Opening Education: Difference between revisions
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and innovation in software development for education.'' | and innovation in software development for education.'' | ||
MJ notes: 'Children as programmers' as part of learners becoming knowledge builders misses the larger point of [[Integrated Education]], where participants are also knowledge creators by integrated means, such as knowledge curation, distillation, and sensemaking towards reaching [[Intellectual Agency]] at the [[Edge of Knowledge]]. | MJ notes: 'Children as programmers' as part of learners becoming knowledge builders misses the larger point of [[Integrated Education]], where participants are also knowledge creators by integrated means, such as knowledge curation, distillation, and sensemaking towards reaching [[Intellectual Agency]] at the [[Edge of Knowledge]]. Programming can be one way, but there are apparently easier methods? | ||
Latest revision as of 00:55, 11 November 2024
See paper from 2006:
We take a particular focus on three areas of education: learners as knowledge builders; teachers as a community of professional practitioners; and innovation in software development for education.
MJ notes: 'Children as programmers' as part of learners becoming knowledge builders misses the larger point of Integrated Education, where participants are also knowledge creators by integrated means, such as knowledge curation, distillation, and sensemaking towards reaching Intellectual Agency at the Edge of Knowledge. Programming can be one way, but there are apparently easier methods?