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!