Contribution-oriented pedagogy: Difference between revisions
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The concept is also known under other names, e.g. {{quotation|A Contributing Student Pedagogy (CSP) is a pedagogy that encourages students to contribute to the learning of others and to value the contributions of others. }} (Hamer et al. 2008). <ref name="hamer2008">Hamer, J., Sheard, J., Cutts, Q., Jackova, J., Luxton-Reilly, A., McCartney, R., … Sanders, K. (2008). Contributing student pedagogy. ACM SIGCSE Bulletin, 40(4), 194. https://doi.org/10.1145/1473195.1473242 </ref> | |||
See also: | See also: | ||
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* [[Connectivism]] | * [[Connectivism]] | ||
== Benefits == | |||
Hamer et al. (2008) <ref name="hamer2008"/>, in their literature review, conclude that contributing Student Pedagogies are attractive for a variety of complementary reasons: | |||
* adaptivity to the diversity of learner needs and abilities, | |||
* requiring deep learning and interaction with course material in a variety of ways — selecting, filtering, creating, presenting, reviewing, responding to feedback, etc. | |||
* shifting of power relations to more closely mirror those practiced in the computing industry and in research. | |||
* encouragement of independent learning, to develop self-monitoring and control | |||
* engagement in social interaction to develop social skills, | |||
* valuing contributions to counteract the feeling of being passive recipient in education. | |||
== Bibliography == | == Bibliography == | ||
=== Cited with footnotes === | |||
<references/> | |||
=== Other === | |||
Revision as of 20:07, 25 February 2019
Introduction
The concept is also known under other names, e.g. “A Contributing Student Pedagogy (CSP) is a pedagogy that encourages students to contribute to the learning of others and to value the contributions of others.” (Hamer et al. 2008). [1]
See also:
- contribution-oriented pedagogy
- Community of practice
- Community of learning
- Knowledge-building community model
- Connectivism
Benefits
Hamer et al. (2008) [1], in their literature review, conclude that contributing Student Pedagogies are attractive for a variety of complementary reasons:
- adaptivity to the diversity of learner needs and abilities,
- requiring deep learning and interaction with course material in a variety of ways — selecting, filtering, creating, presenting, reviewing, responding to feedback, etc.
- shifting of power relations to more closely mirror those practiced in the computing industry and in research.
- encouragement of independent learning, to develop self-monitoring and control
- engagement in social interaction to develop social skills,
- valuing contributions to counteract the feeling of being passive recipient in education.
Bibliography
Cited with footnotes
- ↑ 1.0 1.1 Hamer, J., Sheard, J., Cutts, Q., Jackova, J., Luxton-Reilly, A., McCartney, R., … Sanders, K. (2008). Contributing student pedagogy. ACM SIGCSE Bulletin, 40(4), 194. https://doi.org/10.1145/1473195.1473242