Chapter 4
The college experience is a perfect example; assuming they live on campus, sleep 8 hours a night and go to class 3 hours per day the other 13 hours of the day they are submersed into learning culture.
When and how do we teach students how and what to look for in information when they are online? I recently found out about a thing called the deep web. I never knew about this in school and it was never talked about. How do we teach students the rules of the internet?
I recently participated in an EdChat on Twitter. Everyone who was part of the chat was dedicated and bought in for either the same or similar purpose. It was good to be apart of something, a group. A collective is something that has a group of people sharing and experiencing something with a common goal in mind. I see our cohort as one of these collectives. We spend a few hours a week involved in the actual course with the professors, but when we leave the "class" we are still submerged into a culture and world of education. We never leave, whether we see a post on line and want to tag it with #edl630text or we get an email to our phone telling us that someone has posted something on our google+ page. We are in our world of education all day. Which I think this is why this program is so intense and exciting, I am in it all the time. I play a video game and I think about EDL 631 game lab. I hear someone talk about attendance for their child and I think school finance. There are so many things that make me think of this collective that we are apart of as a cohort directly relates to this new culture of learning.
I just started thinking about my digital footprint and what it means. I was part of a twitter chat tonight and that was a topic. I thought about how everything we do is on the internet somewhere forever. That we are creating something that is fluid and dynamic and has never existed before. What we are doing right now in our program is the first of its kind. What we are doing as a species is the first of its kind. The internet is changing everything.
Chapter 5
Members of the collective can present personal problems to the collective itself in ways that surpass simple question and answer sessions, in short even if a problem is not your problem you can watch someone else work it out.
How do we maintain some of the standards of rigor as we progress into a new age of collectiveness in our society?
I agree and can see both sides of the argument made about the Ryerson college online collective issue. The college wants to make sure that the academics that come from their college can perform the task at hand, the college has its name to protect and the degrees it hands out. What happened with the case was that a student made an online collective and had 146 members to help answer questions about chemistry. What he was doing was reaching out within the confines of his network to create something that would help reach more people and possibly more people who know how to do the problem. It is a skill that is of use and is needed in everyday life, being able to ask for help and know where to look. I think about our cohort and how we have all of these opportunities to ask each other and talk with each other about the course work. I think as the world of education becomes more interconnected we will need to have people who know how to ask for support and resources from the wide range of educators.
While I was listening to this chapter I thought about the edchat I did with a new teacher group. I thought about how cool it was that there was a group of people that were willing to help new teachers in the profession. How people are using the platforms of twitter, facebook, google+, to create collectives within them. We are using tools in ways that they may not have been thought of before to reach our goal of learning.
Chapter 6
Inquiry learning it creates a motivation to learn and provides a set of constraints that make the learning meaningful.
I am a big fan of inquiry learning. I think it is more authentic and real then traditional teaching. My question is how to we become masterful at inquiry learning as educators? I want get better at it, how does one become a better question asker?
This directly relates to our 20% project. I mean inquiry learning is the the foundation for what our 20% project is. We are asked to go find a topic that interests us and then go look and try to find some information about that topic. While I have been researching my topic though I have found more then just the original research on the topic. I see the connection with the project and I will try to do something like this in one of my own classes in the future.
My aha moment was how inquiry learning can be a challenge and can take you to places that you did not know where there before and to help you stumble onto new information. I think that is why it is so authentic, we ask a question and then we have to find the answer, sometimes the answer leads us to new questions other times it may not be able to be found in that period of time. I think that question asking should be at the center of our teaching not answer giving like it can be focused on.
The college experience is a perfect example; assuming they live on campus, sleep 8 hours a night and go to class 3 hours per day the other 13 hours of the day they are submersed into learning culture.
When and how do we teach students how and what to look for in information when they are online? I recently found out about a thing called the deep web. I never knew about this in school and it was never talked about. How do we teach students the rules of the internet?
I recently participated in an EdChat on Twitter. Everyone who was part of the chat was dedicated and bought in for either the same or similar purpose. It was good to be apart of something, a group. A collective is something that has a group of people sharing and experiencing something with a common goal in mind. I see our cohort as one of these collectives. We spend a few hours a week involved in the actual course with the professors, but when we leave the "class" we are still submerged into a culture and world of education. We never leave, whether we see a post on line and want to tag it with #edl630text or we get an email to our phone telling us that someone has posted something on our google+ page. We are in our world of education all day. Which I think this is why this program is so intense and exciting, I am in it all the time. I play a video game and I think about EDL 631 game lab. I hear someone talk about attendance for their child and I think school finance. There are so many things that make me think of this collective that we are apart of as a cohort directly relates to this new culture of learning.
I just started thinking about my digital footprint and what it means. I was part of a twitter chat tonight and that was a topic. I thought about how everything we do is on the internet somewhere forever. That we are creating something that is fluid and dynamic and has never existed before. What we are doing right now in our program is the first of its kind. What we are doing as a species is the first of its kind. The internet is changing everything.
Chapter 5
Members of the collective can present personal problems to the collective itself in ways that surpass simple question and answer sessions, in short even if a problem is not your problem you can watch someone else work it out.
How do we maintain some of the standards of rigor as we progress into a new age of collectiveness in our society?
I agree and can see both sides of the argument made about the Ryerson college online collective issue. The college wants to make sure that the academics that come from their college can perform the task at hand, the college has its name to protect and the degrees it hands out. What happened with the case was that a student made an online collective and had 146 members to help answer questions about chemistry. What he was doing was reaching out within the confines of his network to create something that would help reach more people and possibly more people who know how to do the problem. It is a skill that is of use and is needed in everyday life, being able to ask for help and know where to look. I think about our cohort and how we have all of these opportunities to ask each other and talk with each other about the course work. I think as the world of education becomes more interconnected we will need to have people who know how to ask for support and resources from the wide range of educators.
While I was listening to this chapter I thought about the edchat I did with a new teacher group. I thought about how cool it was that there was a group of people that were willing to help new teachers in the profession. How people are using the platforms of twitter, facebook, google+, to create collectives within them. We are using tools in ways that they may not have been thought of before to reach our goal of learning.
Chapter 6
Inquiry learning it creates a motivation to learn and provides a set of constraints that make the learning meaningful.
I am a big fan of inquiry learning. I think it is more authentic and real then traditional teaching. My question is how to we become masterful at inquiry learning as educators? I want get better at it, how does one become a better question asker?
This directly relates to our 20% project. I mean inquiry learning is the the foundation for what our 20% project is. We are asked to go find a topic that interests us and then go look and try to find some information about that topic. While I have been researching my topic though I have found more then just the original research on the topic. I see the connection with the project and I will try to do something like this in one of my own classes in the future.
My aha moment was how inquiry learning can be a challenge and can take you to places that you did not know where there before and to help you stumble onto new information. I think that is why it is so authentic, we ask a question and then we have to find the answer, sometimes the answer leads us to new questions other times it may not be able to be found in that period of time. I think that question asking should be at the center of our teaching not answer giving like it can be focused on.