CHAPTER 4 Quote: "Learning from others is neither new nor revolutionary; it has just been ignored by most of our educational institutions."
Thomas, Douglas; Seely Brown, John (2011-03-12). A New Culture of Learning: Cultivating the Imagination for a World of Constant Change (Kindle Locations 595-596). CreateSpace. Kindle Edition.
I chose this quote because I think it makes an important point. Technology is able to amplify totally natural modes of learning. It's not about re-writing the science of teaching. It's about sharpening tools that have been used all along.
Question: How can technology help improve or hinder learning through collaboration?
Connection: In my classroom I see technology as a huge advantage for some students and a huge disadvantage for others. I recently tried to use Peardeck for a lesson and it completely backfired. Some students were totally into it, but many were completely distracted by being able to use certain features to disrupt the class and we had to cut the lesson short.
Epiphany: I need to find more ways to use technology to promote collaboration between students.
CHAPTER 6 Quote: "...is public versus private really the best way to frame the distinction anymore? Perhaps the fact that the boundary between the two is becoming so permeable indicates a need for a new way to think about the differences between them. We suggest a framework that has elements of both but involves intertwining and remixing—rather than opposing—domains: the personal combined with the collective."
Thomas, Douglas; Seely Brown, John (2011-03-12). A New Culture of Learning: Cultivating the Imagination for a World of Constant Change (Kindle Locations 671-674). CreateSpace. Kindle Edition.
I like the reframing suggested here, but I don't think it gets at the real issues of the interconnected global community. This chapter highlights the many positive aspects of the collective. While I agree, I wasn't totally convinced that the hindrances of the collective nature of online learning is really being considered by the authors. I don't think the biggest concern is private vs public. To me the problem is blurred lines in general. There's far too much information available. Googling something like "civil rights in america" will yield around 87,000,000 sources. It's like turning on a fire hose.
Question: How do we teach students to use the collective nature nature that technology can bring to the classroom in helpful and efficient ways?
Connection: In my classroom, I see students struggle to make use of technology for things like research and collaboration all the time. Wether it's because of a learning curve on the new technology being used, distraction, or simply not knowing how to look for what they need.
Epiphany: I need to be spending more time teaching my students how to make better distinctions between good and bad, accurate and inaccurate, biased or neutral information that they find online.
CHAPTER 6 Quote: "Conventional wisdom holds that different people learn in different ways. Something is missing from that idea, however, so we offer a corollary: Different people, when presented with exactly the same information in exactly the same way, will learn different things."
Thomas, Douglas; Seely Brown, John (2011-03-12). A New Culture of Learning: Cultivating the Imagination for a World of Constant Change (Kindle Locations 1045-1047). CreateSpace. Kindle Edition.
I chose this quote because I found it super interesting. When I teach, I often think of specific learning objectives at the outset of my lesson planning, but that's completely contradictory to the idea of learning through exploration.
Question: How can I honor content standards, teach common core skills and allow my students to explore freely?
Connection: During class discussions I've often had students make observations about something we're looking at that I had never thought of. I don't always let it take us in a new direction because I usually want to steer it back to what I had planned for them to learn.
Epiphany: I want to try writing a lesson with learning objectives but leave intentional time to go in a completely different direction if students are seeing things that I didn't plan. I'd like to try and write lessons where I learn something from my students as much as they learn from my lesson.