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Professing Qua “Making the Case”

TEACHI am part of a team of professors facilitating the learning in an Ed.D. program for a group of sitting school administrators in a local school division.  I am currently leading a module on decision-making and resource allocation within the realm of educational technology.  This Saturday, I have a pretty unique opportunity (for me at least).  To better inform the larger conversations, I’m going to take our meeting time (3-4 hours) to try to “make a case.”  What case?

Well, good question; I’m glad I asked.  What I knew when I first began planning this module was that I wanted to spend some time with the students talking about all that I’ve been talking and thinking about over the last year or so within the ed. tech. community/network.  The problem is, I haven’t quite wrapped my head around what “it” is that I’ve been talking/writing/thinking about.  “It” is about learning, technology, reform, etc.

The beauty of this Saturday is that it has provided me an opportunity to synthesize and summarize my thinking and learning.  Here are the points that will comprise the logic of the argument (i.e. “the case”) I’ll be making on Saturday (in no particular order yet).  The students will have (hopefully) read the referenced articles ahead of time:

  • connectivism as a new theory of learning (Siemens, 2005)
  • ubiquitous computing affords ubiquitous learning (Cope & Kalantzis, 2007)
  • Rhizomatic education: advances in networking technologies render obsolete any theory of learning that involves the individual construction of knowledge and that bounds learning by place and/or time (Cormier, 2008).

With those foundational points in place, I will demonstrate a number of the technologies.  In other words, I will show the students how I “do” networked learning. I fully intend to overwhelm them.  I am, after all, trying to “make the case.”

[NOTE: I intend to “broadcast” the event via Wimba Live Classroom.  If you want to stop by (in the virtual sense), leave me a comment so I can send you the URL.]

Creative Commons License photo credit: Ben+Sam

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