Order:
  1.  6
    Author's Response: The Productive Challenge of Large Cohorts in Radical Constructivist Education.C. M. Herr - 2014 - Constructivist Foundations 9 (3):415-420.
    Upshot: Responding to and further developing the points raised by the open peer commentaries, I discuss a range of themes, including possible roles of lecture-based teaching in a radical constructivist approach to education, approaches to the teaching of large cohorts in a radical constructivist manner, the role of assessment in students’ learning experiences, the distinction of “models of” student learning, contrasted with “models for” student learning, the distinction of literal conversation from an atmosphere conducive to conversation, and the use of (...)
    No categories
    Direct download  
     
    Export citation  
     
    Bookmark  
  2.  13
    Can Conversations Be Designed?C. M. Herr - 2015 - Constructivist Foundations 11 (1):74-75.
    Open peer commentary on the article “Designing Academic Conferences in the Light of Second-Order Cybernetics” by Laurence D. Richards. Upshot: Richards’s article presents a well-argued discussion of conversational conferences, with a particular focus on the design of such conferences. Richards bases his discussion on many years of personal experience with conversational conferences, primarily those organized by and for the American Society for Cybernetics. I particularly appreciate that Richards writes not only on cybernetics, but also in a cybernetic manner. As I (...)
    Direct download  
     
    Export citation  
     
    Bookmark  
  3.  92
    Radical Constructivist Structural Design Education for Large Cohorts of Chinese Learners.C. M. Herr - 2014 - Constructivist Foundations 9 (3):393-402.
    Context: Structural design education in architecture is typically conceived as a scientific subject taught in a lecture format and based on a transactional view of learning. This approach misses opportunities to contribute to and integrate with design-studio-based architectural education. Problem: How can radical constructivism inform a design-based pedagogy of structural design in the context of large cohorts of Chinese learners? Method: The paper outlines how radical constructivist and second order cybernetic perspectives are reflected in an alternative educational approach to structural (...)
    Direct download  
     
    Export citation  
     
    Bookmark  
  4.  10
    What Can Cybernetics Learn From Design?C. M. Herr - 2016 - Constructivist Foundations 11 (3):583-585.
    Open peer commentary on the article “Design Research as a Variety of Second-Order Cybernetic Practice” by Ben Sweeting. Upshot: Based on Sweeting’s central question of what design can bring to cybernetics, this commentary extends and adds further depth to the target article. Aspects discussed include the nature of practice in relation to design, the introduction of designerly ways of acting and thinking through acting to cybernetics, and the re-introduction of material experimentation typical of early cybernetics.
    Direct download  
     
    Export citation  
     
    Bookmark