190094 SE Education - Alterity - Cultur(alism) (2016S)
Locations of Learning: Between the Formal, the Informal, and Beyond
Continuous assessment of course work
Labels
Unterrichtssprache: Englisch
Registration/Deregistration
Note: The time of your registration within the registration period has no effect on the allocation of places (no first come, first served).
- Registration is open from Mo 01.02.2016 09:00 to Mo 22.02.2016 09:00
- Registration is open from We 24.02.2016 09:00 to Mo 29.02.2016 14:00
- Deregistration possible until Mo 21.03.2016 09:00
Details
max. 25 participants
Language: English
Lecturers
Classes (iCal) - next class is marked with N
Friday
24.06.
15:00 - 18:15
Medien-und Methodenlabor Sensengasse 3a 2.OG
Saturday
25.06.
09:45 - 18:15
Medien-und Methodenlabor Sensengasse 3a 2.OG
Monday
27.06.
09:45 - 18:15
Medien-und Methodenlabor Sensengasse 3a 2.OG
Tuesday
28.06.
09:45 - 13:00
Medien-und Methodenlabor Sensengasse 3a 2.OG
Information
Aims, contents and method of the course
The OECD identifies three forms of learning the formal, the non-formal, and the informal. Yet, traditionally, learning is attached to institutional settings. Learning happens in/to humans everywhere by the mere fact of being alive. The course charts in a variety of theoretical perspectives what can be regarded as a transformation in educational thinking. It shines light on teaching and learning activities and perspectives which are normally in the periphery of the study of the field of education in general. All in all, the course introduces students to a critical understanding of the principles and practice of fostering learning and development while trying to overcome the unnecessary formal informal educational divide.In general to encourage intellectual growth and critical perspectives in participating students, more in particular afford students the opportunity to critically consider basic paradigmatic educational assumptions as these relate to their understanding learning with an emphasis on perspectives evolving within the ontological turn.
Assessment and permitted materials
All participants will be required to make an oral presentation during the course and submit a final written assignment (10-15 typed double spaced).
Minimum requirements and assessment criteria
Examination topics
Given the concentrated nature of the summer course a variety of educational approaches will be adopted. Frontal presentation (supported by PP), close reading of texts, workshop settings, and group discussions.
Reading list
Provisional list of readingsBekerman, Z., Burbules, N. C., & Silberman-Keller, D. (2006). Learning in places : the informal education reader. New York: P. Lang.
Bekerman, Z., & Silberman-Keller, D. (2004). Non-formal pedagogy: Epistemology, rhetoric and practice. Education and Society, 22(1), 45.
Harper, D. (1987). Working Knowledge: Skill and community in a small shop. Berkeley: University of California Press.
Lave, J. (1996). Teaching as learning in practice. Mind, Culture, and Activity, 3(3), 149-164.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripherial participation. New York: Cambridge University Press.
McDermott, R. (1993). The adquisition of a child by a learning disability. In S. Chaiklin & J. Lave (Eds.), Understanding practice (pp. 269-306). Cambridge: Cambridge University Press.
Ranciere, J. (1991). The ignorant schoolmaster: Five lessons in intelectual emancipation (K. Ross, Trans.). Stanford: Stanford University Press.
Wenger, E. (1998). Communities of Practice: Learning , Meaning, and Identity. Cambridge: Cambridge University Press.
Wenger, E. (2009). A social theory of learning. In K. Illeris (Ed.), Contemporary theories of learning (pp. 209-218). London and New York: Routledge.
Bekerman, Z., & Silberman-Keller, D. (2004). Non-formal pedagogy: Epistemology, rhetoric and practice. Education and Society, 22(1), 45.
Harper, D. (1987). Working Knowledge: Skill and community in a small shop. Berkeley: University of California Press.
Lave, J. (1996). Teaching as learning in practice. Mind, Culture, and Activity, 3(3), 149-164.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripherial participation. New York: Cambridge University Press.
McDermott, R. (1993). The adquisition of a child by a learning disability. In S. Chaiklin & J. Lave (Eds.), Understanding practice (pp. 269-306). Cambridge: Cambridge University Press.
Ranciere, J. (1991). The ignorant schoolmaster: Five lessons in intelectual emancipation (K. Ross, Trans.). Stanford: Stanford University Press.
Wenger, E. (1998). Communities of Practice: Learning , Meaning, and Identity. Cambridge: Cambridge University Press.
Wenger, E. (2009). A social theory of learning. In K. Illeris (Ed.), Contemporary theories of learning (pp. 209-218). London and New York: Routledge.
Association in the course directory
WM-M12
Last modified: Mo 07.09.2020 15:37