week 7. reflection on centripetal force and centrifugal force

Pischetola et al. (2022) used Bakhtin’s theory. They said that two forces create true connections and new knowledge. One is the centripetal force (pulling things to the center). The other is the centrifugal force (pushing things out).

When I think about education in my home country, the pulling-in force was much stronger. We have a very strict national curriculum. Most schools use textbooks approved by the government. Teachers and schools can try different teaching methods. However, there is simply too much to cover in the curriculum. Because of this, it is hard for teachers to teach freely and branch out.

Are you a teacher, or have you taught before? If you are reading this, please share your experience. How is the balance between these pulling and pushing forces in your area?

Comments

Post a Comment

Popular posts from this blog

Week 2. book chapter and my reflection

 Today, I read Chapter 9 of Rainie and Wellman (2013). It was about Networked Information. <Summary of the book chapter> Information wants to be networked. It is meaningful only when it is connected to other people or information, not where it is conveyed in a one-way manner. An example from the 16th-century published Talmud: annotations and notes could be written around the original text, similar to “reply” systems on online platforms. Memex: a device to store and find increasing amounts of information easily by using tags and connecting through trails.→ influenced Google search algorithms and digital networked information. Triple revolution: the development of social networks, the internet, and mobile devices. It led information to grow exponentially, people to have a tendency to find niche information rather than popular content, and other people’s reactions and reviews to be a new indicator of reliability. Information acceptance became a multistep process. Readers activel...
Read more

Week1 reflection - Is Web 4.0-supported information rosy?

This week’s topic was about how Generation C learns and acquires information. I would like to reflect on how they acquire information in Web 2.0 and 4.0. Whereas traditional learners were conveyed the one-way content, Generation C is familiar with both creating and consuming multimedia content when learning, such as reading and watching course materials and writing an essay or short-form videos of what they have learned. I am Generation C, but I mostly consume content created by others because I prefer not to disclose my presence online. However, I have written blog posts for Koreans about what I have done to move to the U.S., such as how to get a social security number and how to exchange a Korean driver’s license for an American one, so that other Koreans without acquaintances who live here can be helped. I felt connected to the visitors and encouraged by the comments whenever people thanked me or asked me more questions. This feature of Web 2.0 motivates more people who initially pr...
Read more

week4. Digital badge app design draft for a lazy grad student

When I was a master’s student, I had clear goals, such as publishing papers and getting into a PhD program. I could see my progress quickly, and I was already motivated, so I didn't need any other rewards. However, as a PhD student, I have too many things to do at once. Without motivation, I keep procrastinating and being lazy, thinking, “I can do it tomorrow.” So I tried designing a digital badge application for lazy grad students, based on the functional badge taxonomy (Horstman et al., 2020)! It might look like a simple checklist, but if I could build a digital badge app, it would look like this… There are some tags, and some of them are already set, such as research project, writing manuscripts, class study, self-directed learning, and course assignments. You can also make new tags. Design: You can note your weekly tasks on a calendar. The badges update every week, and you can exchange them for cute icons. You can see the anonymous icons of other university students on a world ...
Read more