How our brain is wired. This sounds interesting.
This one here about the brain.
Stress and memory
Functional areas of our brain
Interesting post on Knowledgeability by Katie. Crossing the boundaries is important for both educators and students in an educational setting, especially within an educational institution. Under the “concept” of accountability, educators often are expected to exercise risk control measures to ensure a duty of care for their students. It is legitimate to exercise such control in a classroom learning environment. Would this same concept of accountability be applicable in an online learning community? Is it rhetorical when it comes to COP at work especially when there could be conflicting views from different parties?
I love COPs. The challenge with COPs are however, the conformance and accountability associated with group’s expectations from individuals, and the associated reciprocity expected from the peers or practitioners, which may lead to tensions and friction amongst authorities, practitioners and students. So, how would one balance the “accountability” within COP and outside that of COP? What are some of the constraints that might be imposed with the accountability concept? How about the tension between accountability versus autonomy of individual practitioners? If an individual does not feel obliged to such accountability, what mediation and negotiation would be avaiblable or necessary in COPs? Is network an alternative to COP under such scenario?
Thanks for your wonderful insights into the community of practice.
Photos: From Flickr
I enjoyed reading Heli’s post here on how to assess learning. Another great post that inspires. I love the way you articulate the past posts and those learning reflections. It keeps me thinking: what have I learnt throughout the CCK08, CCK09, CritLit2010 courses? Your questions about expertise are also my areas of interests. I think many of us are experts in our own areas or domains, only that we seldom have the opportunity to share and exchange skills and experience, due to rare opportunities available before the Web 2.0. But how to “assess” and reach experts who would meet “our needs”? That may be a challenge, as technology may just be an enabler in the learning process, which means that the more techie or geeky or nerdy we are, doesn’t mean that we would be more like an “expert” in teaching and learning. I am wondering if becoming an “expert” is helping us or not in this sort of networked learning environment. How would people view experts? Have I understood your reflection deep enough? You are already the expert in the field….
In this article on Emotions and their effect on Adult Learning or http://www.scribd.com/doc/35059133/Emotions-and-their-effect-on-Adult-Learning-a-Constructivist-perspective.
– Emotions are important in adult learning because they can either impede or motivate learning (Dirkx, 2001. p63)
– Entering the cognitive system, emotions are recognized and as a result alter thought patterns, affecting the experiences of how adults learn (Opengart, 2005).
– Learning becomes of value in relation to a student’s experiences and construction of reality, underscoring the adaptive behaviors of learning.
– If people are anxious, uncomfortable, or fearful, they do not learn.
A useful summary paper on emotions in adult learning.
The above article refers to the impact of emotions on teaching and learning in the classroom environment.
How about the impact of emotions on adult learning under an online or digital learning environment? How about learning in a complex social media ecology? Or a blended learning environment.
So, I have been wondering how emotions would impact on learning (social networking and networked learning, in particular) since I attended the CCK08. What would you think about emotions and learning from a connectivist point of view? What were your experiences (emotions and feelings) when involved in online courses/networks (e.g. CCK08, CCK09, CritLit 2010, or any other COPs, or Ning Networks etc.)? What are the connectivist principles relating to emotions and learning? How do these impact on adult learning?