Act VI

Posted By etremblay on Oct 1, 2017 | 0 comments

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.
Big oven. (2017). Retrieved from
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
Reddit. (2017). Retrieved from
Weller, M. (2011). A pedagogy of abundance. Spanish Journal of
Pedagogy, 249, 223–236.

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