pedagogy

Pedagogy 1157537837

> e.g. Wenger on constructivist theories (1998, p.279) > e.g. pedagogy of weblogs Robertson (2006, 27-33) > e.g. Robertson (2006) argues "teaching is conversation, not lecture" (see Robertson, 2006, pp. 127). He quotes George Siemens who writes "Ideas are presented as a starting point for dialogue, not the ending point,” (Siemens, 2002; quoted Robertson, 2006, pp. 127). This is consistent with Robert Suchman’s (1962) inquiry-training model for school instruction (Gilliani, 2003 ‘Learning theories’RMIT). "Instruction in inquiry-training begins by with teachers modelling a situation that is puzzling to the students.” This confronts the students intellectually, placing the "students’minds in a state of disequilibrium,” (Gilliani, 2003, p. 61). A cross-over between inquiry-training and online learning environments derives, for example, from influential educational technology theorists D. Jonassen and T. Duffy, who became interested in constructivism (see D Jonassen and T. Duffy, 1991). Gillani suggests that Jonassen and Duffy were part of a "new breed" of instructional designers who believed that it is the "construction of knowledge" (and not instruction) should be the focus of training, (Gillani, 2003, p. 64). From a constructionist’s perspective, "Technology is viewed as a tool that allows the development of environments or educational programs in which [learners …] construct their own knowledge," (2003, p.64). The growth of interest in inquiry-based training, as a pedagogical philosophy for educational technology designers, grew in parallel with research and practice associated with the development of hypertext writing-environments which began in the early 1990s. The inquiry-training model spawned many derivatives (e.g. project-based training, guided inquiry, inquiry-based projects, information competency, and resource-based education), and its popularity, along with constructivist model, accelerating in mid nineties with the release of the Mozilla Web browser. Today (2006) we can see the philosophy of the inquiry training model evident in the development of tools and environments in courses taught in many universities, include the work of scholars Sasha Barab and Ulises Mejias.

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