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Chapter 4: LEARNING IN THE COLLECTIVE
Quote: “The new culture of learning is based on three principles: (1) the old ways of learning are unable to keep up with our rapidly changing world. (2) New media forms are making peer-to-peer learning easier and more natural. (3) Peer-to-peer learning is amplified by emerging technologies that shape the collective nature of participation with those new media” (Brown, Thomas, P. 50).
I chose this quote from this chapter not only because it sums up the chapter but also sums up everything we have been doing in our ED 530 Tech class. I now understand how progressive it can be to create a digital community within a class for students to help them learn independently as well as with their peers. Students are already learning from each other online using social media to share a plethora of things.
Question: Why don’t more educators take the digital communities students are a part of outside of school and adapt them to the classroom?
Connection: The learning process is rapidly changing with the advent and progression of technology. The days of lecturing for a whole class period are quickly coming to an end. More and more educators including myself are integrating more peer to peer learning into the classroom. “In a collective, people belong in order to learn” (Brown, Thomas, P. 52). I have experienced and found the benefits of this first hand through our ED 530 coarse. Students take ownership of a collective. It is a place where learning never stops. Students are able to ask each other questions and see each others responses. It produces more organic learning! More meaningful learning takes place in a collective because the inquiry comes from the collective or the students itself (Brown, Thomas, P. 54).
Epiphany: In the classroom I have been working in this semester, my teacher has shown me the power of the “interactive notebook”. Everything our students do in class goes into their notebook and keeps things very neat and organized. However I am now thinking that students in my classes would greatly benefit from having these notebooks be digital and part of a collective online. I feel that students are not on the computers enough in my class...granted the computers are ancient and take literally 10 minutes to warm up and for the kiddos to log on. Both neighboring teachers have Chromebooks next door to me and these are much faster. Wherever I find a permanent home teaching, I will make sure my class has good devices for students to access a digital collective/community. If I have to buy these devices myself, I will. Seriously! This is how important I find this.
Chapter 5: THE PERSONAL WITH THE COLLECTIVE
Quote: “The collective that forms as a result provides an opportunity to do certain things (agency) and a connection with other performers who are similarly situated (identity) - neither of which exists in the other two venues (Brown, Thomas, P. 56).”
I have taken many college courses over the last five years. I would maybe get to know 1-2 people in a given class. Out of all the classes I have taken, I have stayed in contact with a very small handful of people that I have met in my classes. I believe this is because my professors never established a community or collective for the students in the classes. My Ed 530 class this semester has been the polar opposite. I have gotten to know so many people. People who also have gotten to know me and who I will definitely remain in contact with once this course is over. The collective that we have formed has allowed us to all to bond in new and meaningful ways.
Question: As digital communities are becoming more and more prevalent in and out of the classroom, how do we as teachers convey to students where to draw the line between public and private information which should be shared and put online?
Connection: Public vs. private… where does a collective sit. Collectives blur the lines between the two. Chapter five compares a collective to singing at a karaoke bar. While you are singing publicly, it is within a collective of people. This is far different from performing on tv for something like American Idol or singing in the middle of a public space. As public and private merge in a collective, people are able to share things that they normally would not be able to in an educational environment. This allows for the collective to grow organically and to become a more personal learning outlet for users. “The connection between the personal and collective is a key ingredient in lifelong learning” (Brown, Thomas, P. 72). Thus we need to make classes feel like they belong to the students rather than the teacher!
Epiphany: Technology is changing everything in our worlds today. It is making it much more easy to incorporate an aspect of “play” into the classroom and making it easier to incorporate peer-peer learning. I feel that students in my current classes do not have enough peer-peer learning. The school I am working at is very focused on “independent learning”. However, outside of the classroom, students rarely learn independently. They are constantly on their devices learning from each other on online communities. Student share constantly telling me to check out a youtube video of someone doing something crazy, or the new hottest car, or gadget. They are learning through collectives and sharing with each other. We should not resist this and rather build on this type of engagement and fascination in the classroom!
