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Which clippings match 'Participatory Learning' keyword pg.1 of 5
27 JUNE 2014

Collaborative peer learning through pair programming

"Pair programming is a style of programming in which two programmers work side–by–side at one computer, continuously collaborating on the same design, algorithm, code, or test. One of the pair, called the driver, types at the computer or writes down a design. The other partner, called the navigator, has many jobs. One is to observe the work of the driver, looking for defects. The navigator also has a more objective point of view and is the strategic, long–range thinker. Together, the driver and the navigator continuously brainstorm a solution. Periodically, the programmers switch roles between the driver and the navigator."

(Laurie Williams, 2007)

Williams, L. (2007). "Lessons learned from seven years of pair programming at North Carolina State University." SIGCSE Bull. 39(4): 79–83.

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TAGS

active learning • brainstorming solutions • co-learnercollaborative learningcomputer programming education • continuously collaborating • design pedagogy • design roles • design teams • driver (peer learning) • Laurie Williams • learn to codelearning is socially enactedlearning processlearning software • learning strategies • learning support • navigator (peer learning) • North Carolina State University • pair programming • participatory learningpedagogic approachespedagogic practicespeer instructionpeer learningpeer-production • role specialisation • side-by-side • social learningsocial-constructivist approachsoftware programmingtechnology educationworking practicesworking together

CONTRIBUTOR

Liam Birtles
22 JULY 2013

Responsible Subversives: connect and discuss how to change the world by changing the way we raise our children

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TAGS

21st Century Learning Initiative • adolescentsagency of access and engagementanimated presentationanimation series • born to learn • call to actionCanadachange agents • changemakers • changes in society • childrearing • connecting to other people • Damian Lewis • education innovationeducation reformengagementexploratory experimentation • free-range learning • Heather MacTaggart • John Abbott • learner autonomyparticipatory learningperformativityplayresponsible and thinking learners • responsible subversives • scriptiblesocial constructionismsocial networkUKyoung people

CONTRIBUTOR

Simon Perkins
29 MAY 2011

Learners seek complex and participatory environments

"There is considerable irony in this for multimedia. We have struggled technically to be able to deliver the full screen narrative form that TV so clearly represents – one hour of full screen full motion video has been a multimedia holy grail for so long! – and yet just as we appear to be able to deliver it, we find that what learners seek is something else anyway. They need a browsing, grazing environment where learner autonomy is fundamental, where the model of information represented is crucial to that browsing function, where metaphor and interface design are of primary importance and where sound bites, video snatches, auditory icons and text labels offer a complex and participatory environment that challenges the learner and recognises their increasing sophistication as information handlers and creators. Our normal information lives have changed without us noticing and the implications for multimedia and learning are complex and significant. The many publishers seeking to provide electronic books and narrative CDs are seeking to generate product that is a generation too late, as the age profile of buyers clearly indicates."

(Stephen Heppell, BBC 1995)

[Heppell accurately foretold the shift towards more open–ended organisational forms but in doing so failed to recognise the risk for learners of having too much choice. While the agency learners is increased through their autonomy to browse and graze etc. this is only the case when they possess recognition rules (Bernstein 2000, p.105–106) which allow them to construct meaningful discovery narratives.]

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TAGS

agencyagency of access and engagement • auditory icons • browsing environment • browsing function • common metaphors • complex interaction • complex scenarios • content authors • content publisherselearning • electronic books • full motion • full screen • grazing environment • information creators • information handlers • information lives • interface metaphorlearner autonomylearnersmetaphornarratives of discovery • participatory environment • participatory learningpedagogyscriptiblesound biteStephen Heppell • text labels • video snatches

CONTRIBUTOR

Simon Perkins
02 JANUARY 2011

Piloting a three-year integrated term: learning for the sake of learning?

"About 50 Augsburg College students are deep into a semester–long experiment for which they'll receive credit for five courses, but no grades. ...

There are few non–graded terms in U.S. colleges and universities. The popularity of such programs has ebbed and flowed through the years, but the idea is new to Augsburg, where this fall's term is the first of a three–year pilot.

Evaluating students with 'narrative' feedback, instead of an A–F scale, is essential to a complex course with a diverse group of students, the Augsburg professors said. ...

'Grades get in the way,' said Lars Christiansen, a sociology professor who is researching grades and five colleges that decided to do without them. 'They become this extrinsic goal that ... can be in conflict with trying to cultivate students' intrinsic interest in what they're learning.' ...

At Augsburg, students helped create the criteria by which they'd be evaluated. Participation, improvement, transformation and impact all made the list. They also had a hand in how the semester would proceed."

(Jenna Ross, 30 November 2009, Star Tribune)

[Note that 'professor' in this context is equivalent to a lecturer.]

TAGS

2009 • Augsburg College • collegeeducationengagement • integrated term • learning • narrative feedback • North Americaparticipatory learningpedagogy • pilot programme • social constructionism • Star Tribune • teachinguniversity

CONTRIBUTOR

Simon Perkins
26 DECEMBER 2010

Envisioning the Post-LMS Era: The Open Learning Network

"Institutions, teachers, and learners are increasingly turning to the open architecture and customizability of the web. In doing so, they are leveraging the tools and resources of the larger PLE to create their own personal learning networks (PLNs) to manage information, create content, and connect with others. Whether termed PLEs or PLNs, these approaches 'represent a shift away from the model in which students consume information through independent channels such as the library, a textbook, or an LMS, moving instead to a model where students draw connections from a growing matrix of resources that they select and organize.' Scott Leslie's impressive collection of PLE diagrams reminds us that PLNs are infinitely configurable to meet individual needs and preferences. They are, after all, 'personal.'

The vision of individually constructed PLNs and their potential to transform learning extends beyond merely aggregating and using a smorgasbord of web–based tools and content. Gardner Campbell advocated the cultivation of 'personal cyberinfrastructures' that teachers and learners can leverage to become the 'system administrators of their own digital lives.' Instead of implementing tools that simply help instructors 'manage learning,' Campbell argued that we should embrace technologies that enable co–learners to frame, curate, share, and direct learning 'engagement streams.' John Seely Brown and Richard Adler argued that learning with Web 2.0 tools is so different that we ought to call it 'learning 2.0.' They asserted that, unlike old passive forms of learning, the new learner–centric paradigm (facilitated and reinforced by new tools) emphasizes participation over presentation, encourages focused conversation over traditional publication, and 'facilitates innovative explorations, experimentations, and purposeful tinkerings that often form the basis of a situated understanding emerging from action, not passivity.' The net result is an 'open participatory learning ecosystem.'"

(Jonathan Mott, 2010)

Mott, J. (2010). 'Envisioning the Post–LMS Era: The Open Learning Network.' Educause Quarterly 33(1).

Fig.1 Vahid Masrour 'synthetic view of what a PLN/E is, and what it enables'.
Fig.2 Scott Leslie 'collection of PLE diagrams'.

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CONTRIBUTOR

Simon Perkins
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