Ching, D, Santo, R., Hoadley, C., Peppler, K, (2015) On-Ramps, Lane Changes, Detours and Destinations: Building Connected Learning Pathways in Hive NYC through Brokering Future Learning Opportunities. Hive Research Lab White Paper -or- http://connectedmentor.com/framework/ READING PROMPT
Please read either the Connected Mentor framework or the Ching et al. paper on brokering for your reflection. For our design challenge and concept development, we are going to focus in the productive roles adults can play in supporting youth interest development and learning across settings, and how we can design for these roles. **I would suggest you divvy up the readings, so half your team reads/reflects on one, and the others on the second reading.
Aliya Blackwood
4/6/2016 22:20:29
Ching, D, Santo, R., Hoadley, C., and Peppler, K, are researchers of Hive Research Lab(HRL) and write about the importance of networking in learning design. They urge for teacher and adults to engage themselves in learners' pursuits as brokers. Educators would link students to other programs and opportunities. They connect youth to meaningful future learning opportunities and enrich their social networks. Effective brokers are adults and peers that the youth trusts, because they would be more willing to listen to their advice. It would require the student to be in touch with people who have access to opportunities and social networks that align with youths’ interests and goals. During programs that connect students with helpful adults and peers, field trips, sharing information about topic-related events
Madeline Duque
4/7/2016 02:41:02
The Connected Mentor Framework describes itself as “three primary roles that adults carry out in out-of-school learning spaces”. The website first acknowledges that roles vary depending on time and learning context. With regards to learning contexts: there is structured and unstructured. Structured refers to when a specific activity is taking place according to a plan of some sort. Within structured space, there is a Program Mentor and a Content Mentor. The difference between the two is time and intensity spent with the children. Perhaps in a museum activity, a Content Manager would be a person showing kids how to use a microscope. A content manager has “short interactions that naturally happen over a specific period of time, which is based on the duration of the program the Content Mentor brings to the space”. A Program Manager would be someone running a Summer Camp. Time is considered in terms of “long-term” or “short-term” interactions or programs. I imagine it’s the difference between a Summer Camp and a onetime museum activity. Within unstructured space an adult can also take on the role of a “Natural Mentor” can take place. The child and the natural mentor develop emotional bonds over time. This bond happens naturally, and can serve as guidance for the child in question.
Edward Bai
4/7/2016 05:58:30
The paper by Ching, Santo, Hoadley, and Peppler speaks about the impact of programs such as Mozilla Hive using connected learning pathways. The main thing of question is how students can move out of the walls of whatever educational institution they are apart of and branch out in their education. They talk about how the most important aspect is that no matter what they must provide future opportunities of education or learning opportunities. This would mean to connect them to people who are important in those fields as well as people of the same industry. An important concept and role is that of a broker. This person aids in creating connections amongst the learner and important people of interest. There are many ways that brokering or creating connections can occur such as field trips and even simply talking to them about what they would like to do. When reading about social support and connections, especially in this day and age, the first thing that came to mind was LinkedIn. LinkedIn provides easy access to connections and does away with the whole bridge aspect of brokers. Without even so much as meeting the other person, a connection is made based on skills and interests. And from here, opportunities are made and furthering of professional careers is accomplished. If there could be some variation of LinkedIn except to further future learning, this would accomplish exactly what the writers of this paper are suggesting.
Christine Kwon
4/7/2016 14:36:12
The Connected Mentor site describes the four essential principles needed in an interaction between an adult and a youth for it to be meaningful. The principles are:
LeRoy Gary
4/11/2016 21:21:27
Considering all we’ve learned so far about connected learning and designing strong individual experiences, we only noted how leading from one experience to the next is important, not how to actually make a good transition. Ching et al. focuses on how adults and other peers can guide young learners to and from each of these experiences along their learning pathways. The adults and peers are referred to as brokers, in that they offer to the learner relevant resources and events along with other people to include in their social network to sustain interest in a given subject. The overall idea is based on an assumption that if a learner is properly exposed to opportunities and connection then the learner will continue with self-motivated learning and development.
Samiha Dawalbhakta
4/30/2016 03:03:47
Although schools can standardize education, many students still do not get the same opportunities to excel as their peers. This may be because of a lack of connected and involved mentors. When a broker, a mentor or advisor, can link youth to new helpful programs and opportunities, they are brokering. Brokering is a very useful form of networking or linking hat can connect and guide students to get ahead. It is an activity that connects youth to “meaningful learning opportunities” and augment their social networks “with adults, peers, and institutions that are connected to/ have knowledge of future learning opportunities” (Ching et al., 4). Comments are closed.
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