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Virtual Pedagogy

CRITICAL PEDAGOGY

VIRTUAL PEDAGOGY

  • Pedagogy of Graphic Design and Computers
    by Rob Roy Kelly, Rochester Institute of Technology. The challenge for teachers today is finding the most effective means for using the computer as a teaching and learning tool. We do not return to older methods but learn to exploit new technologies without sacrificing our values. We move forward while assessing the benefits of the computer as a tool, defining new restraints and retaining formal values and communication as first priorities.

  • Mental Models and Network Pedagogy
    by Philip Barker, University of Teesside, UK. All environments and experiences generate sequences of stimuli that can be used either to activate a person's existing mental models or initiate the development of new ones,... (1999). (HTML) Powerpoint and RealVideo also available.

  • Online Pedagogy - Innovative Teaching and Learning Strategies in ICT Environments
    by Heiner, Matthias, Schneckenberg, Dirk and Wildt, EDU-ELEARN. Report to address online pedagogy for virtual learning environments for a collaborative European Virtual University. One main idea of cevu is to examine the whole process of integrtion of ICT into higher education with the focus of understanding the organizational changes in the participating universities. . (2001). (PDF)

  • Pedagogy and the Online Learner: The Library Perspective
    by Jerilyn R. Veldof, University of Minnesota. Useful tables and charts outlining various pedagogical foci when teaching in an online environment. (2004). (PDF)

  • Pedagogy is the Key: Observing Interactivity in Learning Objects
    by Patricia McGee, University of Texas, San Antonio Educational metadata designed to support reusability and accessibility also reflects pedagogy, specifically through interactivity descriptors. This paper discusses design influenced by epistemology, the nature of technology-mediated interactivity and how interactivity may be interpreted and designed while considering the learner and the technology functions. (2003). (DOC)

  • Pedagogy-Based Technology Training
    by David P. Diaz and Kevin F. Bontenbal, In P. Hoffman, and D. Lemke (Eds.), Teaching and Learning in a Network World, (pp. 50-54). Amsterdam, Netherlands: IOS Press. (2000). (HTML)

  • Teaching at an Internet Distance: the Pedagogy of Online Teaching and Learning
    University of Illinois. This document is the product of their Internet Distance Seminar. The group met throughout 1998-99 to study the pedagogy of online learning, to examine what made teaching to be good teaching, whether in the classroom or online, and to suggest how online teaching and learning can be done with high quality at the University.(1999). (PDF)

  • Thinking About the Internet Pedagogically
    by Robert E. Wood, Rutgers University. "Like many teachers, I have been inundated with books, articles, and exhortations about the educational importance of the internet that frequently turn out to be little more than lengthy lists of web page addresses (URLs). What is often missing is any clear identification of the new pedagogical opportunities that the internet offers. As one who has been experimenting with a broad range of internet projects and activities for close to ten years, I offer the observations within about what I have learned from my own experience and from the experience of others."(1999). (HTML)

GENERAL PEDAGOGY

  • Backwards Design Pedagogy
    by Carmen Riedlinger, Our Lady of the Holy Cross College. A method of approaching standards-based education (SBE) which forces us as teachers to focus on our standards so much so that we complete our assessments before we begin instruction, thereby keeping the assessment foremost in our minds as we teach our students what they should know and be able to do to become productive citizens in society. (PPT)

  • Pedagogy and the Politics and Purposes of Higher Education
    by Melanie Walker, University of Sheffield, UK. From Arts and Humanities in Higher Education, Jun 2002; 1: 43 - 58. (2002). (PDF)

  • Personalizing Pedagogy
    by the Teaching, Learning and Technology (TLT) Group. Led by Steve Gilbert and Steve Ehrmann, and featuring assessment tools from the award-winning Flashlight Program, The TLT Group can help accelerate educational improvement while easing the stresses of institutional change. (2004). (HTML)

  • Transformative Pedagogy
    From New Mexico State University. This type of pedagogy utilizes critical inquiry to relate student experience to broader social issues and to promote them to take action. It promotes students discussion of social issues that could be transformed through their democratic participation and social action. Jim Cummins and Dennis Sayers see transformative pedagogy as a means for achieving "global learning networks" (2002). (HTML)

ART PEDAGOGY

  • Adequate Pedagogy: the missing piece in Digital Culture by Simon Penny, University of California, Irvine. Chapter 17 in Goodman, L. and Milton, K. A Guide to Good Practice in Collaborative Working Methods and New Media Tools Creation. (2004). (HTML)

  • Piano Pedagogy Forum housed at the University of South Carolina. "The editors would like to express our gratitude to our readers for supporting "Piano Pedagogy Forum" into its seventh year! As always, we rely upon the submissions of our readers and look forward to many future collaborations. Piano Pedagogy Forum has published 16 issues with participation from 76 writers from 55 different colleges/universities, 25 different states and two foreign countries." (2004). (HTML)

