Chapter 4: Learning in the Collective Quote: "In communities, people learn in order to belong. In a collective, people belong in order to learn.” Question: Am I motivating enough of my peers to participate in the collective? Connection: “Give a man a fish and feed him for a day. Teach a man to fish and feed him as long as the fish supply holds out. But create a collective, and every man will learn how to feed himself for a lifetime.” I see our cohort as being a collective. Aside from my peers at work, I appreciate being a part of this community to reflect and create together. Epiphany/Ah-ha: The last paragraph of chapter 4 talks about not defining or directing a collective as that takes away from the very meaning of what a collective is. My type A personality struggles with not having defined roles-direction but I have learned you cannot force this. Chapter 5: The Personal with the Collective Quote: “Collectives are not simply new forms of public spaces. They are built and structured around participation and therefore carry a different sense of investment for those that engage in them.” Question: “Throughout life, people engage in a process of continuous learning about things in which they have a personal investment...yet...those things are rarely acknowledged in educational environments.” - How do we bring those that have more meaning to a teacher into a classroom? Connection: “At their best blogs give an individual the chance to interact with and become part of a collective that both shapes and is shaped by his or her thoughts.” Blogging through the course has allowed each of us to learn from each other than from any textbook. Epiphany: “The connection between the personal and collective is a key ingredient in lifelong learning.” We all say that we are or want to be lifelong learners but if we are not connected to a collective in some way we are not growing nor leaning. Chapter 6: We Know More than We Can Say Quote: “Students learn best when they are able to follow their passion and operate within the constraints of a bounded environment.” So much of what we have been doing in education has had nothing to do with the passion of the child. Question: “They had come to believe that things they felt passionate about should not be part the (formal) learning process. How do I inspire passion in young children, especially from poverty situations? Connection: “Yet, most teachers know that when students feel passion for a topic, they will seek out the tough problems, rather than the easy ones, and work harder to solve them.” This has 20%time project written all over it! Epiphany: Before starting my 20%time project I had heard that gaming can create a lot of learning situations but was not completely convinced. I would say I was way more on the completely not convinced side. However, the more I read about online-gaming, and multiplayer gaming, I am learning just how beneficial gaming can be for creating learning outcomes. Works Cited Thomas, D., & Brown, J. (2011). A new culture of learning: Cultivating the imagination for a world of constant change. Lexington, Ky.: [CreateSpace?].
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Andrea Jacobs
7/5/2015 05:47:55 am
I used the same quote that you used in your connection for chapter 4. And I can sympathize in your struggle with having a collective that is not directed in some fashion. I like organization, process, and routine. A collective is the opposite of this. However, with all the different postings and responses everyone is giving I am learning so much more with the freedom to choose who we respond to, asking questions when we need help, and supporting each other than if we had a rigid posting system. I'm learning how valuable a collective is and how valuable sharing and interacting with others is to my own learning. I'd love to set up a Google+ community for my own students to participate in since I now know how helpful it is.
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Hi Kelly,
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Amanda Wallace
8/2/2015 11:38:30 am
Kelly,
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