- Apr 2021
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totakedelightinhurtingortrickingothers
This is certainly a way where "fake" information can spread!
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Atthesametime,asnotedearlier,runningalongside benignhumorontheinternettherehasalwaysexisted a tendencytowardanedginessthatinmanycasestakesanuncharitableturnand,onoccasions,canbedownrightmean,viciousand,increasingly,violent
I am wondering if a meme has affected someone personally, will the idea about the person ever change? So it can turn out to be a media where false information can spread super fast too, right?
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English-languagememesphereandwhatotherkindsofinternetmemesremainedhighlyvisibleandpopular.
This is an important point. All the memes I have been exposed to are in English language.
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TheLOLcatsmeme
I googled for this as I was reading this article. I started seeing the cat memes and lost track of time. That is the problem with memes, you can just get addicted to it!
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RemixesincludedcastingtheKidasGandalfinLordoftheRings,WilliamWallaceinBraveheart, NeofromtheMatrixmovies,andthelike
Remixing memes totally relates to the "Flipgrid" remixed assignment where text was converted to Minecraft game and then remixed to a Flipgrid lesson. In remixed memes, the character of one meme is changed to another.
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Humorwastheoverwhelminglycommonfeatureacrossthepool
Humor is what that grabs the attention of people to memes.
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Andtheyweretypicallyshort-lived
Memes are short-lived, but they certainly pass on information more effectively than books or other traditional literacies.
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docdrop.org docdrop.org
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a game system is designed just so that playwill occur
I have never explored the area of game design. But I am wondering if educators are involved in that process? For example, when Warcraft was designed, were educators involved in the process?
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The free play of a steering wheel is the distance it can move withoutengaging with the drive shaft, axle, and wheels—the more rigid utilitarianstructures of the car.
This analogy is great. Within the rules of the game, we are allowed to play freely in video games. So within the structure of our lesson, students should be given opportunity to explore in multiple ways freely.
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This formalsystem is the basis of the structures that constitute a game’s systems.
Games as being structured is a concept that many educators don't have. How can we change that wrong perception?
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how gameplaying and game design can be seen as models for learning and action inthe real world.
How the world looks like from the point of gaming, or how can we see gaming as models of learning is the question I have never thought about. Just gaming to "create meaning" described as "gaming literacy" is somewhat abstract to me mainly because I was not exposed to playing video games with a goal to learn.
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- Mar 2021
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What makes Experiencing the Known different from casual experience is its degree of conscious self- reflection, metacognitive awareness, and explicit identification.
The metacognition piece is critical to "experiencing". I do believe that "self-reflection" should be part of all learning activities in K-12 schools!
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Analyzing Critically is a Knowledge Process that interrogates human inten-tions and interests. For any piece of knowledge, action, object or rep-resented meaning, we can ask the questions: Whose point of view or perspective does it represent? Who does it affect? Whose interests does it serve? What are its social and environmental consequences?
A lot of educators I know are great in helping students to analyze critically (especially in secondary education). However, I always wonder the assessment of this component. How can teachers differentiate in the quality of students' analyzing skills?
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Experiencing the New is a Knowledge Process in which the learner is immersed in an unfamiliar domain of experience, either real (places, communities, situations) or virtual (presented texts, images, data, facts or other repre-sented meanings).
It is interesting to learn "experiencing the new" in the virtual context. In this unit, I learned a ton about "Slam out loud". Does that mean I am experiencing a new?
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Following is a comparative overview of pedagogical emphases
I am wondering, if educators can choose how they want to teach based on the topic in hand or the context. Does it have to be just one way or the other?
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Whereas immersive and experiential approaches to learning may work for affluent white students for whom the discourses of power make intuitive sense, explicit teaching is needed for students whose community lives are distant from the cultures of power and the discourses of academic literacies
This is where "context" and "cultural" differences of students come into play! However, I don't believe that explicit instructions is needed for students coming from lower SES background because of how "distant" the curriculum is. I do believe that student coming from lower SES background do not have access to information in the same manner as affluent kids.
