pedagogy · Philosophy of Education

On experimental cognitive science: dropping discursive bombs on education

I’ve been blogging recently about the discourse generated by cognitive load theory. In this one, I want to discuss research associated with cognitive load theory, which spans the fields of psychology and cognitive science but concerns educational practice. Again, I am going to reference a blog by Greg Ashman, entitled Anarchic minds, and refer to a… Continue reading On experimental cognitive science: dropping discursive bombs on education

Ed-Tech · pedagogy · Philosophy of Education

On the Unreal: VR and embodied embedded social cognition

I wrote previously about disruptive technologies and their impact on education. In this blog, I consider how content delivery technologies like Virtual Reality (VR) and Gamification will transform the role of the classroom practitioner. Aptly named game design companies like Unreal, the publisher of titles like Fortnite, ARK: Survival Evolved, Tekken 7 and Kingdom Hearts III… Continue reading On the Unreal: VR and embodied embedded social cognition

pedagogy · Philosophy of Education · Policy

PISA on Michaela: the politics of teacher-directed versus enquiry-based instructional design

Andreas Schleicher, a statistician and researcher in the field of education, is the Division Head and coordinator of the OECD Programme for International Student Assessment (PISA) and the OECD Indicators of Education Systems programme. He recently made a visit to Michaela Community School, which you can read about in a blog entitled “where working hard… Continue reading PISA on Michaela: the politics of teacher-directed versus enquiry-based instructional design

pedagogy · Philosophy of Education

Design Thinking for Teachers 2.0: designing learning experiences for the storytelling animal

In my last blog, I introduced the concept of Design Thinking. I argued, that more organisations than ever are taking a human-centric approach to evolving their existing practices and generating new ideas. I worry education is falling behind. In this blog, I want to formalise the design process by outlining a Design Thinking model. As Ruth points out, Design Thinking is… Continue reading Design Thinking for Teachers 2.0: designing learning experiences for the storytelling animal

pedagogy · Philosophy of Education · Policy

Design Thinking for Teachers 1.0: centring the learning experience

In earlier blogs, I describe educational learning as a series of designed learning experiences.  In this blog, I want to focus on the issue of Design Thinking.  As with previous blogs, Ruth Swailes provides concrete examples. Originally conceptualised to address physical objects designers increasingly apply Design Thinking to complex interactions like customer experiences. In an educational context,… Continue reading Design Thinking for Teachers 1.0: centring the learning experience

Blog · Ofsted · Philosophy of Education · Uncategorized

On education and the influence of Cognitive Psychology: can you learn 1 + 1 = 3?

In this blog, I want to consider a Twitter debate on the nature of learning. I was surprised to learn that many educationalists believe you can learn untrue truth propositions. Education has long struggled to define learning but a relativist perspective has emerged due to the increasing influence of  Cognitive Psychology. Vygotsky, Bruner, James and Dewey have been… Continue reading On education and the influence of Cognitive Psychology: can you learn 1 + 1 = 3?

pedagogy · Philosophy of Education

On extreme instructivism and the social construction of evidence

I was struck by Lorraine Hammond’s recent piece for The Conversation, favourably comparing explicit instruction with inquiry learning. Hammond describes inquiry as “based on a theory of learning called constructivism” and: (…) a type of learning where, before students are shown the essential information, they are asked to practise a task, and then discover and construct some or all of the essential… Continue reading On extreme instructivism and the social construction of evidence