a totally different way of thinking about “teaching” one where “instead of controlling a classroom, a teacher now influences or shapes a network.”
apprenticeship for every student in our classrooms these days is not so much grounded in a trade or a profession as much as it is grounded in the process of becoming a learner
we teach kids to learn
we don’t teach subjects, we teach kids
We can’t teach kids to learn unless we are learners ourselves, and our understanding of learning has to encompass the rich, passion-based interactions that take place in these social learning spaces online
seeing the purpose of higher education as going beyond the acquisition of knowledge and skills
Only this will provide flexibility in applying knowledge, skills, and understanding that will suffice at a time of rapid change and ‘super-complexity’ in dealing with emerging issues and new problems.
encourages the development of courses “that set a broad agenda from the start, highlighting the ways of thinking and practicing that are required, and introducing broad questions as ‘throughlines’ that keep students focused on the importance of reaching understanding for themselves.”
That doesn’t mean students get to interpret the material as they see fit. It’s more about them making the material their own, storing it where they can find it, and configuring it so that it usefully connects with what else they know
convinced that most of our courses need to be reconstructed, if not destructed and rebuilt
Entwistle, N. (2010). Taking stock: An overview of key research findings. In J. C. Hughes and J. Mighty, eds., Taking Stock: Research on Teaching and Learning in Higher Education. Kingston, Ontario, Canada: School of Policy Studies, Queens University
I'm a lecturer in the Department of Physiotherapy at the University of the Western Cape in Cape Town, South Africa. I'm interested in technology, education and healthcare and look for places where these things meet.