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Jean-Pol Martin: Ability to Participate and Web Sensitivity
Transcript of Jean-Pol Martin: Ability to Participate and Web Sensitivity
"Konzeptualisierung als Glücksquelle (Blogeintrag, Jean-Pol Martin):
("Conceptualisation - the key to happiness")
Jean-Pol Martin erklärt LdL beim
Educamp in Ilmenau (2008)
(Explaining LdL at an Educamp)
At the centre:
“Learning Objective: Ability to Participate and Web Sensitivity” (2009)
real social networks like
tutor groups, departments
at a company, organisation
One of the basic needs of human beings is the need to be in control (according to J.-P. Martin)
Why is that?
Developing Web Sensitivity
in the classroom
Getting rid of old, receptive reflexes
Building actively communicative reflexes
Learning by Teaching
in the classroom
Documenting lessons at Wikiversity
Going beyond the classroom by integrating Web 2.0
Ideally, the participants of a collective knowledge construction process following LdL principles experience “Flow”:
Learning makes you happy
Actively influencing a given context - a vital condition of shaping one's own life successfully
emotional & cognitive
a feeling for the interconnectedness
and interdependence of the world
and all its constituents
the ability to notice other people's wish to connect
and to use it productively
Interpretive visualization of this text at Wikiversity:
Human life is marked by contradictory needs: rest vs. movement, individuality vs. community etc. - to get these needs into a satisfying balance, one has to become active.
expands one's cognitive map
strengthens one's self-confidence
makes further exploratory behaviour more likely
like online communities,
may relate to
with the help of these insights
Realizing that the individual
(“I know something/have abilities”).
Realizing that the more resources the individuals can share with the group,
the more valuable they become.
Realizing that one can increase one's own
resources by communicating.
Realizing that communication happens
if somebody knows what the others do not know;
that by communicating and sharing of
knowledge you increase your own knowledge.
the ability to notice the potential of other
group members and to make it
productive for the group
the ability to notice people's readiness to become active and to mobilise it
the ability to get communication among group members going and to keep it going
the ability to manage transformation of
information to knowledge
inside a group
Examples from language teaching:
reflexively ask other pupils whether they understood the new grammar
notice information gaps when reading literature and close them together with the group
use visualization, role play and
If advanced thoughts can be followed by everyone in the group, the experience is like a symbiosis of everyone present, and resonates in each individual and in the group as a whole.
The tenets of humanistic psychology, according to Abraham Maslow
Motivation and Personality,
Universal Declaration of Human Rights, drafted by the United Nations in 1948
Hierarchy of Needs according to Abraham Maslow (1954)
(picture credit: Wikimedia Commons)
UN Declaration of Human Rights
corresponds to a large extent to the basic needs defined by Abraham Maslow
Especially physiological and safety needs are focused on in the declaration - understandable from its historical context.
Nowadays the right to participate must be more emphasized (Art. 19 und 21).
Blog of LdL-MOOC1 (Mark Schakinnis): http://ldlmooc.blogspot.com
Blog of LdL-MOOC2 (Peter Ringeisen): http://ldlmooc2.wordpress.com
Blog "Fight for LdL" (Laura Cau): http://fightforldl.wordpress.com/
Not exclusively for LdL, but of importance there:
Mihaly Csikszentmihalyi on the topic of "FLOW" (with a short biogr. introd.,
Further reading and viewing on LdL
Virtual class projects (example: UNO)
Universal Declaration of Human Rights
“LdL” stands for „Lernen durch Lehren“, i.e. “Learning by Teaching”