In preparation for our Design Precedent Analysis in Assignment #2, become a member and explore DIY.org and khanacademy.org. In addition to your reading reflections (#5) for Thursday, write a short post below in the comment section (approx. 200 words) imagining your high school self stuck at home on a snow/weather day and someone has told you to check these sites out. In the comment section, casually describe to a friend what these sites are, what you might want to do today, and why or why not.
(The point is to first explore the site from a teen user/learner perspective, and not an Edtech design researcher. Have fun with it.) Collins, A. & Kapur, M. (2014). Cognitive Apprenticeship, Chap 6. In Sawyer, R. K. (Ed.).The Cambridge Handbook of the Learning Sciences. Cambridge University Press. Lave, J., & Wenger, E. (1991). Midwives, Quartermasters, Tailors, Butchers, and Non-drinking Alcoholics. Chap. 3 in Situated Learning: Legitimate peripheral participation. Cambridge University Press. Reading Prompts
Please focus your reflection on the first reading by Collins on Cognitive Apprenticeship. We are going to use the principles outlined in Table 6, in our next assignment as a set of design heuristics. The chapter in second reading from Situated Learning: Legitimate Peripheral Participation is a seminal paper which describes apprenticeship as a form of social learning the develops by participating in a community of practice. Please scan this as background. REFLECTION DUE: Thursday 31 March Wong, L. H., & Looi, C. K. (2012, March). Enculturing self-directed seamless learners: Towards a facilitated seamless learning process framework mediated by mobile technology. In Wireless, Mobile and Ubiquitous Technology in Education (WMUTE), 2012 IEEE Seventh International Conference on (pp. 1-8). IEEE Quintana, C (2012). “Pervasive science: Using mobile devices and the cloud to support science education anytime, anyplace.” Interactions, 19, 4, 76-80 Reading Prompts The two short articles assigned describe the design of mobile learning platforms to support seamless and pervasive learning. As you read these papers, do seamless, pervasive and connected learning just seem to be variations on a theme with different emphases, or are they distinct pedagogical approaches to learning with technology? Be prepared to discuss this in class. When you read the Wong & Looi article spend a few minutes trying to unpack the Facilitated Seamless Learning (FSL) framework, and in the two case studies notice when and how teachers, peers, and family are brought into the learning cycle. Table 3 in the Activities ID lays out the tools and strategies built into the SEAMLESS platform to support learning interactions. In comparison, the Zydeco platform in the second paper has a simpler Setup, Collect, Explain learning activity flow with an associated set of mobile-based tools. As we start to think about the OEF Next Generation Learning platform and our design challenge to work on facilitation, the approaches, activity sequencing and platform details described in these papers will be good references to draw on. REFLECTION DUE: Tuesday 3/29 by 9am. **Please also send me before class your Learning Ecology Timelines & Insight Boards as PDF scans or files to share on the screen. Summary of Reflections:
Most of you have noted that connected learning, pervasive learning, and seamless learning seem to be variations of the same theme- one in which the learner is the focus, and learning takes place in relation to the environment, that is, artifacts, peers, out of school experiences play a major role in a person’s learning, which is very different from the traditional view of learning that tends to conceptualize learning as taking place within an individual’s brain. All three approaches emphasize the role of the teachers as facilitators. One of you has commented from personal experience: "people who tour museums can have fun with the material by doing activities but without someone to keep them there and actually engage them they will forget the majority of what they’ve learned by the end of the field trip”. Yet others have contested the use of different terminologies and feel like the big ideas are getting lost in syntax, for instance, “...I fail to see any considerable differences that would define them as separate entities." Barron, B., Wise, S., & Martin, C. K. (2013). Creating within and across life spaces: the role of a computer clubhouse in a child’s learning ecology. In B. Bevan et al. (Eds.), LOST Opportunities: Learning in Out-of-School Time (pp. 99-118). Springer Netherlands.
Reading Prompts: a.) Make sure to examine closely Figure 8.3 Graphic visualization of Luis’s learning pathway as a both a synthesis and representational tool, and think about how you will visualize the interview data you are collecting and the questions you will need to ask. b.) Also look the Notes on Methods section in the Appendix and notice how qualitative and quantitative methods are applied to produce these rich learning pathway depictions of interest development. REFLECTION DUE: 3/24 by 9am Ito, M., Gutiérrez, K., Livingstone, S., Penuel, B., Rhodes, J., Salen, K., et al. (2013). Connected Learning: An Agenda for Research and Design. Irvine, CA: Digital Media and Learning Research Hub. Optional Webinar: Connected Learning Webinar with Mimi Ito Host: The Center for Innovative Research in Cyberlearning (CIRCL) DUE: Tuesday 22 March one hour before class Framing Question: What rationales do the authors give for why we should pursue a Connected Learning agenda. What kinds of problems do they believe this pedagogical approach will address? Summary of Reflections:
Most of you correctly summarized the essence of connected learning as being learning that is socially embedded, interest-driven, and oriented toward educational, economic, or political opportunity. Several noted that connected learning is offered as a prescription to alleviate problems in the current education system, which is often disconnected from daily life and experiences, and frequently discourages creative thought processes. Some of you commented that connected learning takes a reformative as approach, making the connection between reformative and transformative approaches to education that we discussed in class 1. The connected learning approach characterizes learning as more self-directed, rather than being transmission from teacher to student Many of you focused on particular case studies in your reflections; the Luis case-study was seen as a poignant one by several. It makes an important point about leveling the playing field and furthering the equity agenda of connected learning. Access to technology is a major factor that opens up opportunities for learners with high SES backgrounds while restricting opportunities for those from low SES households. A couple of you also focused on other case-studies – Clarissa and Snafu Dave, which highlight the challenges presented by broken pathways from education to opportunity. Some of you noted that this idea may not be a panacea to cure all problems, because it may work for some but not for others, and too much creative freedom may in fact not always be desirable; certain boundaries must be present. Another limitation to this approach noted in one of the reflections was that disruptive activity and privacy issues are concerns that cannot be ignored. All in all, the class did a good job of synthesizing the ideas from this complex paper, and this will serve as a strong foundation upon which we build the upcoming assignments in this class. Weigel, M., James, C., & Gardner, H. (2009) Learning: Peering backward and looking forward in the digital era. International Journal of Learning and Media, (1)1 MIT Press. Framing Question:Should educational policymakers focus on reforming (evolutionary) or transforming (revolutionary) changes in education to meet the needs of 21st century learners?
Please post a short response (approx. 500 words) to this question in the comments section below. In formulating your response, draw on the Weigel et al. reading assigned, the Changing Education Paradigms talk by Sir Robinson we viewed in class, as well as your own experiences. DUE: Thursday (3/17) one hour before class. |
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