Chapter 7
Where one chooses to post, where one chooses to links to, or where one is linked from does not just serve as a locus for finding content it becomes part of the content itself.
How do we teach students how to extrapolate an manipulate data so that they can understand the content on a deeper level?
I think about our hashtag #edl630text. I have mentioned this before, but I think about how much this idea that data and presentation is up for interpretation and can be modified to fit and molded into something new. When we find a text outside of our collective cohort we can post it if we think it is interesting and then assess what we think about it. Someone who may write a post about something not directly associated with education, say a post on pinterest about building a bird house and one our colleagues tags it stating this would be a great way to teach physics and architecture. The original locus of the text has been transformed into something completely new and different then its original intention.
I want to know how to use inquiry learning while now knowing the ability for information to be changed and manipulated to help students see and experience a deeper level of learning then before. How can I get them to want to change something and in the process of trying to change see the original in a deeper way. I think that inquiry can help with this task and this goal of presenting learning in a new way. This is my aha; to have students manipulate, change, adapt and adjust something they know to teach them how to dissect and study it on a deeper level.
Chapter 8
Geeking out leads to a richness of social agency produced by hanging out and the sense of embodiment and personal agency produced by messing around combined with making leads to a high level of learning.
How can we make the process of having social agency and personal connections involved with the making process in the classroom?
I think about how we are learning to change the way we think as educators. I am still trying to learn how to teach in a dynamic and engaging way as I grow. I wonder how we can learn how to accomplish all of these steps to reach a level of learning in all of our classrooms that allow students to really grow and learn on a level of geeking out that we would like to see in the classroom. I know that I have learned so many ways on how to transform and make my classroom better then it was before, but how do we maintain and accomplish mastery within all of these different styles and strategies?
I did not realize the process that goes into the learning of new content. At least in the new culture of learning, we want kids to grow through a process and have them make changes and learn how to adapt and change as they grow. I think this is a great process to know exist, that I can have students at different processes and each be achieving different levels of knowledge.
Chapter 9
Most important the engine that drives learning in the world of warcraft is a blend of questioning, imagination and best of all play.
How can we make a style of learning like MMO's that are actually fun when it comes to group work?
When we did the gamifaction in EDL 631 I had fun learning. The question I am seeking to answer is; how to design a course and be effective while providing a sense of competition and gamify the course in order to achieve higher levels of content knowledge.
I am seeing how much gamifaction is going to become a way that I teach. I already love to include games and experiences to make the learning fun and try to engage students into the learning. If I can find a way to plan an entire semester or year to be a course where students spend the whole year achieving higher levels of success due to wanting to win.
Where one chooses to post, where one chooses to links to, or where one is linked from does not just serve as a locus for finding content it becomes part of the content itself.
How do we teach students how to extrapolate an manipulate data so that they can understand the content on a deeper level?
I think about our hashtag #edl630text. I have mentioned this before, but I think about how much this idea that data and presentation is up for interpretation and can be modified to fit and molded into something new. When we find a text outside of our collective cohort we can post it if we think it is interesting and then assess what we think about it. Someone who may write a post about something not directly associated with education, say a post on pinterest about building a bird house and one our colleagues tags it stating this would be a great way to teach physics and architecture. The original locus of the text has been transformed into something completely new and different then its original intention.
I want to know how to use inquiry learning while now knowing the ability for information to be changed and manipulated to help students see and experience a deeper level of learning then before. How can I get them to want to change something and in the process of trying to change see the original in a deeper way. I think that inquiry can help with this task and this goal of presenting learning in a new way. This is my aha; to have students manipulate, change, adapt and adjust something they know to teach them how to dissect and study it on a deeper level.
Chapter 8
Geeking out leads to a richness of social agency produced by hanging out and the sense of embodiment and personal agency produced by messing around combined with making leads to a high level of learning.
How can we make the process of having social agency and personal connections involved with the making process in the classroom?
I think about how we are learning to change the way we think as educators. I am still trying to learn how to teach in a dynamic and engaging way as I grow. I wonder how we can learn how to accomplish all of these steps to reach a level of learning in all of our classrooms that allow students to really grow and learn on a level of geeking out that we would like to see in the classroom. I know that I have learned so many ways on how to transform and make my classroom better then it was before, but how do we maintain and accomplish mastery within all of these different styles and strategies?
I did not realize the process that goes into the learning of new content. At least in the new culture of learning, we want kids to grow through a process and have them make changes and learn how to adapt and change as they grow. I think this is a great process to know exist, that I can have students at different processes and each be achieving different levels of knowledge.
Chapter 9
Most important the engine that drives learning in the world of warcraft is a blend of questioning, imagination and best of all play.
How can we make a style of learning like MMO's that are actually fun when it comes to group work?
When we did the gamifaction in EDL 631 I had fun learning. The question I am seeking to answer is; how to design a course and be effective while providing a sense of competition and gamify the course in order to achieve higher levels of content knowledge.
I am seeing how much gamifaction is going to become a way that I teach. I already love to include games and experiences to make the learning fun and try to engage students into the learning. If I can find a way to plan an entire semester or year to be a course where students spend the whole year achieving higher levels of success due to wanting to win.