Proceedings of the 1st International Scientific Conference - Sinteza 2014, 2014
This paper is about one of those complex and disputed concepts that live in the educational ecosy... more This paper is about one of those complex and disputed concepts that live in the educational ecosystem: 'Personal Learning Environment' (PLE) and its application and manifestations in Mathematics Education. Although PLE is an expansive concept, that is, it is under construction and generates an ongoing discussion; there are some things we can say more definitely about it. I am going to explore different approaches to concept formation as evident in mathematics education. I will therefore describe significant features a PLE should have as being creative and experiential; open and reflective and; connective and social some important ones. I will also survey the existing PLEs in online mathematics education and expose how I intend to design a mathematics course that will use history of mathematics as a cultural context and how this will promote the use of personal learning environments as a means to learn mathematics for young students. The questions my talk will expose arise as part of my own struggle looking for theoretical anchors to define this complex and unstable construct-PLE, and its role in Mathematics Education.
RESUMEN El objetivo de este artículo es presentar los principales hallazgos de la primera de dos ... more RESUMEN El objetivo de este artículo es presentar los principales hallazgos de la primera de dos fases de un proyecto de investigación que analiza cómo se puede ayudar a los estudiantes de grado a implicarse de una manera significativa con la alfabetización digital dentro de un contexto caracterizado por una rica cultura de investigación. Según mi hipótesis, al (re)diseñar y poner en práctica su entorno personal de aprendizaje con el apoyo disponible en un espacio de bajo riesgo, los estudiantes gozarán de una auténtica experiencia de aprendizaje mediante la que podrán desplegar destrezas digitales, utilizar conocimientos y desarrollar una mentalidad exploratoria, mejorando así sus competencias y capacidades digitales. Veinte estudiantes de grado fueron invitados a formar parte de un grupo focal diseñado desde el planteamiento Visitor & Resident (Visitante y Residente) para explorar y reflexionar acerca de sus prácticas digitales actuales. Los resultados preliminares muestran una es...
Innovations in Higher Education Teaching and Learning
In this chapter, we provide a critical exploration of the concept of lurking in online learning s... more In this chapter, we provide a critical exploration of the concept of lurking in online learning spaces through a phenomenological inquiry. We begin from a position that lurking is often misunderstood-or perhaps not understood-in education, and that the term itself is quite problematic, as it is typically applied to a disparate range of behaviors by those who perceive them as problematic. We then propose three heuristic lenses to make sense of lurking behaviors: lurking as troublesome, lurking as ordinary practice, and lurking as political. These lenses demonstrate that lurking behaviors not only stem from a range of different motivations but are also situated in a variety of contexts, that is, lurking is personal and contextual. Our aim is not to define or redefine lurking for readers but to provide a critical analysis of what digital silence might mean for our students based on our contextual experience and in the light of critical literature. We invite readers to be part of the reflexive analysis by considering what lurking might mean in their own teaching contexts. citation: Kuhn H., C., Havemann, L., Koseoglu, S., & Bozkurt, A. (2021). Three lenses on lurking: Making sense of digital silence. In J. Hoffman & P. Blessinger (Eds.), International perspectives in online instruction (p. 83-93). Emerald Publishing Limited. https://doi.org/10.1108/S2055-364120210000040006 ISBN: 978-1-80043-673-2, eISBN: 978-1-80043-672-5
Description Session Description The group presenting this session was formed through a serendipit... more Description Session Description The group presenting this session was formed through a serendipitous participation in a ‘slow chat’ (#HEdigID) on the topic of OEP. The chat went on long beyond its official end, and we realized that the #HEdigID network was larger than we had observed. It included ‘invisible’ participants who were simply listening, or tuning in once in a while. We began to discuss the practice of ‘lurking’ and the idea of ‘the lurker’. The group conversation which followed revealed some of the complexities of lurking behaviours. What (or who) is a “lurker”? Do we need to rethink what participation means? Why some learners are visible, and others less visible or maybe invisible, remaining on the margins of online and networked learning? Do we need to recenter participation in open spaces – to bring in those who appear to choose to stay on the periphery? It seems there is a need to turn a critical lens onto our assumptions, and think about how ‘privileging the visible’...