Chapter 6: WE KNOW MORE THAN WE SAY
Quote: “The twenty-first century, however, belongs to the tacit. In the digital world, we learn by doing, watching, and experiencing (Brown, Thomas, P. 76).”
If you are going to learn a new computer program or how to play a new video game, do you read the entire instruction manual?...No! We learn by doing in this digital age. If we hit a speed bump along the way then we have a plethora of different communities to consult to help lead us on our way. This exploration also helps foster a sense of play.
Question: Most students are quick to adapt to new digital mediums but still constantly ask if something is right. How can educators create spaces for students to cross reference their work and determine if their answers are indeed correct?
Connection: “Tacit knowledge, which grows through personal experience and experimentation, is not transferable - you can’t teach it to me, though I can still learn it (Brown, Thomas, P. 77).” New things… It’s all about new things and new experiences. At the school I am currently working at, I observed two world history units at the beginning of the year and watched students complain, whine, and resist doing their work. Why? because the lessons were stale and flat and they did the exact same thing every day. I took note of this. When it became my turn to make the class mine, I vowed to get these students experimenting with new software, programs, and ways of learning and completing their work. We have explored Prezi, Storify, Kahoot, gallery walks, created comics, and more. I began to get students to become part of different collectives. I started hearing a lot more, “Hey Mr. H, this is FUN!” There was more of a sense of play in the class which pushed students to become more passionate. I was incorporating more tacit learning. It is amazing to see students take a deeper ownership in their work.
Epiphany: Whoever is resisting the new era of education that is now making its way into progressive schools, clearly does not understand what is going on and clearly has not read this amazing book. Its time to make classes exciting and most importantly, FUN! I think it is time for educators to stop thinking about our classes as “our classes” and rather “the students class” I have seen how powerful it can be to push students to build a collective and community within the class where students can direct their own learning. We need to foster an atmosphere in the classroom that encourages experimentation. It is also time to realize how influential peer-peer learning can be as wel. Outside of the classroom students constantly learn from one another. We should not try to squash this collaboration in the classroom!
Chapter 4: LEARNING IN THE COLLECTIVE
Quote: “The new culture of learning is based on three principles: (1) the old ways of learning are unable to keep up with our rapidly changing world. (2) New media forms are making peer-to-peer learning easier and more natural. (3) Peer-to-peer learning is amplified by emerging technologies that shape the collective nature of participation with those new media” (Brown, Thomas, P. 50).
I chose this quote from this chapter not only because it sums up the chapter but also sums up everything we have been doing in our ED 530 Tech class. I now understand how progressive it can be to create a digital community within a class for students to help them learn independently as well as with their peers. Students are already learning from each other online using social media to share a plethora of things.
Question: Why don’t more educators take the digital communities students are a part of outside of school and adapt them to the classroom?
Connection: The learning process is rapidly changing with the advent and progression of technology. The days of lecturing for a whole class period are quickly coming to an end. More and more educators including myself are integrating more peer to peer learning into the classroom. “In a collective, people belong in order to learn” (Brown, Thomas, P. 52). I have experienced and found the benefits of this first hand through our ED 530 coarse. Students take ownership of a collective. It is a place where learning never stops. Students are able to ask each other questions and see each others responses. It produces more organic learning! More meaningful learning takes place in a collective because the inquiry comes from the collective or the students itself (Brown, Thomas, P. 54).
Epiphany: In the classroom I have been working in this semester, my teacher has shown me the power of the “interactive notebook”. Everything our students do in class goes into their notebook and keeps things very neat and organized. However I am now thinking that students in my classes would greatly benefit from having these notebooks be digital and part of a collective online. I feel that students are not on the computers enough in my class...granted the computers are ancient and take literally 10 minutes to warm up and for the kiddos to log on. Both neighboring teachers have Chromebooks next door to me and these are much faster. Wherever I find a permanent home teaching, I will make sure my class has good devices for students to access a digital collective/community. If I have to buy these devices myself, I will. Seriously! This is how important I find this.
