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QA Teaching on the Internet
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A seminar organised for Anglia Polytechnic University colleagues with Ultralab
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Portfolio
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Timeline
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Conference
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QCA Curriculum Now
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A project to link curriculum innovators through online community.
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Project
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Radical Constructivism: A Way of Knowing and Learning
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Radical constructivism is a theory of knowing that provides a pragmatic approach to questions about reality, truth, language and human understanding. It introduces a change to many basic ideas, and consequently has a profound influence on the general attitude towards the world we experience. By generating awareness of the thinker's active role in building up concepts, the new orientation liberates the individual from spurious tethers and shows that it is ultimately ourselves who are responsible for what we think and do. To educators, the book suggests that the most important task is not to convey ready-made knowledge but to teach the art of constructing it. In this volume, Glaserfeld offers a theoretical account of radical constructivism. It is an elegantly and thoroughly argued account of this epistemological position, providing a profound analysis of its concepts. The book traces two genealogies of the theory. The first is the constructivist strand in the history of philosophy from the pre-Socratics via Jean Piaget to the present. The second is his own intellectual biography, illustrating how a number of lines of thought became synthesised into radical constructivism. Given its diverse roots, the first full articulation of the theory is likely to have an influence that extends beyond mathematics education.
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References
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Rates of Reaction
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A simulation of a chemical reaction. Part of the Chemistry materials created by the Computers in the Curriculum Project and published by Longman.
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Portfolio
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Timeline
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Publication
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Re-inventing institutional processes to support flexible learning.pdf
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Media
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Reader in Distributed Learning at the University of Bolton
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I was appointed to this post in the newly formed Institute for Educational Cybernetics, part-time, to work with Stephen Powell to develop the IDIBL project - a new take on the Ultraversity project. Since this was action research, I developed and faciltated on the Masters in Learning with Technology. In 2011, I began working on the TEL-Map European project acting as coordinator for the IEC effort.
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Employment
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Reader in Ultralab at Anglia Polytechnic University
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This appointment had to be defended with an account of my experience, publications and professional engagement thus far and led to a more active part in the research activity in the university, including membership of the Research Comittee and supervision and examination of PhD students.
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Employment
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References
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The key references that have informed my learning, including publications of my own
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Regional HE Leads
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This meeting was for higher education lead personnel from the FE and HE partners of Anglia Polytechnic University. I spoke on 'Faculty development of flexible and distributive learning'.
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Timeline
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Conference
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Registration
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The documents I submitted for registration - fondly known as 'doing your R1'
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Introduction
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Procedures
