Chapter 7: Knowing, Making, and Playing
Question: The authors describe a study in which young people were not able to find Iraq on a map and then a separate study where young people could find Iraq on a computer map and even knew how to access satellite imaging or street view. This is explained to illustrate the difference between asking where information is as opposed to what information is.This second study, however, doesn't make me feel any better about the first study. What it shows me is a reliance on technology. Similarly, before I had a smart phone, if I planned on traveling somewhere I'd never been before, I would go online at home and map my directions to the desired destination. Now that I have a smart phone with GPS, I use it any time I need directions somewhere. I'm proficient at using my phones map functions as I can use it to get anywhere I need to go and I can determine the total distance, the estimated time of arrival and alternate routes. However, if I'm without my phone for any reason, I'm helpless. I've been relying on my phone for directions for so long, I've lost the ability to navigate on my own. If we know how to access information, or in other words, if we know where the information is, does that make having the information, knowing what the information is, less important? Connection: The section titled "Making" explains how context matters when interpreting information. A movie preview given a different music score can change the perception of the movie from a drama to a comedy, for example. This reminds me of the study of primary documents in my social science methods class. We learned that students not only need to interpret a picture or document in order to understand it. Students also need to analyze the significance of the document within the appropriate context. This is an essential component of common core. Epiphany: Related to the "connection" segment, I remembered a few Youtube videos I saw that were remixed movie previews for Mrs. Doubtfire and Willy Wonka and the Chocolate Factory that had been recut in such a way that it appeared to be a psychological horror/thriller movie. Not only were they hilarious clips, but they were surprisingly convincing. It's something I would consider showing my classroom as an example of the importance of context. Chapter 8: Hanging Out, Messing Around, And Geeking Out Quote: "Collective indwelling is fundamental for the emergence of a networked imagination." This quote summarizes the main point of the chapter. I interpret indwelling as subject mastery or fluency which when achieved as a group, allows for enhanced creativity and exploration. Question: How can/does the "Hanging Out, Messing Around, and Geeking Out" progression work in the classroom? Connection: This chapter reminds me of the online community created for the teacher candidates. At the beginning of the first semester, the activity on the Google+ page was infrequent and simple but as we all progressed and become more fluent with the dynamics of the Google+ community, you could start to see all the different ways in which the community was being used. Peers began posting comprehensive assignment due dates, possible meet-up ideas, questions on assignments, articles of interest and more. It has blossomed into a lively online network. Epiphany: I had a"hmn" moment after I read the chapter and thought about the connection between the three concepts of the chapter and the three badges we have to earn from Jeff Heil's class: Hanging Out, Messing Around, and Geeking Out. I'm hoping that I've actually reached the Geeking Out stage by the time the program comes to an end. Chapter 9: The New Culture Of Learning For A World Of Constant Change Quote: "Play fuses the two elements of learning that we have been talking about: the information network and the petri dish (or bounded environment of experimentation). That fusion is what we call the new culture of learning." This quote clearly explains how collective content knowledge and creative inquiry cultivates learning. Question: How can the immersive and collective learning qualities of MMOs be translated into an English or History classroom? The authors seem to sing the praises of MMOs for their ability to nurture the new culture of learning but I don't see how this can be replicated in the classroom. Connection: This chapter reminds me of what we learned about through the Youtube videos we watched and reflected on last semester for our "Hanging Out" badge. One of the videos emphasized how failing is an essential part of learning. The book talks about clans in World of Warcraft who go on highly difficult raids that require immense synchronization and collaboration. Often times, the clans fail and have to modify their strategy based on prior failures. Eventually, through all that they learn through failure, they eventually succeed. Epiphany: My epiphany happened as I was writing this blog post. It occurred to me that what I learned from this chapter and from the entire book can help me with my 20% Project. I need to determine how I can join a collective that can help me learn and inevitably reach my goal. Brown, J. S., Thomas, D. (2011). A new culture of learning: Cultivating the imagination for a world of constant change. Soulellis Studio.
1 Comment
Tresa
5/3/2016 09:03:29 pm
George - I enjoyed your discussion for Chapter 7 and the dependency on technology, to which I completely agree. I did not quite grasp how that was a good thing. I mean yes, the students asked other questions, but I don't feel how it was "new learning".
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AuthorGeorge Porter, English Teacher at Sage Creek Archives
May 2016
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