Ludic Pedagogy is a teaching philosophy that embraces the importance of fun, play, playfulness, and humor—without sacrificing academic or intellectual rigor.
Author: kiranjohny007@gmail.com
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Connectivism – Dr George Siemens
Great video by George Siemens on connectivism. He explains how his blogging practice led him to develop a very different relationship with other people and with knowledge than what he experienced when he was learning in a classroom.
To him the biggest difference was the way in which people are aware of one another while they’re learning and the way in which they connect and build and improve.
George Siemens @ TED
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Amazing Alicia Juarrero: Video Playlist
Philosophy, complexity, constraints, emergence
In this video, she talks about Context-sensitive constraints and Context-free constraints.
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Entrepreneurial spatial bricolage
This new paper co-authored by Steffen Korsgaard, Sabine Müller & Friederike Welter introduces a concept update building on bricolage idea of Ted Baker, Spatial bricolage, which is defined as “making do with the resources at hand in the immediate spatial context”.
Link to paper > It’s right nearby: how entrepreneurs use spatial bricolage to overcome resource constraints
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How Improvisation Changes the Brain
During improvisation, activity in the dorsolateral prefrontal cortex(DPC) decreased and the medial prefrontal cortex increased. The DPC is like your inner critic; it’s that voice in your head that says, “Don’t say that” or “What will happen if you’re wrong?”(Article)
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Those who teach can’t do.?
The central argument of this post(list of links) is that the best performers in a field might not be good coaches or mentors. On the other hand, people without stardom performance might become extraordinary mentors or coaches. This is not to generalize or to compartmentalize doer vs teacher/ doing vs teaching, etc., but to reiterate certain possibilities which are often ignored in popular high-performance domains, particularly the one with a higher level of complexity and uncertainty.
- People confuse the epistemology of a field(how experts develop new knowledge) with its pedagogy (how best to teach novices.)
- This Is The Real Reason The Best Athletes Usually Make The Worst Coaches
- The Best Players Rarely Make the Best Coaches
- Overthinking skilled motor performance: Or why those who teach can’t do
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Is exposure to inventors a precondition to becoming an inventor yourself
According to Innovation Historian Anton Howes, “Absent any exposure to inventors, people simply don’t become inventors. Knowing about invention as an activity is a necessary precondition to becoming an inventor yourself”
This compelling newsletter by Anton explores deep into the nature of innovation by using historical perspective.
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Finland education: Localism at best
In Finland national agencies act as Learning Partners to local systems, enabling local actors to find their own answers. The gov strategy is thus to promote and enable local learning.
In my opinion Localism and designing for local emergence is a very powerful way to fight what Charlie Munger calls “Man with hammer syndrome(he sees only the nails)”,and(or) one size fits all perspectives. It is also an inbuilt mechanism to fight certainty merchants, particularly those with ideas which reduce evolvability of thinking and future optionalities.
Most education research communities are self-aggrandizing clusters of eco-chambers. Nobody care for what other groups are doing. I think localism and allowing local agents to come up with their own solution will enable emergence of more ideas and diversity in long run.
Article Link Here
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Contesting effectuation theory: Paper by John Kitching & Julia Rouse
The authors of the paper “Contesting effectuation theory: Why it does not explain new venture creation” argues that effectuation perspective reduces the process of venture creation to a individual decision-making logic, ignoring social-structural and cultural contexts on venture creation.
The paper also concludes that effectuation implicitly assumes nascent entrepreneurs of having excessive powers of agency.