In our experience the normativeaxiological assumptions reflected in educational research and practice have often been key issues inbuilding trust and generative partnerships with Indigenous communities
I think this is an important concept. That these inequities, misunderstandings, and inaccurate value beliefs are key issues in building trust with communities. I see this in my work with the disability world.
Ours is a knowledge-creating civilization.
Not sure that I would agree with this statement. I feel like it would like to be, but the reality is that too much of society doesnt put value in creating knowledge.
scaffolding students in the creation of principles helps make student ideas explicit
Are the scaffolds slowly removed?
helps them place it in a familiar context.
activates their prior knowledge
They provide a common context for instruction, an authentic task, and a chance to see that school knowledge can be used to solve real problems.
is this blatant to the students? do they say that it helped them to discover this and now they are more motivated to learn as a result? or is this just what the creators hope is happening?
Personally-relevant problems such as determining how to keep a drink cold
So not necessarily personally relevant, as in it matters greatly to me, but personally relevant as in everyone can at least relate to the concept.
What do I do now?questions, making the inquiry process more self-directed.
If the scaffolds are created to go away after time then it isnt self-directed its computer directed instead of teacher directed.
that increase the relevance of science for all learners
how so?
current uses of technology in education as "One step ahead for the technology, two steps back for the pedagogy‖(p.757).
Right?
KCI requires a co-design process (Penuel, Roschelle, &Shechtman, 2007), where the classroom teacher (or teachers) works closely withresearchers to develop a multi-week (often semester-long) curriculum that adheresto the KCI model while also meeting curriculum expectations.
I like that it is a co-design approach
Our emphasis ondeveloping a collective learning experience, where all students are engaged as acoherent social body, adds an additional layer of sociocultural interactions
how do they know that all students are engaged as a coherent social body? I know that individual students have different levels of engagement and non curricular social relationships play a heavy part in interactions in middle and highschool classrooms, so what about this activity supports this claim?
n ecology ofculture, practice and expectations
I like that they acknowledge that there is a ecology involved- that academia and education are a living breathing environment filled with inter-releated and interacting beings
wenty-first-century knowledge skills such as criticalthinking, collaboration and communication
what other skills are considered 21st century knowledge skills?
he silo, course-based approach gives much greater autonomy to individual academics and does not require the level of coor-dination and faculty collaboration that PBL curricula demand, because careful curriculum mapping is required for content knowledge to be system-atically integrated horizontally and vertically in spiral curriculum structures.
So if policy doesnt support PBL and you cant get other faculty to work collaboratively, is there ways to apply PBL learning curriculum in higher education as a single instructor? And not lose too much of the value gained from the full curriculum?
As students become more experienced with PBL, facilitators can fade their scaffolding as the learners gradually adopt much of the facilitators questioning role
But HOW do they effectively fade this scaffolding? Has research ever addressed the most effective ways to fade scaffolding in different areas? how do you help students to not need these supports?
In PBL groups, students activate prior knowledge in initial discus-sions, which helps prepare them to integrate new understanding (Schmidt, Dauphinee, & Patel, 1987 ). Dolmans and Schmidts synthesis of studies on cognitive and motivational effects of small group learning in PBL found that engagement in the following aspects of the PBL process was consequential to stimulating students “intrinsic interest in the subject matter”: activation of prior knowledge; • recall of information; • cumulative reasoning; • theory building; • cognitive conl icts leading to conceptual change; and • collaborative learning construction (Dolmans & Schmidt, 2006 , p. 333).
Obviously we haven't read the study this is referring to, but I wonder how these bullet-pointed steps actually stimulate intrinsic interest?
Example 2
Perhaps I am being a bit judgemental here, but if the point of medical school and dental school is to teach students how to provide the best care, and there is generally an expected diagnosis to be made, and specific steps are used to reach a differential diagnosis, then is this the best example of PBL learning? It doesnt seem to have multiple paths to reach a solution, or multiple possible solutions, and my understanding is that PBL should have at least one of these two things?
. Because of their complex and ill-structured nature, these problems require learners to share their current knowledge, negotiate among alternative ideas, search for information, and construct principled arguments to support their proposed solutions.
Is this a requirement, or could an intelligent person manage to solve them with little to no help from group members?
. Because of their complex and ill-structured nature, these problems require learners to share their current knowledge, negotiate among alternative ideas, search for information, and construct principled arguments to support their proposed solutions.
Is this a requirement, or could an intelligent person manage to solve them with little to no help from group members?
Scaffolding is no longer restricted to in-teractions between individuals—artifacts, resources, and en-vironments themselves are also being used asscaffolds
Does this change the meaning of scaffolding then? If a tool is used to support students ability to perform tasks they would not otherwise be able to perform (such as spell check in a learning program) but the tool is never removed, then is it a scaffold? Scaffolds by definition are not permanent, but change based on learning... so are we redefining scaffolds? or are we discussing something else when the supports built into technology dont go away?
Scaffolding is no longer restricted to in-teractions between individuals—artifacts, resources, and en-vironments themselves are also being used asscaffolds
Does this change the meaning of scaffolding then? If a tool is used to support students ability to perform tasks they would not otherwise be able to perform (such as spell check in a learning program) but the tool is never removed, then is it a scaffold? Scaffolds by definition are not permanent, but change based on learning... so are we redefining scaffolds? or are we discussing something else when the supports built into technology dont go away?