The goal of this paper is to present the primary findings of the first of two phases of a researc... more The goal of this paper is to present the primary findings of the first of two phases of a research project that looks at how can undergraduates be supported to engage meaningfully with digital literacies in a rich-research context. My hypothesis is that stu-dents in the act of (re)-designing and implementing their personal learning environment with available support in a low risk space, will have an authentic learning experience whereby they will deploy digital skills, use knowledge and develop an explorative mind-set hence, improve their digital competences and capabil-ity. Twenty undergraduates where invited to a focus group de-signed with the Visitor and Resident approach to explore and reflect upon their current digital practice. Preliminary findings show scarcity of digital tools in the institutional-resident quadrant. Overall students manifest their reluctance to engage with differ-ent web-based tools to mediate learning because they don’t want to risk their grades and also be...
The main purpose of this piece of work is to reflect upon the outcomes of a co-lead workshop I pa... more The main purpose of this piece of work is to reflect upon the outcomes of a co-lead workshop I participated in the 7 th European Summer University in Copenhagen 2014 for the History and Epistemology in Mathematics Education and reorient my pedagogical ideas in relation to the use of historical material for the teaching of the tangent line problem. The aim of the workshop was on the one hand to present the theoretical underpinnings of a digital tool E-DynamicSpace, a personal learning environment, envisioned for webbing the tangent line problem and orchestrating the learning experience and, on the other hand, to gather feedback about what kind of historical material could be suited to use in this experience. I use troublesome knowledge and webbing as my theoretical lens to explain how learners construct meaning by actions on-what I have called-'digested enough' historical sources and, relationships amongst different resources prepared for the learning experience.
The main purpose of this piece of work was to reflect upon the outcomes of a co-lead workshop I p... more The main purpose of this piece of work was to reflect upon the outcomes of a co-lead workshop I participated in the 7 th European Summer University in Copenhagen in July 2015 for the History and Epistemology in Mathematics Education. The outcome of this workshop is a reorientation of my pedagogical ideas in relation to the use of historical material for the teaching of the tangent line problem. The aim of the workshop was on the one hand to present the theoretical underpinnings of a digital tool E-DynamicSpace, a personal learning environment, I envisioned for webbing the tangent line problem and orchestrating the learning experience and, on the other hand, to gather feedback about what kind of historical material could be suited to use in this experience. I use troublesome knowledge and webbing as my theoretical lens to explain how learners construct meaning by actions on-what I have called-'digested enough' historical sources and, relationships amongst different resources prepared for the learning experience.
Proceedings of the 1st International Scientific Conference - Sinteza 2014, 2014
This paper is about one of those complex and disputed concepts that live in the educational ecosy... more This paper is about one of those complex and disputed concepts that live in the educational ecosystem: 'Personal Learning Environment' (PLE) and its application and manifestations in Mathematics Education. Although PLE is an expansive concept, that is, it is under construction and generates an ongoing discussion; there are some things we can say more definitely about it. I am going to explore different approaches to concept formation as evident in mathematics education. I will therefore describe significant features a PLE should have as being creative and experiential; open and reflective and; connective and social some important ones. I will also survey the existing PLEs in online mathematics education and expose how I intend to design a mathematics course that will use history of mathematics as a cultural context and how this will promote the use of personal learning environments as a means to learn mathematics for young students. The questions my talk will expose arise as part of my own struggle looking for theoretical anchors to define this complex and unstable construct-PLE, and its role in Mathematics Education.
RESUMEN El objetivo de este artículo es presentar los principales hallazgos de la primera de dos ... more RESUMEN El objetivo de este artículo es presentar los principales hallazgos de la primera de dos fases de un proyecto de investigación que analiza cómo se puede ayudar a los estudiantes de grado a implicarse de una manera significativa con la alfabetización digital dentro de un contexto caracterizado por una rica cultura de investigación. Según mi hipótesis, al (re)diseñar y poner en práctica su entorno personal de aprendizaje con el apoyo disponible en un espacio de bajo riesgo, los estudiantes gozarán de una auténtica experiencia de aprendizaje mediante la que podrán desplegar destrezas digitales, utilizar conocimientos y desarrollar una mentalidad exploratoria, mejorando así sus competencias y capacidades digitales. Veinte estudiantes de grado fueron invitados a formar parte de un grupo focal diseñado desde el planteamiento Visitor & Resident (Visitante y Residente) para explorar y reflexionar acerca de sus prácticas digitales actuales. Los resultados preliminares muestran una es...
