Henry Jenkins on Participatory Culture

sustained,

Construction asks our students and teachers to focus on the power and patience employed during work process…and not just the final resultant work product.

I believe that viewing the work as construction and more expansive that just creation allows for this eventuality.

Expeditionary

Learning STEM Skills by Designing Video Games

a very general level all of culture can be understood in terms of remix, where someone creates a cultural product by mixing meaningful elements together (e.g., ideas from different people with ideas of one’s own), and then someone else comes along and remixes this cultural artefact with others to create yet another artefact.

Beware online "filter bubbles"

Every article has five versions, each written for students at different reading levels. After a student reads the version that matches her skill level, she can take corresponding quizzes to test her knowledge.

Students critically evaluate online information by considering the credibility (truthfulness) and validity (usefulness) of the information obtained

The Internet Inquiry Project is an online research project that helps students develop the important digital knowledge and skills needed as they build their web literacies. Internet Inquiry Projects are student interest driven, and are more authentic as a learning activity than traditional WebQuests. Internet Inquiry Projects also align well with Project Based Learning (PBL) initiatives. For more guidance about Internet Inquiry Projects, please review Reading the Web by Elizabeth Dobler and Maya Eagleton. This work draws on the Internet Workshop model and facilitates online reading comprehension.

It should also be noted that Internet Inquiry Projects are not only appropriate but also vital for use in classrooms from Pre-K up through higher ed. It is the responsibility of educators in all grades and content areas to modify as needed for learners.

These changes will require each of us to always have one lens turned to the future so that we might continuously learn about even newer online tools that we can use in our classrooms, preparing our students for their future.

As new technologies appear on the Internet, new literacies and new opportunities for instruction appear (International Reading Association, 2009).

One of the most consistent patterns in reading research is the finding that the prior knowl-edge we bring to a text profoundly shapes our interpretation.

Teachers become more important, though their role changes, within new literacy classrooms. (p

The Internet is this generation’s defining technology for literacy and learning within our global community.

New Literacies, as the broader concept, benefits from work taking place in the multiple, lowercase dimensions of new literacies by identify-ing the common findings that appear.

The “connected” in connected learning is about human connection as well as tapping the power of connected technologies. Rather than see technology as a means toward more efficient and automated forms of education, connected learning puts progressive, experiential, and learner-centered approaches at the center of technology-enhanced learning.

game-based

Traditional education is failing to engage many students as they enter their middle school, high school, and college years. The culture clash between formal education and interest-driven, out-of-school learning is escalating in today’s world where social communication and interactive content is always at our fingertips. We need to harness these new technologies for learning rather than distraction.  

Young people learn best when actively engaged, creating, and solving problems they care about, and supported by peers who appreciate and recognize their accomplishments.

6. Openly-Networked Connected learning environments link learning in school, home and community because learners achieve best when their learning is reinforced and supported in multiple settings. Online platforms can make learning resources abundant, accessible and visible across all learner settings.”

When academic studies and institutions draw from and connect to young people’s peer culture, communities and interest-driven pursuits, learners flourish and realize their true potential.

Connected learning prizes the learning that comes from actively producing, creating, experimenting and designing because it promotes skills and dispositions for lifelong learning and for making meaningful contributions to today’s rapidly changing work and social conditions.

These dedicated professionals are also harmed by the same one-size-fits-all system that’s failing too many of their students.

The surprising truth about what motivates us

TPACK Example

Motivating Learners

14 | CONNECTED LEARNINGoday’s educational institutions are struggling to fulfill their mission of provid-ing pathways to opportunity for all youth. In the past two decades, earnings have dropped for those without high school degrees, while dropout rates have continued to remain high among vulnerable populations. At the same time, privileged families are turning to costly private schools and enrichment activities for an educa-tional edge, preparing their children for a competitive and volatile market for profes-sional and fulfilling jobs.

 Teachers in the substitution and augmentation phase can use technology to accomplish traditional tasks,  but the real learning gains result from engaging students in learning experiences that could not be accomplished without technology. At the Modification and Redefinition level, the task changes and extends the walls of the classroom.

social support to overcome adversity and provide recognition.

n the UbD framework, we have identified six facets of understanding for assessment purposes.

The UbD framework offers a three-stage backward design process for curriculum planning, and includes a template and set of design tools that embody the process. A key concept in UbD framework is align-ment (i.e., all three stages must clearly align not only to standards, but also to one another). In other words, the Stage 1 con-tent and understanding must be what is assessed in Stage 2 and taught in Stage 3.

Understanding is revealed when students autonomously make sense of and transfer their learning through authentic performance.

Teaching Gymnastics Skills in Elementary PE

Teachers should also help students develop healthy habits and attitudes when using technology. Educators need to take an active role in helping them understand the benefits, dangers, and opportunities technology provides.

The learning process is a two-way street. As the teacher relays information to the student, the student ought to have the right to challenge ideas and engage in discussion with the teacher in order to reach a deeper understanding.

There are plenty of benefits to schools using these resources in all areas of education, including physical education: Students creating and watching best practice/technique videos for physical training or sports Reviewing sports mechanics videos from professional athletes or online trainers Create health video projects demonstrating the proper diet and lifestyle of a fit young adult

I allow them the choice of which platform to use for the support they need, but I make sure they ask questions. When is it best to do a Google search versus ask a question on Twitter? Why would students tweet to a particular hashtag or person versus another? When they tweet to people from another country in another time zone, what kind of context do they need to consider? What should they add, remove, or modify in order to communicate better?

Unfortunately, many focus on skills rather than literacies. Digital skills focus on what and how. Digital literacy focuses on why, when, who, and for whom.