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<div>I have found it characteristic, for example in Tony Wagner's "The Global Achievement Gap", for authors in educational reform to talk about what is wrong with our educational system. I am sure this is a common finding. </div><div><br></div><div>Trebor's comment, below, focuses on educational philosophies as we move into digital environments. I have watched education in Second Life take some steps towards new educational philosophy, for example in the Quest Atlantis project. However, the clarity in which the old educational philosophy is held onto is remarkable.</div><div><br></div><div>So what is this old philosophy? Is it reflected in Dewey and Darwin? I make the case that the current educational philosophy is almost 100% supply side in nature. We supply curriculum and we do this in a linear fashion. The results have been that children all to often reject these curriculums and develop experience outside of the classroom. The force of supply education is that we become consumers. </div><div><br></div><div>A demand side educational philosophy is defined in The Education Bridge, <a href="http://www.secondschool.net/bridge.pdf">www.secondschool.net/bridge.pdf</a> , as necessarily arising from the inner self. True natural complexity, and novelty create an induction. This is learning in the full sense. </div><div><br></div><div>"Demand pedagogy" is developed based on the learning methods of R L Moore, and applied to mathematics and computer science education. But the principles involved may be and are applied in constructivist practices. </div><div><br></div><div>Focus topic frameworks are used to give a common structure to an object of investigation, the curriculum. The frameworks assist teachers and students in creating clarity over those topics that the student is interested in, so individuals each learn different parts of the topics. The constructiivism is achieved with "blank paper test" where student compose from memory the topics that he or she is comfortable with. A selection process is balanced with demand for the inner self and supply form the framework. </div><div><br></div><div>Social networking tools are then used to unify the classes understanding over a common core set of topics. </div><div><br></div><div>Demand pedagogy is an alternative educational philosophy which we expect, and hope, to see emerging along with educational practice in immersive virtual worlds.</div><div><br></div><div>This alternative is opposed, and will be opposed, by the habits and cultural practices which we all commonly refer to as "educational philosophy". </div><div><br></div><div>Paul Prueitt</div><div>Northfield VT</div><div><br></div><div><br></div><br><div><div>On Apr 11, 2010, at 8:00 AM, <a href="mailto:idc-request@mailman.thing.net">idc-request@mailman.thing.net</a> wrote:</div><br class="Apple-interchange-newline"><blockquote type="cite"><p style="margin: 0.0px 0.0px 0.0px 0.0px"><font face="Helvetica" size="3" style="font: 12.0px Helvetica">Date: Sat, 10 Apr 2010 08:07:29 -0400</font></p> <p style="margin: 0.0px 0.0px 0.0px 0.0px"><font face="Helvetica" size="3" style="font: 12.0px Helvetica">From: Trebor Scholz <<a href="mailto:trebor@thing.net">trebor@thing.net</a>></font></p> <p style="margin: 0.0px 0.0px 0.0px 0.0px"><font face="Helvetica" size="3" style="font: 12.0px Helvetica">Subject: [iDC]<span class="Apple-converted-space"> </span>learning ecologies</font></p> <p style="margin: 0.0px 0.0px 0.0px 0.0px"><font face="Helvetica" size="3" style="font: 12.0px Helvetica">To: <a href="mailto:idc@mailman.thing.net">idc@mailman.thing.net</a></font></p> <p style="margin: 0.0px 0.0px 0.0px 0.0px"><font face="Helvetica" size="3" style="font: 12.0px Helvetica">Message-ID: <<a href="mailto:4BC06A01.9070400@thing.net">4BC06A01.9070400@thing.net</a>></font></p> <p style="margin: 0.0px 0.0px 0.0px 0.0px"><font face="Helvetica" size="3" style="font: 12.0px Helvetica">Content-Type: text/plain; charset=ISO-8859-1; format=flowed</font></p> <p style="margin: 0.0px 0.0px 0.0px 0.0px; font: 12.0px Helvetica; min-height: 14.0px"><br></p> <p style="margin: 0.0px 0.0px 0.0px 0.0px"><font face="Helvetica" size="3" style="font: 12.0px Helvetica">elana langer:</font></p> <p style="margin: 0.0px 0.0px 0.0px 0.0px; font: 12.0px Helvetica; min-height: 14.0px"><br></p> <blockquote type="cite"><p style="margin: 0.0px 0.0px 0.0px 10.0px"><font face="Helvetica" size="3" style="font: 12.0px Helvetica">Critics of technologies that range from radio to computers focus on</font></p> <p style="margin: 0.0px 0.0px 0.0px 10.0px"><font face="Helvetica" size="3" style="font: 12.0px Helvetica">analyzing the educational potential and uses of emerging technologies</font></p> <p style="margin: 0.0px 0.0px 0.0px 10.0px"><font face="Helvetica" size="3" style="font: 12.0px Helvetica">and not enough time focusing on the educational processes into which</font></p> <p style="margin: 0.0px 0.0px 0.0px 10.0px"><font face="Helvetica" size="3" style="font: 12.0px Helvetica">these technologies are embedded. As a result, the media produced be it</font></p> <p style="margin: 0.0px 0.0px 0.0px 10.0px"><font face="Helvetica" size="3" style="font: 12.0px Helvetica">filmstrip or CD-ROM reflect the limits of the educational philosophies</font></p> <p style="margin: 0.0px 0.0px 0.0px 10.0px"><font face="Helvetica" size="3" style="font: 12.0px Helvetica">rather than the limitations of the technology itself.</font></p> </blockquote></blockquote></div><br></body></html>