Draft #2 of an #entangled relationship of #technology and #pedagogy.

What do you think? Image
Featuring upgrades based on suggestions by @MarioVeen + @VirnaRossi. Thanks also to chats with @GillAitken2 @Dr_Derek_Jones @lucila_fdc @markauskaite @petergoodyear and others.

Once again, some context here: teaching-matters-blog.ed.ac.uk/pedagogy-and-t…
Oh - and I used @drubeli's comment about agency rather than control - thanks!

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More from @timbocop

11 Aug
Draft #3 of an entangled relationship of #technology & #pedagogy.

@steph_moore asked if #2 represented what is / what should be. I've gone with *what is*

I'd *like* purpose, values & context to drive methods & tech, but they inevitably all shape each other?

Thoughts please 😀 Image
Read 4 tweets
3 Jun
Quick first sketch of a model to help teachers think about the pedagogy-technology relationship. Thoughts please! Image
In case this needs some context, these ideas are discussed in this short blog post:

And I go into more depth about the entanglement of technology within educational contexts in this paper.

Read 4 tweets
27 Nov 20
I'm torn when I talk about tweaking online classes.

It's the wrong focus.

The problem isn't Zoom classes. It's the desire to recreate what we did before...
Assuming your new teaching will look like your old teaching is a barrier. Scrap your zoom class*. Delete. It's that nice painting that doesn't match anything in the house. It's stopping you from moving on

*You might end up doing a zoom class, but only if it fits your purpose.
This doesn't mean throwing out all your practices, but reconsidering them in a new context, from as detached a POV as possible, asking: (why) is approach necessary? What is important here?

This is where principles are important: to help you interrogate entrenched practices.
Read 17 tweets
15 Nov 20
For teachers looking to do their best this academic year in difficult circumstances, know that online teaching is hard work, but not for the reasons you might think. The hardest bit is changing your teaching mindset, and the mindsets of your students. Here’s some thoughts.
1. Worry less about content & more about relationships. The more time you spend creating & polishing content, the less you have for more important things like planning, nurturing and curating an environment and culture that will help students really engage with your course.
2. Online learning is about people, and this needs to be foregrounded even more than in on-campus. Be an advocate for your students, be on their side. Trust, by default, that they want to learn and be engaged. Your job is to help them do that, not to enforce / punish / judge.
Read 16 tweets
12 Oct 20
Some thoughts for those new to qualitative research in education (clinical or any other).

1. “Qualitative” is massive and diverse. There aren’t any blanket rules that cover all of it, and so what I’m saying here is based on my understanding and approach, not everyone’s.
2. Qualitative's really a type of data, not a method or suite of methods, although the term is often used in that way. You don’t match the dataset (or data collection method) with its associated method, there are many different methods available for any given dataset or project.
3. Most decisions come down to the researcher’s judgement in relation to the purpose, the context, the researcher’s beliefs and skillset. Each decision comes with a requirement to provide a clear rationale for it. All this can be uncomfortable for a while.
Read 10 tweets
11 Oct 20
Your experience of x ≠ x

"Online learning" is far broader than your experience or understanding of it. You haven't found its limits or possibilities.
And our perception of our experience of online learning is less than our actual experience of it. Online is about being digitally connected. Your on-campus students were already doing online learning.
Online learning is physical. You can design physical tasks for online learners. You can design tasks that don't involve computers.
Read 5 tweets

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