https://ogma.newcastle.edu.au/vital/access/ /manager/Index ${session.getAttribute("locale")} 5 https://ogma.newcastle.edu.au/vital/access/ /manager/Repository/uon:43749 Wed 28 Sep 2022 11:53:49 AEST ]]> https://ogma.newcastle.edu.au/vital/access/ /manager/Repository/uon:35311 Thu 21 Jan 2021 09:50:18 AEDT ]]> https://ogma.newcastle.edu.au/vital/access/ /manager/Repository/uon:30345 Thu 12 Apr 2018 13:43:58 AEST ]]> https://ogma.newcastle.edu.au/vital/access/ /manager/Repository/uon:27780 Sat 24 Mar 2018 07:37:05 AEDT ]]> https://ogma.newcastle.edu.au/vital/access/ /manager/Repository/uon:30282 Sat 24 Mar 2018 07:33:32 AEDT ]]> https://ogma.newcastle.edu.au/vital/access/ /manager/Repository/uon:23001 Sat 24 Mar 2018 07:15:42 AEDT ]]> https://ogma.newcastle.edu.au/vital/access/ /manager/Repository/uon:45470 Fri 28 Oct 2022 14:29:49 AEDT ]]> https://ogma.newcastle.edu.au/vital/access/ /manager/Repository/uon:35300 ScratchEd. Upon reflecting on her experiences designing and running ScratchEd, Karen Brennan identified five tensions faced by professional development providers, and proposed that these tensions could be used for scrutinising and critiquing professional development. In this paper we analyse, through the lens of Brennan's tensions, the process we have followed to design, evaluate and improve professional development. We argue that while we have experienced the same tensions, the extent to which we assess learning is a new tension that extends those identified by Brennan. There are strong reasons to assess teachers' knowledge, however, quantitative measures of learning could be at odds with Constructionism: as Papert argued in Mindstorms, constructionist educators should study their learning environments as anthropologists. Consequently, we have called this new tension the tension between anthropology and assessment.]]> Fri 12 Jul 2019 09:32:19 AEST ]]>