Introduction to TEL

Day 3: Active learning spaces

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Post by Meredith Hinze (University of Melbourne) and Katie Freund After considering the affordances of spaces, let’s look specifically at the “active learning” spaces which are appearing at more and more universities to see exactly how and why they are different. A shift in pedagogy Active learning has increasingly become […]

Introduction to TEL

Day 2: Reading the room

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What do spaces tell us about the relationship between teaching and learning? In Day 1, we briefly discussed the theoretical underpinnings of learning spaces. The importance of space and its configuration to learning is like headphones/speakers to the enjoyment of music – not forgetting that this is spatially situated as […]

Introduction to TEL

Day 5: Constructivism Snapshot

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Building Knowledge, Creating Scaffolds:  Constructivist theory of learning It has been established for some time now that learners are not blank slates ready to be “filled with knowledge,” but are actively engaged in constructing knowledge for themselves, building on existing knowledge. This model of how people learn negates the premises […]

Introduction to TEL

Day 4: Is Adult Learning Different?

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Since our context is Higher Education, we are in the adult education business, so we need to consider whether general “pedagogical” theory which is based on the education and development of the child, is applicable in our context. Malcolm Knowles thought otherwise, and developed a set of assumptions which, he theorised, […]

Introduction to TEL

Day 1: Why learning theory?

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Who is familiar with the following comments from colleagues in their teaching area?                     I have found that busy university academics are often preoccupied by the same questions as many learning theorists and researchers: What is “learning” anyway? When do I […]