Category Archives: Writing
Paper: Open Educational Resources: New Possibilities for Change and Sustainability
Here’s a draft of a paper I just completed on OERs and sustainability. Drawing a number of lessons from an informal survey of educational resource projects, both past and present, it warns: “OER projects suffer from the same incompatibilities with … Continue reading
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Presentation: "Discursive Psychology and Web 2.0 Technology"
I recently had the pleasure of giving a presentation at the Centre for Social Innovation in Vienna. The title of my presentation was “Discursive Psychology and Web 2.0 Technology: Investigating Web 2.0 in Education.” A copy of the PowerPoint used … Continue reading
The Mediatic Turn: Exploring Concepts in Media Pedagogy
Here’s a paper that I wrote together with an Austrian colleague, Theo Hug as a chapter inMediatization: Concept, Changes, Consequences (K.Lundby, ed.). It explores the definition and practices of “media literacy” in the context of recent developments in the sociology … Continue reading
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BOOK: Re-Thinking E-Learning Research
This book, forthcoming from Peter Lang Publishers, undertakes a re-thinking of e-learning research in the light of new developments in technology, social practice and psychological theory. It both describes and enacts a range of possibilities for resesarch that are a … Continue reading
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Wikiversity; or Education meets the Free Culture Movement
During the spring, I worked with Janet Hopkins (an MEd student) on a directed study examining Wikiversity, a sister project of Wikipedia. Initially in this study, Janet took a free, open, online course offered through Wikiversity, “Composing Free and Open … Continue reading
E-Learning and the Narrative Turn
Narrative interpenetrates both everyday and specialized knowledge and communication. This paper, appearing in the online journal E-Learning, uses the example of one teacher’s account of the use of blog technologies in a classroom setting to illustrate how e-learning practice and … Continue reading
Critical Theory: Ideology Critique and the Myths of E-Learning
It is commonly asserted that “knowledge,” “information,” or more abstractly, “the networked” or “the postindustrial” are eponymous for our society, age, or economy. These broad and often unquestioned assertions have significant social and political implications. They bring with them urgent … Continue reading
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A Journal is (re)Born: Phenomenology & Practice
Phenomenology & Practice is an online, open-access journal journal dedicated to the study of the lived experience of professional and everyday human practices. This journal, for which I am both co-editor and technical editor, revives and expands Phenomenology + Pedagogy, … Continue reading
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Reviving Forgotten Connections in Teacher Education
Earlier, I reported on the visit of Dr. Tone Saevi to TRU. Together with Dr. Diane Purvey and myself, Dr. Saevi taught a course that combined film and art together with an emphasis on the pedagogical relation. As a result … Continue reading
Posted in Bildung, Klaus Mollenhauer, Pädagogik, Writing
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The Tower of Hanoi and the Experience of Lived Number
Here’s a phenomenological study I wrote together with Krista Francis Poscente. It focuses on the nature and history of a particular kind of learning experience, namely young students’ engagement with the famous “Tower of Hanoi” puzzle. Considered a classical problem … Continue reading
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