I’ve been thinking about this point too, Eli. Perhaps it was just setting up – certainly I know I posted just to check if IFTTT was working as I’d intended it to.. and then again (& again) because I had not gotten IFTTT right. But then..
Q: Do you think that the requirement to post (as part of assessment) & ‘feed’ the lifestream changes the nature of engagement? (i.e. posting for the sake of it?)
Though talking about assessed forum contributions, Ke (2010) suggested that forced participation can lead to superficial, grade-driven interaction. Others (see Gourlay, 2015; McFarlane, 2015) have questioned the validity of focusing on and assessing observable, performative behaviours within social constructivist approaches, since this privileges a particular way of learning/demonstrating learning. It’s an area I spend a lot of time thinking about as a teacher, so interested to know your thoughts.
from Comments for Eli’s EDC blog http://ift.tt/2jKm9Es
The larger question is perhaps, how do the affordances of technology naturalise themselves within communication protocols, so that ultimately they change our expectations of participation and are integrated within education? And how can we ensure that pedagogy, rather than technology, remains at the helm?