Chapter 7: Knowing, Making and Playing
Quote: "In the twenty-first century, ... , knowledge is becoming less a question of "What is the information?" and more of a "Where is the information?" (p. 91). Teachers do not have to be the fount of all knowledge; they need to provide opportunities for students to find and evaluate information, make meaning and "leap, experiment, fail, and continue to play." (p. 98) And educators need those opportunities as well.
Question: In what ways can students "engage with the tacit" and be involved in the "process of indwelling"? (p. 98)
Connection: Commenting on others' blogs and receiving feedback from others on my blog has pushed me to think in new ways and given me opportunities to help others in their research and exploration as well.
Epiphany: A new understanding of "making." I had a perception of it being exclusively about arts & crafts type projects, but now I see blogging as an example of making. My definition has expanded to include something that "can alter one's personal investment in learning considerably." (p. 94)
Chapter 8: Hanging Out, Messing Around, And Geeking Out
Quote: "The richness of experience and social agency produced by hanging out and the sense of embodiment and personal agency created by messing around, combined with the sense of making, produces what we think is the ultimate goal of indwelling: learning." (p. 104). Learning in the 21st century should be about building relationships, exploring, and taking advantage of social and technological resources.
Question: Should we provide students with opportunities to "hang out" at school, or is it an activity that should occur outside of that environment?
Connection: The work of my 20% project, and the self-analysis that came with debating about changing focus after having already put quite a bit of work into the original idea, allowed me to answer the question: "How can I utilize the available resources, both social and technological, for deep exploration?" (p. 105)
Epiphany: "Hanging out" = "What is my relationship to others?" (p. 101). "Messing around"
= "What am I able to explore?" (p. 103) and "Geeking Out" = "How can I utilize the available resources, both social and technological, for deep exploration?" (p. 105)
Chapter 9:The New Culture of Learning For A World of Constant Change
Quote: A sense of collective indwelling is "the feeling and belief that group members share a tacit understanding of one another, their environment, and the practices necessary to complete their tasks" .... it "evolves out of the fusion of the information network and the petri dish elements of learning, and it is almost entirely tacit." (p. 113) This highlights the importance of both the personal and the collective in learning.
Question: How can I be a part of the change that makes this true at my school: "Only when we care about experimentation, play, and questions more than efficiency, outcomes, and answers do we have a space that is truly open to the imagination." (p. 118)
Connection: "The fastest and easiest way to learn ... is to tap into a collective that is already working on it." (p. 116) So true with the 20% project. Because of Google+ communities, YouTube videos, and Pinterist boards I don't have to start from 0 in shifting the focus of my project. There is so much support out there for newbies, and so many resources freely available that I can tap into.
Epiphany: "If a game is good you never play it the same way twice." (p. 111)
Quote: "In the twenty-first century, ... , knowledge is becoming less a question of "What is the information?" and more of a "Where is the information?" (p. 91). Teachers do not have to be the fount of all knowledge; they need to provide opportunities for students to find and evaluate information, make meaning and "leap, experiment, fail, and continue to play." (p. 98) And educators need those opportunities as well.
Question: In what ways can students "engage with the tacit" and be involved in the "process of indwelling"? (p. 98)
Connection: Commenting on others' blogs and receiving feedback from others on my blog has pushed me to think in new ways and given me opportunities to help others in their research and exploration as well.
Epiphany: A new understanding of "making." I had a perception of it being exclusively about arts & crafts type projects, but now I see blogging as an example of making. My definition has expanded to include something that "can alter one's personal investment in learning considerably." (p. 94)
Chapter 8: Hanging Out, Messing Around, And Geeking Out
Quote: "The richness of experience and social agency produced by hanging out and the sense of embodiment and personal agency created by messing around, combined with the sense of making, produces what we think is the ultimate goal of indwelling: learning." (p. 104). Learning in the 21st century should be about building relationships, exploring, and taking advantage of social and technological resources.
Question: Should we provide students with opportunities to "hang out" at school, or is it an activity that should occur outside of that environment?
Connection: The work of my 20% project, and the self-analysis that came with debating about changing focus after having already put quite a bit of work into the original idea, allowed me to answer the question: "How can I utilize the available resources, both social and technological, for deep exploration?" (p. 105)
Epiphany: "Hanging out" = "What is my relationship to others?" (p. 101). "Messing around"
= "What am I able to explore?" (p. 103) and "Geeking Out" = "How can I utilize the available resources, both social and technological, for deep exploration?" (p. 105)
Chapter 9:The New Culture of Learning For A World of Constant Change
Quote: A sense of collective indwelling is "the feeling and belief that group members share a tacit understanding of one another, their environment, and the practices necessary to complete their tasks" .... it "evolves out of the fusion of the information network and the petri dish elements of learning, and it is almost entirely tacit." (p. 113) This highlights the importance of both the personal and the collective in learning.
Question: How can I be a part of the change that makes this true at my school: "Only when we care about experimentation, play, and questions more than efficiency, outcomes, and answers do we have a space that is truly open to the imagination." (p. 118)
Connection: "The fastest and easiest way to learn ... is to tap into a collective that is already working on it." (p. 116) So true with the 20% project. Because of Google+ communities, YouTube videos, and Pinterist boards I don't have to start from 0 in shifting the focus of my project. There is so much support out there for newbies, and so many resources freely available that I can tap into.
Epiphany: "If a game is good you never play it the same way twice." (p. 111)