47 Matching Annotations
  1. Last 7 days
  2. educatorinnovator.org educatorinnovator.org
    1. Researchers are encouraged to attune themselves to the social and political realities that produce boundaries

      I second both this statement and the researchers' recommendation in the previous entry about "real world academic engagement..."

    2. They argued that these implications from studying digital maker culture communities suggest “dynamic ways to restructure classroom environments that foster learning in new ways in the twenty-first century”

      I'd like to learn more about whether teachers who engage in CL find it affects their pedagogy and how they approach teaching and learning that's not based on digital tools or spaces.

    3. Participant observation included the research team publishing their own fanfiction while interacting in fanfiction communities

    4. he researchers focused on particular fandoms, interacted on popular fanfiction sites focused on these fandoms, and interviewed 28 young fanfiction authors

      I don't have a doctorate, but I got to say, if I ever go down the PhD route, research on CL sounds way more fun than prodding mice in a lab all day.

    5. Place-based media production provided opportunities for students to weave their lives into their learning.

      Aside: I'm intrigued by what this place-based media production would look like in an online course in higher ed. I can see such media production as a way to scale the walls of the LMS and connect the lives of students and teachers with course material in more meaningful ways.

    6. upport students’ learning in powerful

      Another thumbs-up from me: let's acknowledge and celebrate the ways schools support students' learning, whether it's through CL or not. Yes, programs and organizations beyond schools have an important role to play, but I think relying too heavily on these programs, or framing the narrative as if schools are inherently deficient - which isn't what's happening here, but is happening, I'd argue, in the larger conversation about schools, especially public schools - undermines a school (aka: the teachers, students, staff, parents, and community members) as a transformative force.

    7. the possibility and opportunities of using the connected learning framework in school settings

      I appreciate challenging the notion that "official" CL can only occur "across contexts and settings" rather than solely in a school. For me, a related issue is who can access these different contexts and settings. Digital redlining blocks or slows access for many students (and teachers), and I'd like to learn more about how CL addresses digital redlining.

    8. socially rewarding feedbac

      I wonder about the degree to which CL acknowledges and addresses the harassment faced by different individuals and groups when they work in an online space. A related question: to what degree are CL practitioners investigating the technology itself? How might Ethical EdTech provide questions and tools to support CL?

    9. fter-school programs offered more opportunities for technology-facilitated connected learning that centered students’ interests, offered challenging activities focused on creation, and created a shared purpose for learning between students and teachers.

      I'd like to understand why teachers/schools were unable to achieve these same positive results. In my experience, teachers/schools do not have the freedom as independent programs. Sometimes a teacher's or school's freedom is circumscribed by various official (or unofficial) mandates, such as the hours and hours lost to studying for and taking high-stakes tests. Other times, a teacher's pedagogy or a school's culture don't include centering students. Guess I need to read the study!

    10. Findings suggested that students actively participated in shaping their learning and that each group evolved their own learning system related to selecting, using, and valuing the tools, objects, and subjects of their project.

      This stands in stark contrast to so-called "personal learning" technologies sold to schools.

    11. the quality of connection

      A tangential thought that may be addressed elsewhere, but I'm curious how/if CL in its various forms affects whether or not a teacher remains in the profession. Given our nation's teacher shortage, can/is CL be(ing) used to create and maintain communities that help teachers stay and grow in their classrooms?

    12. connected learning is paired with complementary theoretical and methodological frameworks

      I appreciate pairing CL with theoretical and methodological frameworks. I've taught in both public and private schools, and I think one of the challenges in a private school setting is helping teachers, some of whom may have little-to-no background in educational/learning theory, engage with theory in their teaching context as part of their professional development.

    13. represent the spaces in whicha significant portion of the work is currently taking place

      I'm fairly new to CL, so I'm curious: how is CL viewed in more "traditional," for lack of a better word, academic circles?

  3. May 2019
  4. citejournal.s3.amazonaws.com citejournal.s3.amazonaws.com
    1. by this rhetori

      I think it's important to note the source/s of this rhetoric. How is a particular technology's narrative shaped, and by whom, and for what end/s?

    1. corporations,

      I think it's important to note that corporate interests do not (or rarely) align with the interests of educators, students, families, and communities. Corporations are beholden to their shareholders. And while the call for more data is not inherently problematic, what happens if (or when) the corporations building the technology used to produce and store student/user data turnaround and sell that data or use it to further refine a product to sell? For instance, I'm thinking of Instructure's recent announcement to use all the student data is can access to improve machine learning/AI.

