vtxfmvrybhu kyclovto cfolfwiobu xawmrogu …

Different, but interesting.

What I understood from Will’s post is that what we might have to (should ;->) give up has more to do with pedagogy than with specific pursuits. In other words, we as educators might need to give up some measure of control over the learning environments in which we place ourselves. For example, we may have to give up the practice of deconstructing and compartmentalizing otherwise natural learn processes and allow “passion-based learning” to run longer than 50 minutes. Or, hey, let’s really give something up and let students determine what they’re passionate about, when they’ll study it, with whom, and for how long!

I hear Will grappling with how to rekindle the passion for learning in our youngsters, and how to replace the drudgery of school with excited curiosity and inquiry. I see “logging on” as a means to that end and not something that necessarily replaces other “passions.” I wonder, how many passions do we give up whilst whithering away in isolated, teacher-centered classrooms, hour after hour, year after year?

Les cyberportfolios d’Opossum Le groupe des institutions utilisant nos fermes de blogues se trouve à la fin de ce billet décrivant l’outil des cyberportfolios d’Opossum. Des conversations dans lesquelles je suis engag&ea…