Here, I suggest that we (anti-big-data-scholars) should stop simply rejecting the concept of data. Instead, we should use our long training in pedagogy and teaching and our knowledge of interpretive and inductive/emergent methods of analysis to create better literacies about what data can mean.
In this post, Dr. Margie Borschke riffs on the question of “Can you turn your process into product?”, a question she uses to provoke journalism students to extend their imagination about what counts.
This blogpost focuses on the methodological challenges of studying the dynamics of technologically and computationally mediated publics, especially regarding young people’s experiences.
Open-ended education emerges when we combine play with serious challenges. This idea is more gameful than gamification.
We asked two of the professors, Annette Markham and Sarah Pink, to talk about the design strategies they used to build such a challenging, creative, and fun learning environment. In this video clip, Sarah Pink talks about the value of developing pedagogical models that highlight collaboration and co-creation.
Open-ended education for 21st century learning is the coming together of open-ended technology, open-ended projects, and open-ended institutions in ways that foster and promote future education for citizenship in society.
How might we create third spaces as a pedagogy in higher education? In this strand of our research, we think about how we can build new participatory models whereby co-learners become playful designers of their own ‘education in the making.’ In this talk at Oxford Ethnography and Education Conference (2015) I presented some of our research approaches. …