    2. public attention and private investment

      Sometimes with rather harmful effects.

    1. practitioners or apprentices of that subject.

      I appreciate reframing students as active versus passive.

    2. working inthe open.

      Yes, but working in the open is not safe for everyone, and finding closed or semi-open spaces is also an important responsibility. Another option is to for students to choose to work in the open.

    3. Ask youth what they need from you to feelmore comfortable and be willing to makethose changes

      On the importance of humility and kindness.

    4. Talking openly about the things that you geekout over is one way to cultivate trust and builda relationship

      Agreed! I'm disheartened by advice some teachers, especially those new to the profession, get to avoid smiling until March because doing so would erode their authority.

    5. modeling forlearners how to select theappropriate tool for their desireduse and skill lev

      I think part of this modeling means asking questions of the technology and talking through the responses to those questions with students. What are questions y'all ask of a technology before deciding to use it with students?

    6. explain the decisions you make whenthey differ from youth input

      Transparency and honesty go a long way.

    7. you cansupport “progressive complexity” for youth

      Another important and, in my experience, often unspoken part of being an effective teacher: knowing enough about the school and broader community to bridge gaps in personal knowledge/ability to assist a student.

    8. Stay curious about what yourstudents are interested in and bewilling to learn with the

      Such an important part of being a good teacher, IMO. Yes, be curious about a subject, but don't lose sight of the people in the room.

    9. codevelop learning goals with youth participants

    10. of youth and of theircommunity, such as positive social causes

      That's a lot to put on the designer of this learning experience. What about inviting students and community members to co-design?

    11. payoffs

      I'm bristling at the repeated use of "payoffs." Since @bakerdoylek got us started using dictionaries, I'll keep it up by sharing the Oxford English Dictionary's first definition of "payoff": "A payment made to someone, especially as a bribe or reward, or on leaving a job." What's a better word or phrase for "payoff"? Benefit? Growth? Improvement?

    12. led by learners

      One way is to let the learners identify their interests rather than imposing personal interests or guessing students' interests.

    13. increased test score

      To what degree does success on test scores translate into learning?

    14. youth

      I'm new to CL, and I wonder what about the model is particular to youth learning versus other age groups.

    15. Field-Tested

      I'm curious to know more about this field testing. What exactly were the environments? And what did the testing look like?

    1. The most critical stance we can take as educators is to assume we know nothing and become profoundly observational.

      I find this daunting, humbling, and exciting all at once.

    2. research-driven, evidence-based methods

      Is there room for research-driven, evidence-based methods to exist side-by-side with critical pedagogy? What does this look like?

    3. Have we engaged students in some way not measurable by clicks, hits, and discussion posts, or, are we letting the the technology teach in place of us?

    4. Are students online cared for?

      Put another way, "How am I caring for students online?"

    5. Do they know what analytics are being kept, who is checking those analytics, and what the repercussions of their actions or inactions online might be?

      My sense is that no, students - and many instructors - don't know how the LMS tracks and uses the data they produce. Recent events like the $1.75 billion sale of Turnitin or Instructure's announcement they'll be using (and presumably monetizing) student data as part of a machine learning endeavor suggests to me that such questions must be asked and asked now - and answered by students and teachers working together.

    6. push beyond the “how” to use a tool, and into the “why” and “whether.”

      As a recent graduate of a master's program in educational technology, I wish we'd had more (a lot more) conversation about the whys and whethers of tech.

    7. training usually consists of how-to lessons scaffolding to best practices.

      I'm trying to nudge the faculty who participate in such how-to trainings towards deeper reflection on their pedagogies prior to beginning whatever training we're doing. I find Kevin Gannon's "Radical Hope: A Teaching Manifesto" to be an accessible opening for faculty (and staff and students) to consider another person's pedagogy before elaborating on their own beliefs.

    8. we’ve always done them

      I'd extend this to, "This is not only how it's done at our institution, but this is also how it's done at other institutions, or this is how our professional organizations say it should be done, so that's how it's going to be done."

  5. Jan 2019
    1. join your voice with the voices of educational technology.

      I'm curious: how do y'all think joining our voices with educational technology sounds/looks/feels like?