SCIENCE PEDAGOGY

PEDAGOGY THEORISTS

PAULO FREIRE

  • Instituto Paulo Freire
    In Spanish and English. The purpose is to give continuity to Paulo Freire’s legacy, gathering people and institutions that base their work on his ideas. In order to carry out its institutional mission, the PFI develops research whose results contribute to interventions, including the formulation and implementation of plans, programs, and projects in the fields of education, culture, and communication. The goal of this work is the construction of the work that Freire dreamed of and struggled for: "less ugly, less mean, less authoritarian, more democratic, more human." (HTML)

  • Pedagogy and the Theatre of the Oppressed
    This organization developed from a series of four conferences held in Omaha, Nebraska from 1995-1998. The conference was based on the ideologies and works of Paulo Freire and Augusto Boal. Using pedagogy and theatre, they each worked with oppressed peoples of the world to develop critical literacies and actions to overcome social systems of oppression. Their mission: To challenge oppressive systems by promoting critical thinking and social justice. They organize an annual meeting that focuses on the work of liberatory educators, activists, and artists; and community organizers.(HTML)

THE FRANKFURT SCHOOL

  • Illuminations: The Critical Theory Site
    A research resource for those interested in the Critical Theory project. Firmly based in Frankfurt School thought, this site maintains a collection of articles, excerpts, and chapters from many contemporary writers of and about Critical Theory. Additional submissions from graduate students and others are also available, as are links to other websites and related sources. (HTML)

HENRY GIROUX

  • Doing Cultural Studies: Youth and the Challenge of Pedagogy
    "In our society, youth is present only when its presence is a problem, or is regarded as a problem. More precisely, the category "youth" gets mobilized in official documentary discourse, in concerned or outraged editorials and features, or in the supposedly disinterested tracts emanating from the social sciences at those times when young people make their presence felt by going "out of bounds", by resisting through rituals, dressing strangely, striking bizarre attitudes, breaking rules, breaking bottles, windows, heads, issuing rhetorical challenges to the law." (HTML)

  • Teenage Sexuality, Body Politics and the Pedagogy of Display
    "Representations of youth in popular culture have a long and complex history and habitually serve as signposts through which American society registers its own crisis of meaning, vision, and community. Youth as a complex, shifting, and contradictory category is rarely narrated in the dominant public sphere through the diverse voices of the young. Prohibited from speaking as moral and political agents, youth become an empty category inhabited by the desires, fantasies, and interests of the adult world. This is not to suggest that youth don't speak, they are simply restricted from speaking in those spheres where public conversation shapes social policy and refused the power to make knowledge consequential with respect to their own individual and collective needs." (HTML)

PETER McLAREN

  • Che Guevara, Paulo Freire, and the Politics of Hope: Reclaiming Critical Pedagogy
    by Peter McLaren, University of California, Los Angeles. From iCritical Methodologies, Feb 2001; 1: 108 - 131. (2001). (PDF)

  • Peter McLaren's Homepage
    Noted critical pedagogue Peter McLaren has produced a home page that is designed to function as a resource for students of critical pedagogy. It contains many helpful reference links as well as links to his own online texts. McLaren is a Professor of Urban Schooling: Curriculum, Teaching, Leadership & Policy Studies at UCLA. (HTML)

PEDAGOGY OF PRAXIS

  • Pedagogy and Praxis: Putting the Spotlight on the Process of Critical Thinking
    by Catherine H. Decker. "I realized I had to do something right away to teach my students what the difference was between a fact, an opinion, and a thesis that could be supported by logical reasons. Thus began my commitment to teaching critical thinking in the classroom--now always one of my pedagogical goals for each class. I believe that a key part of what I do in the classroom is teach students how to think so that they can maximize their learning of any subject and improve their writing skills." (HTML)

  • Practicing at Praxis: Doing Critical, Feminist Pedagogy
    by Rebecca Jarvis. "Using our authority to open up discussions and to provide space for diverse and even conflictive voices is intensely challenging. When I face resistance from students while also dealing with numerous institutional constraints, I recognize that my own power to effect social change through the classroom is limited. I like the way William Bigelow describes our position: "Until the economic system requires workers who are critical, cooperative, and deeply democratic, teachers' classroom efforts amount to a kind of low-intensity pedagogical war." (1996). (HTML)

PEDAGOGY TOOLS

  • New Pedagogy
    From UNESCO. Handy table contrasting the pedagogy of Instruction and Construction in the context of ICT in primary and secondary education. "It is essential to acknowledge the difference between instruction and construction. The former is the approach usually followed by traditional classroom teaching, the latter refers to a way of teaching that facilitated full exploitation of the potential of ICT but demands rethinking and a redefinition of the traditional approach in education as well as of the teacher-student relationship." (HTML)

  • Online Instruction Pedagogy Guide Self-Quiz
    by the University of South Alabama Online Learning Laboratory. Form-based assessment for self-quizzing in instructional pedagogy applications. Also includes tips and tricks for course design for effective learning and teaching. (HTML)

  • Pedagogy
    by In Time - Integrating New Technologies into the Methods of Education. Checklists, applications and examples and summary of how to incorporate pedagogy into classroom and online use of computers and technology in education. (HTML)















© Virtual Pedagogy - June Kaminski, MSN PhD St 2003 - 2004
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