In activity Six we were asked to partner up with a fellow cohort from our class to discuss the implications of the abundance of resources in the context of pedagogy and learning. From the Weller article, “The digitization of content combined with a global network for delivery and an open system for sharing has seen radical changes in many industries”
With a plethora of interesting things Jason Par and I were interested in learning that were always on that bucket list but just never got around to, we narrowed it down to “How to make a cheesecake”. Discussing the Ertmer&Newby article and the three main learning styles or theories, we first discussed “Behaviourism” and thought, “how do such things as reward or punishment come into play cooking a cheesecake?” Although there are tonnes of resources, Jason found several cooking classes associated with grocery stores across Canada. Of course this does not isolate the learning to behaviourism, however, we felt the element of being in person and perhaps feeling the pressure of peers may contribute to learning. Rather than go through every theory we thought we’d explore the Anderson article, in particular social complexity an heutagogy. Through social situations such as in person and open source networks or even chat based websites, people can experiment on their own or together to figure out short cuts, tricks or paradoxically “secret ingredients” to improve the taste or process of making cheesecakes. We also explored simple Google and YouTube searches which turned up Millions of hits. Rather than use meta-analysis, we just came to the conclusion that there is an abundance of digital resources to aid in our culinary quest. An interesting point brought up in conversation was from the Weller article about the “Longtail Effect”, which is basically a new concept that allows people to have vast amounts of inventory as opposed to having niche content. So we decided to think of a situation where that might not be the case in finding cheesecake information. Thinking about the local libraries, due to the hard copy nature of their resources may provide that “Moderate Scarcity” discussed in the Weller article. That may have been the case twenty years ago, but now they have giant online catalogues with what seems like an infinite amount of cheesecake instruction. Another great resource that Jason thought of was mobile apps which indeed are abundant. After all this investigation we had a great chat on our findings and realizations. We concluded that access to all of these resources is valuable, however, one of the many epiphanies we had from doing this exercise was that perhaps we take it for granted that all this information is at our disposal and that we choose to not make our proverbial
cheesecakes because we know the resources are there when and if we ever decide to make one.
Anderson, T. (2016). Chapter 3: Theories for Learning with Emerging Technologies. In Veletsianos, G. (Ed). Emergence and Innovation in Digital Learning: Foundations and Applications. Edmonton, AB: Athabasca University Press.
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Ertmer, P., & Newby, T. (2013). Behaviorism, Cognitivism, Constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 26(2), 43-71.
Loblaws cooking classes. (2017) Retrieved from
Merrill, M. D. (2002). First principles of instruction. Educational Technology Research and Development, 50(3), 43-59.
Reddit. (2017). Retrieved from https://www.reddit.com/user/pm_me_ur_cheesecakes/.
Reddit. (2017). Retrieved from https://www.reddit.com/r/cheesecakes/.
Weller, M. (2011). A pedagogy of abundance. Spanish Journal of Pedagogy, 249, 223–236.