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The school must permit the free, natural manifestations of the child!... [T]he true concept of liberty is practically unknown to educators!... The principle of slavery still pervades pedagogy, and therefore, the same principle pervades the school.
Although I am a huge believer of "Montessori" curriculum that allows natural manifestations and discoveries of the child, "slavery" seems like a strong word for pedagogy. Both my own kids went to Montessori, and both of them are doing well in a public school system where standard pedagogy prevails. I do feel that Montessori builds that "curiosity to learn" with younger children and that "spark" to learn is extremely important. Unfortunately "real-world" scenarios don't allow you to be in that mode for ever. There will be things in life that you will need to do even if you don't like it.
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With the electronic whiteboard, all students’ eyes still need to be directed to the board, a prop for the directive teacher that is not fundamentally dif-ferent from the chalkboard.
It is still didactive pedagogy but delivered through technology. So electronic whiteboard doesn't make teaching "innovative".
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Mapping the original Multiliteracies pedagogy against the ‘Knowledge Processes’
I like how this model includes "overt instruction" within the framework of learning. Because in order to learn a new concept, one needs to be taught effectively with content-specific knowledge in a manner that students are able to generalize that knowledge outside of that context.
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On the subject of the ‘what’ of Multiliteracies, we add two ‘multis’ to ‘lit-eracies’: the ‘ multi-’ of enormous and significant differences in contexts and patterns of communication, and the ‘ multi-’ of multimodality. In the case of the first of these ‘ multi-’s, the Multiliteracies notion sets out to address the variability of meaning making in different cultural, social or domain- specific contexts.
Understanding the "what" of "Multiliteracies as multiple contexts and multiple modalities makes sense. Every meaning understood by students should match the context they come from and meaning should be made in multiple modalities.
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nequalities in education were growing, suggesting that something needed to be done in literacy pedagogy to address this.
I have never thought of "pedagogy" in literacy as a way to approach inequalities in education. Having access to content can certainly cause inequality in education. I am wondering if "pedagogy" in Multiliteracies is "one" of the tools to approach inequalities as opposed to the "only" tool. - Anitha
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docdrop.org docdrop.org
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Play Deliberately
This seems like an interesting assignment. I am not into video games, but TIP 523 introduced me to the gaming world a little bit. I have always been curious about how "video games" can be made more inclusive. - Anitha
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define multimodality and explore its applications
I am assuming "multimodality" in this context means content is presented (and allowing students to express and engage) in multiple modalities so that "students" with diverse needs can equally access the same content. I am wondering if this falls under the big umbrella of UDL. - Anitha
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- Oct 2020
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docdrop.org docdrop.org
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These are not students writing ina bubble
This is very true. Sometimes, as educators we tend to encourage our students to write in a bubble. For example, the activity of summarizing a book is writing in a bubble. However, if students are asked how the book is linked to students' personal experience then students are thinking out of the box. - Anitha
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While we might have expected that students from schools serving thelessaffluent would be more concerned about challenges of accessing collegeand paying tuition, results showed an opposite trend.
This is indeed interesting finding. Does this mean that lower SES students probably gave up thinking of attending college because it way beyond their means? - Anitha
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Although Madisyn applied only one tag of ‘‘Race’’ and did nottag her letter with ‘‘Police,’’ ‘‘Violence,’’ or anything else, her letter speaksto students’ deep and related concerns around discrimination, violence,and specifically the role of police.
This is observed in two of my letters too. Although the students tag their letters to one topic, they talk about other related issues. For example, in Vivian's letter "Problems in education", she talks about equity in education, standardized testing, and teacher pay. Her letter speaks to deeper and broader issues in education. - Anitha
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‘‘School Hours’’ (68 letters)
I am surprised to read that 68 letters addresses the "school hours" topic. As an educator, this gives me an idea of some specific local concerns that students may have. - Anitha
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Education and school-related issues are also—not surprisingly—a keyconcern for teens. The topic ‘‘School Costs’’ alone ranked highly (appliedin 766 letters), suggesting students’ anxiety over the expense of collegetuition
This statistics is not surprising because of the rising tuition costs in American colleges. One of the letters I chose (Carl's "Feeding our children's mind) clearly displays the writer's anxiety over school costs. - Anitha
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The letter conveys that actionmust be taken or thatsomething is wrong due toa moral or value-based appeal.This appeal relies on ideas ofwhat is right, fair, or should betrue or universally available
Carl in his letter "Feeding out children's mind" appeals for equity of college education for all students. He believes that college education should be affordable to all students in America. He also believes that colleges should expand the number of students they accept. - Anitha
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A letter that makesan argument through logicalappeal likely includes use ofstatements that follow the formof ‘‘if . . ., then . . .’’ and/orlinking words such as‘‘because.’
