This episode we answer the bloody stupid question – Why does Obi-Wan Kenobi lie to children?
To answer that we’ll be looking in to some cool behind the scenes Star Wars guff, and Ian Stewart’s fabulous label for the technical porkers used in teaching. Is Star Wars a bottomless pedagogic analogy well? You betcha.
If you’d like to lift our X-Wings out of a pond then feel free to let us know via twitter @pedagodzilla and @markchilds
This week we answer the question: ‘How can Lois Lane use good web writing principles to teach Metropolis Superman’s secret identity?’
To answer these we’ve called in hard bitten, soft voiced, mercenary for hire Paul Hoffman – who’ll be deploying the kryptonite of years of editorial experience to the fragile kryptonian flesh of Mike and Mark’s ignorance. Also big thanks to Katharine Reedy for stepping in at the last minute to do the opening article for the episode!
If you fancy blackmailing us before exposing our secret identities to the world then feel free to get in touch via twitter @pedagodzilla and @markchilds
This week we answer the bloody stupid question, ‘What is Ghost in the Shell’s Major problem with Technology Enhanced Learning?’.
And boy oh boy do we try and answer it. Our sleep deprived brains use Sian Bayne’s excellent paper ‘What the matter with Technology Enhanced Learning’ to try and hamfistedly smash these two seemingly disparate entities in to one another. Did we just want to talk about Ghost in the Shell? Did we come up with the pun before the actual question? We may never know.
If you’d like to give us the abuse we may or may not richly deserve for misinterpreting humanism, post humanism, post structuralism or post boxershorts then feel free to get in touch via twitter @pedagodzilla and @markchilds
This week Mike is joined by Liz Ellis as we look at Critical Digital Pedagogy through the lens of Starfleet, the Prime Directive, and the best (insert hate mail here) series of Star Trek.
Is Critical pedagogy a massive subject in itself? Would it have been more sensible to do a separate episode on that first and then the ‘digital’ bit as a followup? Did we forget to actually be critical of critical digital pedagogy? Yes, yes and yes.
Apols if the audio is a bit weird for this one. Editing software changed halfway through the edit on this, and still getting the hang of the new one!
If you enjoy it, or want to tell us how wrong we are about everything, you can get in touch @pedagodzilla on the twitters. Or send a subspace communication using space magic.
This week we take a look at the continent (yes continent, I swear it will all make sense eventually) of Situated Learning, through the lens of 1987’s best film about aliens hunting Arnold Schwarzenegger – Predator.
We also discover that the studio is on fire, and that Mark’s caffeine tolerance is impressive but not unlimited.
This is another one of our trunk episodes sans branches, as it turns out there’s a whole heck of a lot going on in it! We’ll fill in those branches in time with stick and leaves and other wobbly metaphors.
If you enjoy it, or want to tell us how wrong we are about everything, you can get in touch @pedagodzilla on the twitters. We haven’t bitten anyone for days.
You can pick up Mark’s book, Making Sense of Space: The Design and Experience of Virtual Spaces as a Tool for Communication at https://www.amazon.co.uk/Making-Sense-Space-Communication-Professional-ebook/dp/B00M3Z1GMG/
This episode we take a look at the Experiential Learning model, through the lens of The Matrix.
It’s my new favorite learning model (simple, helix, practical) combined with one of the best films ever made (because Keanu Reeves), and to really ice the cake we finally sorted out the show format. Break down the question, answer it, bosh.
If you enjoy it, or want to tell us how wrong we are about everything, you can get in touch @pedagodzilla on the twitters.
This week, Mike and Mark look at constructive alignment through the lens of Professor Remus Lupin’s marvelous defense against the dark arts curriculum. We also accidentally look at Meerkats, as it turns out they’re amazing teachers as well as being properly rock and roll.
This is going to be a bit of a trunk episode, so if you’d like to hear more about the main components then fret ye not! Smaller episodes on the individual bits are heading your way you lucky people.
This episode we answer the question – How does the Hitchhiker’s Guide to the Galaxy help Arthur Dent take a cognitive load off?
To do so, we’ll pick apart our understanding of the concept of cognitive load, give some really bad examples of it, and then bang it against Douglas Adam’s accidental masterpiece until the microphone runs out of battery.
We’ll also give you the full definition of Sesquipedalian Obscurantism free of charge.
This week, we’ll be reviewing Barak Rosenshine’s 10 principles of instruction and asking ourselves: was Yoda an effective supply teacher?
If you’ve never come across them before – Barak Rosenshine’s 10 principles are really popular in the US, so popular infact that he’s added a load more. We’ll unpack them, sense check them, give them a bit of a kicking, and then see if we can get them to apply to the best (or worst) supply teacher in the Star Wars universe.
This episode, we’ll be pottering around in Lave and Wenger’s communities of practice model and asking ourselves, what does a boundary object have to do with Leeroy Jenkins?
Wait … did we even answer that in the episode? If we didn’t then here it is: the concept of Leeroy Jenkins is a boundary object that can pull you deeper within the community through a piece of shared history, an understanding of raid mechanics, and a cautionary tale.
You can grab the book we reference, “Learning in virtual worlds: Using communities of practice to explain how people learn from play” by Martin Oliver and Diane Carr at https://onlinelibrary.wiley.com/doi/full/10.1111/j.1467-8535.2009.00948.x
This was one of the first episodes we recorded, so you may notice the title and format aren’t quite the same as later episodes. Sorry about that!