Course designs embed implicit epistemological commitments concerning knowledge. They assume knowledge can be tentative and contested, mastered techniques are correct, and personal experiences are valid evidence. These foundational beliefs shape disciplines but often remain unacknowledged, potentially obscuring students’ understanding of how knowledge is constructed and validated.
(Coaching is available for direct entries for Fellowship. Contact me to discuss) The majority of academic staff in the United
(unformed thoughts…) I’m exploring a student e-portfolio solution. I probably didn’t need to install an instance of Moodle (2.5.9) and
Note: Updated high-quality versions of educational taxonomies are available here Whilst the majority of writings and reflections on the
internasyonal na mga workshop / International Workshops [See Courses on Educational Taxonomies] I have received some interesting feedback and critique
(Extracted from a Draft Working Paper) In the belief that student success in learning requires an awareness of one’s own
(Extracted for a Draft Working paper) Distributed institutions face an increasing challenge to be able to afford, or deliver efficiently,
(extracts from a draft Working Paper) Following a review of institutional websites in October 2014 it is clear that the
(Extracted from a draft working paper) One might expect this diversity in provision in Higher Education to be reflected in
Sharing a paper today on the visualisation of educational taxonomies. I have finally got around to putting into a paper
I delivered a webinar recently on technology enhanced learning. It was a 90-minute session (possibly too long) in Adobe Connect
[See Courses on Educational Taxonomies] Updated higher quality versions are now available here Since October 17th 2012 [see updates] when
NOTE: updated high-quality visualisations of these taxonomies are available here. I think being able to visualise things is important. Faculty
We really need to know what we each believe about learning, our personal epistemologies, before we start learning and teaching.