    2. Are the answers that Vygotsky offers, that Skinner offers, or even that Freire offers going to help us here?

      I appreciate Sean’s relentless and restless questioning. No writer, no text, no idea is sacred.

    3. To be considered knowledgeable, all you need to do is remember what you learn, understand what you learn, and then apply what you learn.

      I agree with Sean’s critique here insofar as he’s - to my reading - warning against a vision of learning that’s more concerned with mass complacency than individual critical thinking. Yet I find Bloom’s Taxonomy to be a helpful launch point. For instance, I think it’s important for teachers to help students remember what they’ve previously learned in order to build on that knowledge. I think building knowledge does require recall; otherwise, new information remains in isolation. The problem arises when teachers and students alike do not engage in the more complex acts of analyzing and evaluating. For me, when I’m (co)designing a lesson, I return to Bloom not as a tablet delivered from on high, but as a taxonomy of possibility, a collection of verbs that stimulates my own thinking about the types of learning that might happen in a certain class with a specific set of students.

    1. Pedagogy has at its core timeliness, mindfulness, and improvisation. Pedagogy concerns itself with the instantaneous, momentary, vital exchange that takes place in order for learning to happen.

      The emphasis here on mindfulness as a core component of vital exchanges makes me think of the most recent newsletter from Middlebury College's digital detox initiative: "Mindfulness and Radical Listening in Digital Spaces."

    2. play

      I think the verb "play" is important, and it's a word that carries its own pedagogy. For one, play suggests freedom from evaluation. And two, play is unstructured; it meanders, drops off, becomes something else entirely. I'm curious what tools others have used that fit this (or other) descriptions of play. I think of Flipgrid, the video discussion platform, though even the play that occurs within its fields is circumscribed and preproduced by its limitations. Then again, limitations aren't inherently problematic. They can condense and sharpen, invite people to reimagine and remix.

    1. “As a classroom community, our capacity to generate excitement is deeply affected by our interest in one another, in hearing one another’s voices, in recognizing one another’s presence.”

      I'm reading Joshua R. Eyler's excellent new book How Humans Learn, and this line from bell hooks reminds me of Eyler's discussion of pedagogical caring. Eyler includes Richard Hult Jr.'s distinction between caring "about" versus caring "for" a person. When we go beyond caring about something or someone, Eyler via Hult Jr explains, to care for that something or someone, we "'behav[e] with special skills to support or increase some condition of value in the cared for.'" I'm drawn to the idea that caring for someone means encouraging them to see and develop something they define as important. As an educator/educational technologist, the challenge then becomes moving from an interest in and care about another person to an interest for and care for that person.

    2. But efficiency, when it comes to teaching and learning, is not worth valorizing.

      I struggle with this question of efficiency. I work with faculty who teach sections with hundreds of students. I understand their desire for efficiency. Yet here efficiency is framed as antithetical to teaching and learning. I'm curious how others think of efficiency. Do you agree its not worth valorizing? Or is there a type of efficiency that doesn't undermine teaching and learning, or a context where efficiency might find a use?

    3. outcomes over epiphanies

      I'm new to higher ed. In August, I joined the College of Education and Human Ecology at Ohio State as the educational technologist. Prior to my current role, I taught high school English and some college composition for eleven years. One challenge I'm wrestling with is this notion of "outcomes over epiphanies." Yes, as a high school teacher, I had to account for state standards when designing a curriculum, but I also had the privilege to work in schools where I had more freedom and not every decision was dictated by value-added measures and high-stakes testing. In other words, I could create learning environments conducive to epiphanies rather than clouded by outcomes.

      Now, I'm sometimes asked to help align syllabi with Quality Matters standards. While the QM standards ensure essential information makes it into the syllabus, they also have a more pernicious effect, one that prizes outcomes over epiphanies. And a lot rides on a successful QM review. Namely, the faculty member's ability to have their course accepted by the committee in charge of such decisions.

      I agree with Sean and Jesse that educators feel "flummoxed by a system." In their bewilderment - and in their understandable desire to get their course approved - they turn to easily plotted outcomes instead of messy, unpredictable epiphanies. The culprit, as Sean and Jesse note, is "a system." Importantly, it's not the system, but only one version of it. I view my work, and the work of critical digital pedagogy, as developing an alternative system liberated from the rule of King Outcomes.