Chapter 5: THE PERSONAL WITH THE COLLECTIVE
Quote: “The collective that forms as a result provides an opportunity to do certain things (agency) and a connection with other performers who are similarly situated (identity) - neither of which exists in the other two venues (Brown, Thomas, P. 56).”
I have taken many college courses over the last five years. I would maybe get to know 1-2 people in a given class. Out of all the classes I have taken, I have stayed in contact with a very small handful of people that I have met in my classes. I believe this is because my professors never established a community or collective for the students in the classes. My Ed 530 class this semester has been the polar opposite. I have gotten to know so many people. People who also have gotten to know me and who I will definitely remain in contact with once this course is over. The collective that we have formed has allowed us to all to bond in new and meaningful ways.
Question: As digital communities are becoming more and more prevalent in and out of the classroom, how do we as teachers convey to students where to draw the line between public and private information which should be shared and put online?
Connection: Public vs. private… where does a collective sit. Collectives blur the lines between the two. Chapter five compares a collective to singing at a karaoke bar. While you are singing publicly, it is within a collective of people. This is far different from performing on tv for something like American Idol or singing in the middle of a public space. As public and private merge in a collective, people are able to share things that they normally would not be able to in an educational environment. This allows for the collective to grow organically and to become a more personal learning outlet for users. “The connection between the personal and collective is a key ingredient in lifelong learning” (Brown, Thomas, P. 72). Thus we need to make classes feel like they belong to the students rather than the teacher!
Epiphany: Technology is changing everything in our worlds today. It is making it much more easy to incorporate an aspect of “play” into the classroom and making it easier to incorporate peer-peer learning. I feel that students in my current classes do not have enough peer-peer learning. The school I am working at is very focused on “independent learning”. However, outside of the classroom, students rarely learn independently. They are constantly on their devices learning from each other on online communities. Student share constantly telling me to check out a youtube video of someone doing something crazy, or the new hottest car, or gadget. They are learning through collectives and sharing with each other. We should not resist this and rather build on this type of engagement and fascination in the classroom!
Chapter 6: WE KNOW MORE THAN WE SAY
Quote: “The twenty-first century, however, belongs to the tacit. In the digital world, we learn by doing, watching, and experiencing (Brown, Thomas, P. 76).”
If you are going to learn a new computer program or how to play a new video game, do you read the entire instruction manual?...No! We learn by doing in this digital age. If we hit a speed bump along the way then we have a plethora of different communities to consult to help lead us on our way. This exploration also helps foster a sense of play.
Question: Most students are quick to adapt to new digital mediums but still constantly ask if something is right. How can educators create spaces for students to cross reference their work and determine if their answers are indeed correct?
Connection: “Tacit knowledge, which grows through personal experience and experimentation, is not transferable - you can’t teach it to me, though I can still learn it (Brown, Thomas, P. 77).” New things… It’s all about new things and new experiences. At the school I am currently working at, I observed two world history units at the beginning of the year and watched students complain, whine, and resist doing their work. Why? because the lessons were stale and flat and they did the exact same thing every day. I took note of this. When it became my turn to make the class mine, I vowed to get these students experimenting with new software, programs, and ways of learning and completing their work. We have explored Prezi, Storify, Kahoot, gallery walks, created comics, and more. I began to get students to become part of different collectives. I started hearing a lot more, “Hey Mr. H, this is FUN!” There was more of a sense of play in the class which pushed students to become more passionate. I was incorporating more tacit learning. It is amazing to see students take a deeper ownership in their work.
Epiphany: Whoever is resisting the new era of education that is now making its way into progressive schools, clearly does not understand what is going on and clearly has not read this amazing book. Its time to make classes exciting and most importantly, FUN! I think it is time for educators to stop thinking about our classes as “our classes” and rather “the students class” I have seen how powerful it can be to push students to build a collective and community within the class where students can direct their own learning. We need to foster an atmosphere in the classroom that encourages experimentation. It is also time to realize how influential peer-peer learning can be as wel. Outside of the classroom students constantly learn from one another. We should not try to squash this collaboration in the classroom!