - one is the design of the venue and activities, and the other is facilitating the discussion.
The design of the venue is very important and the SCoPE discussion about the eElearn conference underscores this. For example, the physical environment of the Wall Centre, where the conference was held, was not conducive to chatting with fellow delegates. Some courses are designed to allow learners to take more responsibility for their own learning through teamwork, study groups and evaluative discussion and these can be designed into a course.
I sometimes think about how city's and suburbs are designed - urban planners spend a considerable amount of time designing these spaces, but the inhabitants still require community "animateurs", as Liz noted. Both good design and facilitation are required for generative exchanges, and the tasks of the facilitator are dependent on the original design.
I'll make sure to get a copy of Sarah's book- I've been stuck a few times over the last couple of weeks in this seminar, and I could use some instruction.
I think you're saying that there are two types of tasks in producing generative exchanges - one is the design of the venue and activities, and the other is facilitating the discussion.
The design of the venue is very important and the SCoPE discussion about the eElearn conference underscores this. For example, the physical environment of the Wall Centre, where the conference was held, was not conducive to chatting with fellow delegates. Some courses are designed to allow learners to take more responsibility for their own learning through teamwork, study groups and evaluative discussion and these can be designed into a course.
I sometimes think about how city's and suburbs are designed - urban planners spend a considerable amount of time designing these spaces, but the inhabitants still require community "animateurs", as Liz noted. Both good design and facilitation are required for generative exchanges, and the tasks of the facilitator are dependent on the original design.
Thanks for sharing this paper Barb. (http://csdl2.computer.org/comp/proceedings/icalt/2003/1967/00/19670292.pdf)
It's interesting how we might ponder a more pure way of doing instructional design that is less messy but leaves out the human beings. I especially related to the idea that, "a cognitive approach to designing instruction should be replaced by "a socially shared approach if instructional design models are to be used in school systems" (p. 61). Reigeluth [6] contended that the instructional design process should include all stakeholder groups, so that their "interests, values and perspectives can be accounted for in the instructional design and organizational changes"
This challenges most of the theory I've learned, yet it supports my experience.
Bruce,
It?s true that I?m opinionated about about design, and I often keep these opinions to myself for the sake of a harmonious relationship. My tendency is to miscalculate what the learners can handle ? typically assuming the learner is more independent than they actually are, both in terms of the way they go about learning and the amount they know about a subject area. I attended a free school at the high school age and an independent study program for my first university degree, and so I?m sometimes overly optimistic about how much control a learner actually wants and needs over their own learning.
Is the challenge, then, to match the comfort and skill of the instructor and students to the course and activity designs? And if so, how can this be done? My mind keeps going back to dialogue ? hashing it out with the instructor. Thoughts?
It?s true that I?m opinionated about about design, and I often keep these opinions to myself for the sake of a harmonious relationship. My tendency is to miscalculate what the learners can handle ? typically assuming the learner is more independent than they actually are, both in terms of the way they go about learning and the amount they know about a subject area. I attended a free school at the high school age and an independent study program for my first university degree, and so I?m sometimes overly optimistic about how much control a learner actually wants and needs over their own learning.
Is the challenge, then, to match the comfort and skill of the instructor and students to the course and activity designs? And if so, how can this be done? My mind keeps going back to dialogue ? hashing it out with the instructor. Thoughts?