Según la organización, “los aspectos que debatiremos no sólo están relacionados con la Teleformación, sino también con la utilización de las Tecnologías de la Información en la necesaria adaptación del modelo universitario a las exigencias que se derivan de la implantación del Espacio Europeo de Educación Superior (EEES).
No cabe duda de que la universidad en Europa se enfrenta a la mayor reforma de su historia, desde un modelo centrado en el profesor hacia un nuevo modelo centrado en el estudiante, que pasa a convertirse en protagonista de su propia formación. Todos somos conscientes de la necesidad de adaptar nuestro trabajo a estas nuevas exigencias”.
Atendiendo a la convocatoria de participación en las mismas, hemos presentado la ponencia que ha continuación se inserta…
Really looking forward to our fourth ALT-C Edublogger meetup next week, taking place at Leeds Student Union Mine Bar, Tuesday 9th September, 19.30 onwards. The Alt-C evening meal (for those who are attending the conference & have signed up for it) is served in the adjacent Refectory building, and as usual will provide a handy initial meeting point for some of you. Otherwise, head over to the Mine Bar. We may be moving on somewhere else but we'll stay at the Mine Bar until at least 20.30.
We've been lucky enough to have had some great special guests at previous meetups - including James Farmer, Stephen Downes, Barbara Dieu, Christopher D. Sessums and Barbara Ganley. This year's meeting promises to be as jam packed with world-class edubloggers as ever, including Scott Wilson and Graham Attwell. George Siemens will also be in town - he's speaking at ALT-C early Wednesday - and I'm looking forward to meeting up with him for the first time in 3D.
As every - this is an informal, fun get together. You don't have to dress up and you don't have to be an old school edublogger to come along. Everyone who has an interest in edublogging is welcome. To co-inside with F-ALT, the first ever grass roots fringe event at ALT, which will be tackling a range of cutting edge topics in a fast, dynamic debate framework, we'll be holding the microblogging session on the night. Su White will be facilitating speakers Helen Whitehead, James Clay, Jay Cousins, Andy Powell & maybe me in a kung-fu style roundtable. Good quality heckling and any imaginative audience participation will be entirely welcome.
Having just spent all week, planning, re-planning, and re-re-planning I think I'm beginning to understand the life of a mole. As fast as I dig one hole it gets filled in behind me. Associated with this is the endless 'dropping-in' of people into the office. "I know you're busy but ..." or (better) "I know you are having lunch, but ...". As a result I have a desk full of part finished jobs, nothing completed that needs to be completed ... and the clock is ticking.
So what's new in ITE this year? Pedagogy; Innovation; Research.
I shall be using this blog to record thoughts and notes relating to a course I am studying at the University of Manitoba in Canada. It is titled Connectivism and Connective Knowledge, exploring the concepts of connectivism and connective knowledge and their application as a framework for theories of teaching and learning. George Siemens and Stephen Downes are facilitating the course and the number of particpants is ... substantial!
I am working on a book review of Foucault and Freedom by Johanna Oksala for a journal, and in the third part she argues that "by linking his thought to the Enlightenment, Foucault makes the normative move of adopting the ideals associated with it--critical reason and personal autonomy--as the implicit ground on which his critiques of domination, abusive forms of power and reason rest. The Enlightenment provides him with the historical--not transcendental-- values on which to base his critiques" (187).
This is a complicated and controversial point, but it is similar to an argument I made in a recent article in the journal Philosophy and Social Criticism, that in emphasizing the connection between his own work and that of Kant, Foucault may have in part been trying to encourage an audience of fellow theorists to consider how their theories can address and impact concerns in their own historical present (as Kant did in some of his texts). Oksala argues that for both Foucault and Kant, philosophy can have an important social and politcal role as critical thought aimed at promoting human freedom and autonomy. I think much more could be said than either I or Oksala have said about how Kant's critiques and his other texts use philosophy as critical thought, as a means of promoting freedom. The point is not only to find the conditions of possibility of knowledge and morality (I leave aside the 3rd critique for the moment, as I am not much familiar with it), but in so doing to promote freedom by releasing us from heteronymy and dogmatism. What further values could we promote or hinder in philosophical pursuit of truth or criticisms thereof? Is it that the question of truth is enough in itself to drive philosophical thinking, or should we consider what else we can do with it? Can doing and teaching philosophy aim towards human freedom? If so, what kind, how, and why is this important? How can we avoid upholding practices and discourses that hinder it? (A Foucauldian question.) What role does the pursuit of truth itself play in hindering freedom? (Another Foucauldian question.)
Well, well...it's been awhile. Far too long. I have been busy at home with a new baby boy, and have completely let this blog go. Letting blogs die a quiet death is a common blogger experience, I think. But this one is not quite dead yet. I am back from maternity leave, and though much of this summer will be spent working on research, I plan to add some new posts on teaching here as well. Coming back to the classroom after a year without teaching is, I hope, going to be an interesting and refreshing experience. I am excited to start up again, and catch up on the world of pedagogy blogging, in philosophy and other subjects.
My research this summer will focus on a paper about Michel Foucault's views of the political role of intellectuals. This, actually, is relevant to teaching philosophy: part of what I am thinking about in that paper is what philosophers might do to "educate" their audience, to bring about social and political change, to be active citizens in their own communities. So I will be posting a bit about that, as well as about my thoughts on preparing for my upcoming courses.
De raad is van mening dat nu het juiste moment is aangebroken om het gebruik en ontwikkelen van open leermiddelen – op nationale schaal – een impuls te geven. De bereidheid van docenten en leraren om gebruik te maken van de innovatieve mogelijkheden van ict neemt toe.
openheid op meerdere niveaus; de organisatie, het leerproces, de werkwijze, de inhoud, instrumenten, infrastructuur en randvoorwaarden voor leren in een open onderwijssituatie.
Kortom, we zien dat openheid als principe of werkwijze steeds meer haar weg naar domeinen als de kunsten, mediaproductie en -distributie, wetenschap en educatie weet te vinden.
Kijk eens bij de Digitale Pioniers of er een projectmogelijkheid is. Vanaf maandag 8 september is ronde 16 van de regeling beschikbaar.
En el marco del Programa AVANZA hacia el EEES de la Universidad de Las Palmas de Gran Canaria, el Vicerrectorado de Ordenación Académica y Espacio Europeo de Educación Superior, ha organizado las I Jornadas Internacionales de Enseñanza Virtual y Teleformación ULPGC.
