Monthly Archives: August 2014
Finding CLEM as a teacher and student
Identifying CLEM while working in a support role for teachers in higher education has been an interesting exercise for me, as I have identified several communities of relevance, which contribute in part to the learning organization ‘Academic Services Division’ at … Continue reading
NGL: Teaching support in higher education, a micro view
In ‘Productive learning networks’, Goodyear refers to some issues which I feel could be of relevance in my micro view of teaching support: The phenomenon of ‘homophily’ – the tendency to prefer to interact with others who are like oneself. … Continue reading
NGL: Teaching support in higher education, a macro view
It’s been interesting reading Goodyear’s (2014) history of NGL and how it has changed through time and how networks function. Same process, different century: <networks linking those – developing new knowledge – exploit – create and publish>. The ‘exploit’ factor … Continue reading
NGL: How could my approach to this course be changed?
Now that I am adjusting to the differences in the student role in NGL, I can see where some changes are needed. As predicted, my initial PKM has continued to evolve – helpful to have a starting point though. I’ve … Continue reading
NGL: How could this course be improved?
My thoughts and suggestions about this will relate to my role as a teacher in a “support” role in a higher education environment, and insights directly relating to me as a student. As a student my preference is for more … Continue reading
Where have I come from and where am I at with NGL?
Following on from my initial thoughts about Kligyte and threshold concepts, I’ve applied the lens to myself and made the following observations. Troublesome A little. As a student and learner, my earlier formal education was based on a cogitative behaviourist … Continue reading
Reflections on the TEST framework
Task: what needs to be done? I need to enact my PKM daily (ideally) to work towards becoming a more experienced and effective NGL learner. Environment: where, what are the time constraints and methods of completion? This will take place … Continue reading