Bao, L. in his letter " School hours" used logic to persuade his readers. According to him, if high schools starts late, students will be less sleep-deprived and more engaged in their classes. He claims this because of cited neurological benefits, his personal experience, and to avoid rush hour traffic when taking the bus. - Anitha
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we developed codes based on the modes of argu-mentation and persuasion frequently taught in schools; codes for lettersfocused on if they included logical, ethical, and empathetic and emotionalappeals.
Writing letters to the next president is indeed an authentic way to teach modes of argumentation and persuasion. Teaching students to argue and persuade based on facts, emotion, ethics, or empathy is a 21-st century skill that needs to be taught in schools - Anitha
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Unlike other online platforms, LTNP is intentionally designed as a ‘‘safeand supportive’’ environment.
This is extremely important for educators to consider when choice is given to students. Students should trust the system to be safe to voice their opinions. If they believe in anyway that their voice will be used to condemn them, then they will not choose a controversial civic topic - Anitha
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One perspective of these differencesdescribes a ‘‘civic empowerment gap’’ (M. Levinson, 2010, 2012) that alignswith similar research suggesting that youth of color are surrounded by fewercivic resources and therefore lesser potential to ‘‘acquire’’ civic identities(Atkins & Hart, 2003, p. 159). This framing of a civic learning ‘‘gap’’ is in con-cert with research that civic engagement increases with levels of education(Nie, Junn, & Stehlik-Barry, 1996). These differences emphasize not simplythe ‘‘opportunities’’ for civic learning in the United States (Kahne &Middaugh, 2008) but also how civic education is enacted and for whom
This is exactly what Vivian told in her letter "Problems in education" describing how the quality of education differs based on the state, district, or city where a school is located. She talked about education in general, but research studies here indicate the opportunities to civic education is lesser for youth of color causing more civic disengagement amongst them compared to the majority white race - Anitha
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looking
When educators give choice to students, they choose topics that either directly or indirectly affects them. Such writing then becomes a voice that empowers students and make them feel that they are part of a change that they deem important - Anitha
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docdrop.org docdrop.org
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think there should be a there's no reason why there couldn't be a real-world physics class or real-world sociology this class is an elective based on the fact that 40 to 50 kids
Very true! Internships in high school is a brilliant idea!
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place in DC history it was pretty neat i think probably Norma and and Kate have done some different forms of inquiry based education I took them to the
Field trips is a form of experiential learning. Does experiencing together improve learning outcomes?
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there's our evolving goals that's about it lovely Kate thank you and I really appreciate up are you
Great goals to implement in educational settings.
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children who are freely engaging with their learning sometimes you know unselfconsciously and are pursuing their own interests by choice so allowing children to make their own choices is a
This is kind of like "Montessori" approach for older children.
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docdrop.org docdrop.org
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Readings and Discussions
Is there a minimum number of posts for discussion forums?
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ing with. Different student groups will have varying needs—so how can you design learning opportunities to take a
I am guessing that "accessibility" should be considered when I am thinking about my students with visual impairments. What if these tools do not interact with assistive technology in a usable format when used by my students?
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Envisioning the Graduate of the Future, Part 1 (P
This is a wonderful assignment! Will we get an opportunity to see each others' work in this? As I work with students with visual impairments, I am wondering how my set of goals for my students will be different from their sighted peers.
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design curriculum for a specific learner and learning c
These course goals and objectives are very important during current times! Would it be beneficial to design curriculum that is flexible to meet the needs for all students?
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