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Taxonomies of pedagogy

  • This page is about specific taxonomies of pedagogical forms (e.g., what can be done in collaborations), as well as formats of learning materials, and roles for pedagogical agents.

Design Considerations for pedagogy

  • this is a page that is related to our discussion of how and why to design specific curriculum features.

Smart Room Use Case Number One

Physics Curriculum Use Case

Theoretical ideas

Toward Pedagogical Coherence - possibly toward a symbolic representation of pedagogical flow
  • At all points in time
    • What is teacher doing?
    • What are students doing?
  • For all participants
    • How do teachers see and interact with students
    • How are students connected to peers
  • At all points in space
    • Classroom, location sensitive, small groups
    • Online, offline, at home, field trip, etc.
  • In all aspects of curriculum
    • What resources, what student work/artifacts?
    • What assessments, feedback?

Scenarios of using S3 for innovative curriculum activities


Augmented Realities
  • are environments that allow users to experience a mixed reality that combines virtual objects with real-world objects
  • support the perception of real special effects - or special effects happening right where a person is in real time and in real space
  • can superimpose useful information drawn from any aspect of human culture or imagination
  • potentially change our notion of place
  • the notion of a socially constructed reality could take on a new, more literal meaning
Smart Spaces in the Classroom
  • "Classrooms have an interesting characteristic: generations of students learn much the same material in them year after year. Year after year teachers find ways to address the highly individual insights and learning gaps of their students. Mediated spaces offer an opportunity to enhance the learning experience by expanding access to the interaction of students with each other and with teachers. Again, this must go beyond recording and playback. The space needs to be proactive in suggesting relevant information and pedagogical approaches based on previous experiences in this and other classrooms, on information from the Web, etc" (Mark, 1999)
Flows of Information
  • "Since information takes up no real physical space, the same place can appear differently depending on who is perceiving it and for what purpose" (Spohrer, 1999)
  • Essentially this means that iformation can be displayed differently depending on the group of users interacting in a space:
    • Different tribes may code or use a space differently than others
    • The use of folsonomies would allow different groups to tag and code information for their own purposes
    • Using 'smart devices' like an iTouch would allow users to see different things depending on their "tribe" by identifying them by this device
    • If the devices were geographically aware (using GPS or some other locating system) then information could be 'posted' anywhere on the planet for other users " like posters for a science fair project" (Spohrer).
Metaphors and Learning
  • I feel that this is a really important part of the process - we need to integrate suitable metaphors into the "classroom setting" to ensure that students make connections between the display/retrival/organization of the information.
  • G. Lakoff and M. Johnson, Metaphors We Live By, University of Chicago Press, Chicago, IL (1980).
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