15,002 research outputs found

    Collaborative learning: a connected community approach

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    Collaborative Learning in group settings currently occurs across a substantial portion of the UK Higher Education curriculum. This style of learning has many roots including: Enterprise in Higher Education, Action Learning and Action Research, Problem Based Learning, and Practice Based Learning. As such our focus on Collaborative Learning development can be viewed as an evolutionary. This collaborative and active group learning provides the foundation for what can be collectively called connectivist ‘Learning Communities’. In this setting a primary feature of a ‘Learning Community’ is one that carries a responsibility to promote one another’s learning. This paper will outline a developmental collaborative learning approach and describe a supporting software environment, known as the Salford Personal Development Environment (SPDE), that has been developed and implemented to assist in delivering collaborative learning for post graduate and other provision. This is done against a background of much research evidence that group based activity can enhance learning. These findings cover many approaches to group based learning and over a significant period of time. This paper reports on work-in-progress and the features of the environment that are designed to help promote individual and group or community learning that have been influenced by the broad base of research findings in this area

    Lenin’s Lens: The Occupy Movement, an Infantile Disorder?

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    This paper offers a theoretical critique of the Occupy movement by drawing on V.I. Lenin’s work, Left-wing Communism: an Infantile Disorder (LWC). This work emphasizes the importance of recognizing political power within institutionalized political systems, for example, trade unions and parliamentary democracy. We bring the ideas contained in this work to bear on the Occupy movement by drawing on 20 activist accounts from two UK Occupy camps to argue that the Occupy movement was an earlier phase of a developing political challenge to neoliberalism. In this respect, Occupy was an immature politics unlikely to lead to social change. However, recent research suggests that the creation of a new wave of ‘movement parties’ (della Porta et al., 2017) are a more organized and politically mature response to neoliberal austerity, which to some extent grew out of the mass movement assemblies like the Occupy movement. By applying Lenin’s ideas to analyse the main political practices of Occupy, this paper argues that a Leninist viewpoint could offer some practical improvements towards the political strategy of new movements by being part of a coalition of activists and trade unionists, with the ultimate aim of working within parliamentary democracy

    Discourse or dialogue? Habermas, the Bakhtin Circle, and the question of concrete utterances

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    This is the author's accepted manuscript. The final publication is available at Springer via the link below.This article argues that the Bakhtin Circle presents a more realistic theory of concrete dialogue than the theory of discourse elaborated by Habermas. The Bakhtin Circle places speech within the “concrete whole utterance” and by this phrase they mean that the study of everyday language should be analyzed through the mediations of historical social systems such as capitalism. These mediations are also characterized by a determinate set of contradictions—the capital-labor contradiction in capitalism, for example—that are reproduced in unique ways in more concrete forms of life (the state, education, religion, culture, and so on). Utterances always dialectically refract these processes and as such are internal concrete moments, or concrete social forms, of them. Moreover, new and unrepeatable dialogic events arise in these concrete social forms in order to overcome and understand the constant dialectical flux of social life. But this theory of dialogue is different from that expounded by Habermas, who tends to explore speech acts by reproducing a dualism between repeatable and universal “abstract” discursive processes (commonly known as the ideal speech situation) and empirical uses of discourse. These critical points against Habermas are developed by focusing on six main areas: sentences and utterances; the lifeworld and background language; active versus passive understandings of language; validity claims; obligation and relevance in language; and dialectical universalism
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