Chapter 1:
Quote: "The new culture of learning actually comprises two elements. The first is a massive information network that provides almost unlimited access and resources to learn about anything. The second is a bounded and structured environment that allows for unlimited agency to build and experiment with things within those boundaries"
Question: This chapter has examples of students from all ages and walks of life. One thing in common is that they are motivated. I am wondering what we do with the student who is not motivated? How to we shift ownership of learning to a student who, quite honestly, does not care?
Connection: I can easily connect this chapter to my 20Time project. As I posted in my week 1 and 2 blog posts. There was a stark contrast between the two weeks. I was motivated to start googling different painting techniques and to begin to teach myself through youtube and blog forums.
Epiphany/Aha: I didn't quite have an epiphany in this chapter. What I did have was an increased motivation to gamify my classroom next year. I think I am moving inthe right direction, and this chapter validated my thought process.
Chapter 2:
Quote: "Learning is treated as a series of steps to be mastered, as if students were being taught how to operate a machine of even, in some cases, as if the students themselves were machines being programmed to accomplish tasks. The ultimate endpoint of a mechanistic perspective is efficiency: The goal is to learn as much as you can, as fast as you can."
Question: If you teach in an extremely rigid environment, how would you create an emerging culture, if you almost have a scripted daily practice from the district?
Connection: Earlier in the course a few of us discussed Sir Ken Robinsons Changling Educational Paradigms. This chapter seems to coincide with his thought process about the change needed in education, both where we need to go, as well as a firm grasp on where education has come from.
Epiphany/Aha: Again no real epiphany, but I do want to focus on culture next year. I think in my new school that will be of extreme importance.
Chapter 3:
Quote: "Instead, information technology has become a participatory medium, giving rise to an environment that is constantly being changed and reshaped by the participation itself."
Question: My question focuses on the quote above. If we are fully participating in the information environment, such as the evening news. Walter Cronkite is no longer the utmost authority and truthful purveyor of information, what can we judge as being "true"? If Mitt Romney can talk about how he and President Obama have different facts and it is ok that they aren't the same, how does this make sense? Isn't a "fact" something that is undisputed true?
Connection: Sticking with the news theme and "true" information, this has a distinct echo to Dr. Michael Wesch's video about the power of mass media conversations. He discussed the evolution of audiences and the mass media, specifically citing the evening news, as a way people can now engage with each other.
Epiphany/Aha: I had my epiphany when I came to see the convergence of various readings and videos we have viewed previously in class, such as the aforementioned Dr. Wesch, and Sir Ken Robinson. I hope as we continue in this program we will see a reaffirmation of the echos of previous classes.
Quote: "The new culture of learning actually comprises two elements. The first is a massive information network that provides almost unlimited access and resources to learn about anything. The second is a bounded and structured environment that allows for unlimited agency to build and experiment with things within those boundaries"
Question: This chapter has examples of students from all ages and walks of life. One thing in common is that they are motivated. I am wondering what we do with the student who is not motivated? How to we shift ownership of learning to a student who, quite honestly, does not care?
Connection: I can easily connect this chapter to my 20Time project. As I posted in my week 1 and 2 blog posts. There was a stark contrast between the two weeks. I was motivated to start googling different painting techniques and to begin to teach myself through youtube and blog forums.
Epiphany/Aha: I didn't quite have an epiphany in this chapter. What I did have was an increased motivation to gamify my classroom next year. I think I am moving inthe right direction, and this chapter validated my thought process.
Chapter 2:
Quote: "Learning is treated as a series of steps to be mastered, as if students were being taught how to operate a machine of even, in some cases, as if the students themselves were machines being programmed to accomplish tasks. The ultimate endpoint of a mechanistic perspective is efficiency: The goal is to learn as much as you can, as fast as you can."
Question: If you teach in an extremely rigid environment, how would you create an emerging culture, if you almost have a scripted daily practice from the district?
Connection: Earlier in the course a few of us discussed Sir Ken Robinsons Changling Educational Paradigms. This chapter seems to coincide with his thought process about the change needed in education, both where we need to go, as well as a firm grasp on where education has come from.
Epiphany/Aha: Again no real epiphany, but I do want to focus on culture next year. I think in my new school that will be of extreme importance.
Chapter 3:
Quote: "Instead, information technology has become a participatory medium, giving rise to an environment that is constantly being changed and reshaped by the participation itself."
Question: My question focuses on the quote above. If we are fully participating in the information environment, such as the evening news. Walter Cronkite is no longer the utmost authority and truthful purveyor of information, what can we judge as being "true"? If Mitt Romney can talk about how he and President Obama have different facts and it is ok that they aren't the same, how does this make sense? Isn't a "fact" something that is undisputed true?
Connection: Sticking with the news theme and "true" information, this has a distinct echo to Dr. Michael Wesch's video about the power of mass media conversations. He discussed the evolution of audiences and the mass media, specifically citing the evening news, as a way people can now engage with each other.
Epiphany/Aha: I had my epiphany when I came to see the convergence of various readings and videos we have viewed previously in class, such as the aforementioned Dr. Wesch, and Sir Ken Robinson. I hope as we continue in this program we will see a reaffirmation of the echos of previous classes.
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