The Next Big Thing, 2010

Framing Technology, 2010

This is in response to Nardi and O’day (1999) and Burbules and Callister (1999), which we read to help us problematize how we were framing the big issues before diving into specific technologies.

Labels and Learning, 2010

This week’s drawing is intended to capture some of the diversity in how theories of learning are identified and framed. This is in response to the first chapter of Driscoll (2005) which we read for this week’s p540 assignment. The labels you see as relevant, and features that you see as either important or puzzling in the drawing are intended to highlight your own personal view of learning and learning theories. Though, perhaps that design choice reflects my own?

Make sure you click on the image to see it full size!

Transmission Model, 2009

As we kick off the new semester, I am reminded that when talking about both learning theory, and the role of technology in learning, it is quite common to contrast new theories with the “straw man” teacher who believes in the transmission model of learning.  In other words, the idea that knowledge can just be presented to students who are like sponges and will just soak it all up…

Wrapping things up, 2009

This final 2009 dtg is intended to wrap up #p544 with a general commentary on some of our major themes while also addressing one of the specific papers that we debated in the final week of class.  Enjoy!

[Update]

For those of you who are wondering, one of the readings that we debated in class that this post references was:

Sfard, A. (1998). On two metaphors for learning and the dangers of choosing just one. Educational Researcher, 27(2), 4-13.

Representations, 2009

This was a particularly fun and challenging DTG to do, and I actually went through several iterations before I settled on this design.  There are still some subtle and key nuances I’m not convinced I captured, but I leave those either to the comments, or next year’s drawing!

The Arts, 2009

Before anyone asks:

1. No, I’m not obsessed with bees, but since I have worked with a lot of children drawing bees lately, well, you’ll forgive a bit of a focus on them.
2. If you aren’t entirely clear how aspects of this differ from what we will see in the representations week, well, that is by design.

History the second, 2009

1. The cartoon, which can be seen here.
2. Start here.
3. Truly, people say this kind of thing.  Often.
4. PPPPP refers to a method for helping undergraduates look at historical evidence (borrowed from Craig & Vrana, 2009).
5. This event will have been well known to have been attended by a historian, a goofy younger sibling who was still in high school, a learning scientist, a graphic designer, and a new media scholar.  Not necessarily in that order.

History the first, 2009

It seemed fitting to throw a history drawing up a little bit before the actual class.

Writing, 2009

It seems like I can’t stop myself from combining the different theoretical perspectives each week.  A question to ask, though, is whether this combination actually makes sense?  Or does it leave out something key?

[Update]

This representation was originally created for p544. However, in preparing for p574 and thinking about some useful dtg images, I’ve decided to add several tags to this representation so that it fits with both classes.