(1996)
When I read this sentence and its reference to knowledge as a personal artifact, I thought it was interesting that a PBL approach that is traditionally viewed as participatory would be using acquisition framework terminology. I wondered how we can expect students to change how they think about knowledge if the researchers writing about how important a change is haven't made that change in their writing, and perhaps not in their own thinking?
(1996)
When I read this sentence and its reference to knowledge as a personal artifact, I thought it was interesting that a PBL approach that is traditionally viewed as participatory would be using acquisition framework terminology. I wondered how we can expect students to change how they think about knowledge if the researchers writing about how important a change is haven't made that change in their writing, and perhaps not in their own thinking?
(1996)
When I read this sentence and its reference to knowledge as a personal artifact, I thought it was interesting that a PBL approach that is traditionally viewed as participatory would be using acquisition framework terminology. I wondered how we can expect students to change how they think about knowledge if the researchers writing about how important a change is haven't made that change in their writing, and perhaps not in their own thinking?
(1996)
When I read this sentence and its reference to knowledge as a personal artifact, I thought it was interesting that a PBL approach that is traditionally viewed as participatory would be using acquisition framework terminology. I wondered how we can expect students to change how they think about knowledge if the researchers writing about how important a change is haven't made that change in their writing, and perhaps not in their own thinking?
Thebroadestsenseofthetermincludeswhateverpassesthroughone'smindat any givenmoment;thissortofthinkingis engaged in by everyone and is not highly val-ued.
Why dont we think of this kind of thinking as having value? since it is engaged in by everyone and therefore is universal (at least to human beings) would it not make sense to consider how this kind of thinking can guide our understanding of how people think and therefore how they learn? Or how we might be able to use this kind of thinking to help to guide learning?
IntegrationAssigned
I would also like to see inclusive designs featured here
Culture
Can this include a focus on the cultures involved in the disability world, and inclusive teaching?
Post and comment on reading reflections
Comment on each others annotations as well as making new ones?
hreats and Challenges to the Success of Design-Based Implementation Research
My one issue with this, which I hope that they address, is that none of this is learner centered in nature. It automatically focuses the research around what is best for the teacher, within the school, district, policy and community. Not on what is best for the learner, usable by the teacher within the school, district, policy and community.
A hallmark of design-based research in the learning sciences has been its focus on improving the learning environments of classrooms; however, learning scientists have, for the most part, had limited success in bringing their classroom innovations to scale at the level of edu-cational systems
I feel like this is often because the implementations are designed for the specific course/materials/approach that a specific teacher uses. So I wonder how much of that is overcome by this approach?
Thus a key early task in forming a partner-ship between researchers and an educational system is to develop a shared understanding of the problem or problems that will be taken up among people representing different stakeholder groups.
How is this accomplished?
significant promise of the strategy of engag-ing learning scientists, policy researchers, and practitioners in a model of collaborative, iterative, and systematic research and development.
I think it is important that they are including policy, design/reserachers, and users into the research!
Instead, we invite scholarship in this journal to engage the contributionsof scholars across the world and to take seriously differences in cultural and political contexts so thatour community might better understand and address how power and inequity under neoliberal andcolonial forces are global phenomena that manifest in locally specific ways.
I think for me this statement is the most powerful one within the article. I find it encouraging that this was written and published in 2018, indicating that the field as a whole had started to move in directions that this year has identified as necessary and lacking. Thank you for situating the role of education researchers, educational designers, and learning environment designers as central and important in the need to diversify our cultural experiences and make changes in how we educate.
The 2- to 4-year-old preschoolersperformed better than non-viewers of educational programs on tests of schoolreadiness, reading, mathematics, and vocabulary as much as 3 years later
This is interesting and counter intuitive to much of what I have been taught regarding the effects of TV time on young children.
Many assessments developed by teachers overlyemphasize memory for procedures and facts
Because of the factory model of education? Or because of something else?
on-line monitoring
DO they mean in the moment? Or is there some specific meaning in education for this term?
Ideas are best introduced when stu-dents see a need or a reason for their use—this helps them see relevant usesof knowledge to make sense of what they are learning.
ARCS model of motivation, relevance
Knowing where one is in a landscape requires a network ofconnections that link one’s present location to the larger space.
Like Hebbian Learning?
It begins by having students use their own words, pictures, or dia-grams to describe mathematical situations to organize their own knowledgeand work and to explain their strategies. In later units, students graduallybegin to use symbols to describe situations, organize their mathematicalwork, or express their strategies.
This reminds me of the math game that Dr. Lira introduced us to in learning sciences. Dragonbox Algebra. Remind me to show it during class.
Teachers who are learner centered recognize the importance of building onthe conceptual and cultural knowledge that students bring with them to theclassroom (see Chapters 3 and 4).
Does this also include building on unrelated knowledge that may be used as a building block or a metaphor for a new concept?
Inshort, the factory model affected the design of curriculum, instruction, andassessment in schools.
I guess this is what i think of as the apparent goal of education, and therefore I dont see much change at a district or societal level. Since this is still how most schools appear to be designed, even though the needs of students are different. I guess I was mistaking the environment and tools within it as indication of the goals of education. In reality the goal may be very different but the learning environment hasn't adapted to the goals.
that the learning goals for schools have undergonemajor changes during the past century.
Have they really though? I feel like we want to believe the learning goals have changed, and that at the teacher level this may be true, but at a district and societal level, is it?