- theoretical theory
- real time practice
- practical theory
At the beginning of this version I talk about the theories of Papert (constructionism, mathetics), Siemens (connectivism), Harel & Papert (ISDP) in a theoretical way. Nothing wrong with that. Having knowledge of these theories and having used some of them in the past in a practical manner was an important influence in developing the course which is the subject of my Cairns paper
Nevertheless, in the process of teaching the course and thinking about it the theoretical emphasis has changed. The theory is now mainly expressed in the three ideas section and the course dynamics section.
- ... programming is one of the best computer games ...
- ... we use language to author ourselves, assisted by many co-authors as we grow up
- eat your own dogfood
- teacher directed skill development and open ended exploration
- serious work and play
- doing and documenting
- individual and group work
- spoon feeding and eating your own dogfood
So, my approach does recognise the importance of theory as something that does cast a light to illuminate the future but also that theory has to return to practice, to be further enriched by practice and reformulated through that process
This process hasn't finished. I can look at the three ideas and the five dynamics and see the potential and need to develop them further. I'm not just talking about tweaking here either, it might involve significant conceptual restructure too. The theory practice cycle never ends. Learning evolves.
ascending from the abstract to the concrete
feedback as truth seeking