Both Gee and Turkle introduce some terms that really resonated. However, I found myself looking for common ground in the work of the two scholars and thought that Turkle’s concept of the physical real is a locus that can be used to connect arguments from Alone Together and What Video Games Have to Teach Us. The physical real is one of those concepts that is so rudimentary that it is hard to explain.
In this week’s reading there are many interesting innovations, cases and frameworks for assessment discussed by Nicol, Redecker & Johannessen. I found that there was one common theme that tied all of these frameworks together – a movement towards greater learner self-regulation .
In Vaughan et al’s (2013) discussion of blended learning and the planning and design modifications required to facilitate effective communities of inquiry they introduce an intriguing term – presence.
Transformative pedagogy encourages the learner to critically explore attitudes and perspectives, question them in the light of social issues and attain social agency through action. Mezirow, J. and Associates. (2000) identify the following three themes central to the transformative learning framework:
Although there are many insightful readings in this week’s topic of Gender, Difference and Networked Media, the keyword (I know, it’s actually a phrase) that I found to be the most poignant was from Gray (2007): “use of Internet technologies can register as both a private experience and a suspended moment of public engagement”.
Nakamura labels the prevalent market structure in the propagation of memes, AIM buddy icons and viral media (etc.) as a gift economy. Gift economies are a characteristic of participatory culture wherein participants appropriate and transform existing media and co-opt their usage in participatory exchanges. The original and the transformed media are further available for the participants to appropriate, transform and propagate.
The self-governing, participatory culture (community) described by Kafai and Peppler reminds me of the perfectly competitive markets model from economic theory. For those of you who may have forgotten Microeconomics 101, some of the defining characteristics of a perfectly competitive market are:
Authentic learning activities are conducted in the specific social and physical environment in which their application will occur. The key to developing and delivering authentic learning activities is to situate the learning (in the context wherein it will be applied). The aim is to develop learners’ real world application of concepts by engaging them in tasks that are more relevant to their lives instead of abstract, decontextualized knowledge.One of the key tenets of situated learning is that knowledge is co-constructed through social interaction among learners. The success of situated learning depends on the level of authenticity (i.e. degree of similitude with real world) of the interaction and the underlying task. Higher levels of authenticity yield deeper and more meaningful learning. Some examples include simulations, role playing, interactive workshops and communities of practice.
Mouza and Lavigne briefly discuss the application (by Vahey and colleagues) of Activity Theory to develop a curricular activity system framework. Vahey et al’s discussion is focused on student use of SimCalc and Geometer’s Sketchpad as dynamic representation tools to engage in meaningful mathematics which results in deeper learning and greater equity. In terms of the curricular activity system, SimCalc and Geometer’s Sketchpad are historically and culturally constituted tools used for cognitive development through a process of mediation. This mediation (as well as the curricular activity system and Activity Theory) has its roots in Vygotsky’s cultural-historical development theories.
Early in his presentation, Sugata Mitra, quotes Arthur C. Clarke: “A teacher that can be replaced by a machine, should be.” He goes on to describe the results of his Hole in the Wall experiment wherein he placed computers with online access in various regions of India and observed children’s efforts to self-organize and teach themselves with the help of the computer. His thesis examines the ability of learners to assemble and organize themselves around a technology in order to learn. Thus, he recognizes the changing role of the teacher based on the affordances of emerging educational technologies. He examines one extreme of the changing role of the teacher – the removal of the human element and finds that for some learning tasks, the human element can be removed by a machine.