Innovations in Higher Education Teaching and Learning
In this chapter, we provide a critical exploration of the concept of lurking in online learning s... more In this chapter, we provide a critical exploration of the concept of lurking in online learning spaces through a phenomenological inquiry. We begin from a position that lurking is often misunderstood-or perhaps not understood-in education, and that the term itself is quite problematic, as it is typically applied to a disparate range of behaviors by those who perceive them as problematic. We then propose three heuristic lenses to make sense of lurking behaviors: lurking as troublesome, lurking as ordinary practice, and lurking as political. These lenses demonstrate that lurking behaviors not only stem from a range of different motivations but are also situated in a variety of contexts, that is, lurking is personal and contextual. Our aim is not to define or redefine lurking for readers but to provide a critical analysis of what digital silence might mean for our students based on our contextual experience and in the light of critical literature. We invite readers to be part of the reflexive analysis by considering what lurking might mean in their own teaching contexts. citation: Kuhn H., C., Havemann, L., Koseoglu, S., & Bozkurt, A. (2021). Three lenses on lurking: Making sense of digital silence. In J. Hoffman & P. Blessinger (Eds.), International perspectives in online instruction (p. 83-93). Emerald Publishing Limited. https://doi.org/10.1108/S2055-364120210000040006 ISBN: 978-1-80043-673-2, eISBN: 978-1-80043-672-5
Description Session Description The group presenting this session was formed through a serendipit... more Description Session Description The group presenting this session was formed through a serendipitous participation in a ‘slow chat’ (#HEdigID) on the topic of OEP. The chat went on long beyond its official end, and we realized that the #HEdigID network was larger than we had observed. It included ‘invisible’ participants who were simply listening, or tuning in once in a while. We began to discuss the practice of ‘lurking’ and the idea of ‘the lurker’. The group conversation which followed revealed some of the complexities of lurking behaviours. What (or who) is a “lurker”? Do we need to rethink what participation means? Why some learners are visible, and others less visible or maybe invisible, remaining on the margins of online and networked learning? Do we need to recenter participation in open spaces – to bring in those who appear to choose to stay on the periphery? It seems there is a need to turn a critical lens onto our assumptions, and think about how ‘privileging the visible’...
The goal of this paper is to present the primary findings of the first of two phases of a researc... more The goal of this paper is to present the primary findings of the first of two phases of a research project that looks at how can undergraduates be supported to engage meaningfully with digital literacies in a rich-research context. My hypothesis is that stu-dents in the act of (re)-designing and implementing their personal learning environment with available support in a low risk space, will have an authentic learning experience whereby they will deploy digital skills, use knowledge and develop an explorative mind-set hence, improve their digital competences and capabil-ity. Twenty undergraduates where invited to a focus group de-signed with the Visitor and Resident approach to explore and reflect upon their current digital practice. Preliminary findings show scarcity of digital tools in the institutional-resident quadrant. Overall students manifest their reluctance to engage with differ-ent web-based tools to mediate learning because they don’t want to risk their grades and also be...
The main purpose of this piece of work is to reflect upon the outcomes of a co-lead workshop I pa... more The main purpose of this piece of work is to reflect upon the outcomes of a co-lead workshop I participated in the 7 th European Summer University in Copenhagen 2014 for the History and Epistemology in Mathematics Education and reorient my pedagogical ideas in relation to the use of historical material for the teaching of the tangent line problem. The aim of the workshop was on the one hand to present the theoretical underpinnings of a digital tool E-DynamicSpace, a personal learning environment, envisioned for webbing the tangent line problem and orchestrating the learning experience and, on the other hand, to gather feedback about what kind of historical material could be suited to use in this experience. I use troublesome knowledge and webbing as my theoretical lens to explain how learners construct meaning by actions on-what I have called-'digested enough' historical sources and, relationships amongst different resources prepared for the learning experience.
The main purpose of this piece of work was to reflect upon the outcomes of a co-lead workshop I p... more The main purpose of this piece of work was to reflect upon the outcomes of a co-lead workshop I participated in the 7 th European Summer University in Copenhagen in July 2015 for the History and Epistemology in Mathematics Education. The outcome of this workshop is a reorientation of my pedagogical ideas in relation to the use of historical material for the teaching of the tangent line problem. The aim of the workshop was on the one hand to present the theoretical underpinnings of a digital tool E-DynamicSpace, a personal learning environment, I envisioned for webbing the tangent line problem and orchestrating the learning experience and, on the other hand, to gather feedback about what kind of historical material could be suited to use in this experience. I use troublesome knowledge and webbing as my theoretical lens to explain how learners construct meaning by actions on-what I have called-'digested enough' historical sources and, relationships amongst different resources prepared for the learning experience.
Uploads
Papers by Caroline Kuhn