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Monthly Archives: August 2015
Edev_502 response wk5_2
As always, I thoroughly appreciated your exposition on the week’s discussion topic. I was following your smooth flow of logic until the last paragraph when you cited Knight and Mattick (2006). Their insistence that “knowledge … being more contextual, contingent … Continue reading
Posted in EDEV_502
Tagged epistemological development, reflection-in-action, reflection-on-action, Schön
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Edev_502 response wk5_1
In section B, you say that Beaty, Gibbs, and Morgan (1997) categorise learners as surface, extrinsic who limit their engagement to leisure activities. Universities, though, you categorise as offering deep, extrinsic and challenging approaches. Do you mean this? I think … Continue reading
Posted in EDEV_502
Tagged deep learning, epistemological development, surface learning
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Edev_502 wk5
Week 5’s topic focussed on the teleological function of the process of learning. That’s a roundabout way of saying that the act of learning supposes a permanent change in the individual and that educators need to present processes that encourage … Continue reading
Posted in EDEV_502, motivation, theory
Tagged epistemological development, identity formation, motivation, student type, the 3P model
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Edev_502 response wk4_5
Thanks for introducing the notion of ‘common sense’ into the habit question. I hadn’t considered that until now. If teachers need to tie in various components into a single education practice, they may well start off following the process described … Continue reading
Edev_502 response wk4_4
I enjoyed your succinct round-up of habits in the opening paragraph. The key word there is automatic. Then you describe habits as they relate to education. You focus on typical, and often negative, routines used by students. Here, the key … Continue reading
Edev_502 response wk4_3
Thanks for your interesting summary of habit formation. I agree with you about the need for a consistent environment in education to promote better learning habits. However, after reading more about what Gillan (2014) has to say about the source … Continue reading
Posted in EDEV_502
Tagged aromaticity, habit, habit goals, model-based, model-free, proto-habit
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Edev_502 response wk4_2
Both of you promote the idea that habit formation and critical thinking are uneasy bedfellows. I’d like to offer a contrasting opinion. Following Duhigg’s (2014) tripartite model, the habit sequence is broken down into components rather than see a ‘habit’ … Continue reading
Edev_502 response wk4_1
Thanks for the Bouchard article. Self-directed learning (or developing autonomy in learning) is certainly one the ideal goals in higher education (HE). Whether the goal of complete autonomy can be achieved inside HE is an open question. Bouchard (2014) talks … Continue reading
Edev_502 wk4
This week, our focus was directed onto habit formation and onto how habits influence education in particular. Before reading the required literature for the week, I was ambivalent about habits: they were either good/ bad or teachers could try to … Continue reading
Edev_502 response wk3_4
I couldn’t agree more when you argue for the necessity of “creating educational structures” beyond teacher presentation. And those structures must necessarily recognise the ecology of learning as, “the contextual realities need to be taken in to consideration when researching … Continue reading
