The Ivory Workshop: Where the messy bits of scholarship live

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EDER 778.01

The Trouble with Learning/Knowledge Transfer

Hammer, Elby, Scherr, and Redish (2005) discuss the difficulties in using the term transfer to describe students application of learning from one context to another. Primarily, transfer assumes a unitary view of knowledge that can be cleanly extracted in one… Continue Reading →

What Does Learning/Knowledge Transfer Actually Mean?

diSessa (2001) provides an overview of phenomenological primitives (p-prims). Interestingly, he comments that even when people disprove their p-prims, they often try to force the p-prims compliance with the situation. He uses the example of the vacuum cleaner going up… Continue Reading →

Us and Everything Else: Together Forever

At the forefront, Pickering (1995) seeks “a real-time understanding of practice” (p. 3). The chapter puts forth a notion to consider both material agency and human agency to understand practice. He cites the Sociology of Scientific Knowledge (SSK) as an… Continue Reading →

The Rabbit Hole of Human Action

Wertsch (1998) provides a framework to conduct social cultural analysis regarding mental functioning. First and foremost, he stresses the importance of context when doing any sort of analysis. He argues much of existing scholarship has a long history of segregation… Continue Reading →

What’s our vernacular and what does it mean for us as Learning Scientists?

Lee (2001) deconstructs a process of scaffolding literary analysis process among a group of students described as underachieving African Americans. Central to her approach was the use of a Cultural Modelling Project, where she took great care in aligning class… Continue Reading →

What is intuition and why should we care?

This post is part of a weekly reflection requirement for a graduate level introductory course of the historical and philosophical foundations of the Learning Sciences. As such, it may seem a bit out of place without the context of the… Continue Reading →

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