Difference between revisions of "Production 1 Response"
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| + | Relating Indigenous Learning Systems with Modern Systems | ||
| + | Different regions have different learning systems. These learning systems are quite often based on the culture of the natives or rather the indigenous people. Thus, in the case a new, or rather a different learning system is introduced, there is usually a conflict that arises. As such, it is imperative that the new and the traditional systems of learning are merged within elements that can bring harmony in learning. | ||
| + | The need to incorporate these two systems of learning is highlighted by the two articles. In the first article, Indigenous Knowledges and the Story of the Bean, the authours, Brayboy and Maughn, highlight the various issues students hold against Western systems implemented in Indigenous teacher preparation programs. For instance, the staff and faculty in this case, were using an approach that was performative rather than relational, which was the way of the indigenous pre-service teachers. The authors use the story of the bean to illustrate their arguments. | ||
| + | In the second article, Complexity Pedagogy and e-Learning: Emergence in Relational Networks, the authors advocate for the need to develop new pedagogies and e-learning platforms for engaging students to encourage innovation that is consistent with the new requirements for education in the 21st century. The authors outline a new teaching-learning platform inspired by complexity pedagogy, which they situate through the story of Daagu, strategically placing e-learning platform within complexity thinking and extant curricular theory. The authors describe the complexity e-learning platform that disrupts traditional e-learning approaches by focusing on patterns of relating, diversity, conversation, reflection, and emergence among groups of learners. | ||
| + | There is a need to improve learning systems for students, but this is only possible by considering the indigenous/traditional learning systems in implementing the necessary changes. The two articles note the importance of appreciating this diversity and try to make their arguments through indigenous stories that reflect just how significant they are. | ||
| + | In my opinion, innovation has been with the human race since the beginning, the only difference is the level of technology. Still, there is so much to learn from the old years’ intellectuals and innovators, such Albert Einstein, Chinua Achebe, and the likes | ||
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| + | REFERENCE | ||
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| + | Brayboy & Maughan (2009). Indigenous Knowledge and the Story of the Bean, Harvard Educational Review, 79(1) Mitchell, G., et al (2016). DAAGU: Complexity Pedagogy and e-Learning: Emergence in Relational Networks, International Research in Higher Education Vol. 1, No. 1; 2016 | ||
Latest revision as of 05:45, 17 April 2020
Relating Indigenous Learning Systems with Modern Systems
Different regions have different learning systems. These learning systems are quite often based on the culture of the natives or rather the indigenous people. Thus, in the case a new, or rather a different learning system is introduced, there is usually a conflict that arises. As such, it is imperative that the new and the traditional systems of learning are merged within elements that can bring harmony in learning. The need to incorporate these two systems of learning is highlighted by the two articles. In the first article, Indigenous Knowledges and the Story of the Bean, the authours, Brayboy and Maughn, highlight the various issues students hold against Western systems implemented in Indigenous teacher preparation programs. For instance, the staff and faculty in this case, were using an approach that was performative rather than relational, which was the way of the indigenous pre-service teachers. The authors use the story of the bean to illustrate their arguments. In the second article, Complexity Pedagogy and e-Learning: Emergence in Relational Networks, the authors advocate for the need to develop new pedagogies and e-learning platforms for engaging students to encourage innovation that is consistent with the new requirements for education in the 21st century. The authors outline a new teaching-learning platform inspired by complexity pedagogy, which they situate through the story of Daagu, strategically placing e-learning platform within complexity thinking and extant curricular theory. The authors describe the complexity e-learning platform that disrupts traditional e-learning approaches by focusing on patterns of relating, diversity, conversation, reflection, and emergence among groups of learners. There is a need to improve learning systems for students, but this is only possible by considering the indigenous/traditional learning systems in implementing the necessary changes. The two articles note the importance of appreciating this diversity and try to make their arguments through indigenous stories that reflect just how significant they are. In my opinion, innovation has been with the human race since the beginning, the only difference is the level of technology. Still, there is so much to learn from the old years’ intellectuals and innovators, such Albert Einstein, Chinua Achebe, and the likes
REFERENCE
Brayboy & Maughan (2009). Indigenous Knowledge and the Story of the Bean, Harvard Educational Review, 79(1) Mitchell, G., et al (2016). DAAGU: Complexity Pedagogy and e-Learning: Emergence in Relational Networks, International Research in Higher Education Vol. 1, No. 1; 2016
