A Classroom of One Is a Community of Learners: Paradox, Artistic Pedagogical Technologies, and the Invitational Online Classroom

Autor/inn/en	Janzen, Katherine J.; Perry, Beth; Edwards, Margaret
Titel	A Classroom of One Is a Community of Learners: Paradox, Artistic Pedagogical Technologies, and the Invitational Online Classroom
Quelle	In: Journal of Invitational Theory and Practice, 17 (2011), S.28-36 (9 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1060-6041
Schlagwörter	Foreign Countries; Distance Education; Geographic Isolation; Online Courses; Masters Programs; Computer Mediated Communication; Student Development; Learning Activities; Visual Aids; Communities of Practice; Interpersonal Competence; Instructional Effectiveness; Teaching Methods; Collegiality; Canada + Suchen Sie Ihr Suchwort? Ausland; Distance study; Distance learning; Fernunterricht; Online course; Online-Kurs; Magister course; Magisterstudiengang; Computerkonferenz; Lernaktivität; Anschauungsmaterial; Community; Interpersonale Kompetenz; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Kollegialität; Kanada
Abstract	How can students in an online classroom of one, often sitting in solitude in front of a computer, experience community? The authors suggest that in part, the answer lies in creating invitational online educational spaces through the use of Artistic Pedagogical Technologies (ATPs), particularly Photovoice (PV) a teaching strategy. A Zen paradox (or Zen koan) discussion is undertaken utilizing Palmer's (2007) six paradoxes of pedagogical design as a framework for understanding how PV creates invitational classrooms through the presence of paradox. (Contains 1 figure and 1 table.) (As Provided).
Anmerkungen	International Alliance for Invitational Education. Kennesaw State University, 1000 Chastain Road House #55, Kennesaw, GA 30144-5591. Tel: 770-423-6869; Web site: http://www.invitationaleducation.net/publications/journal/index.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10