During this week’s discussion, our group examined many disparate issues. The fact that we considered different aspects of the readings speaks to the richness of the conversation occurring with regards to what we see as the new roles for modern learners. It should be mentioned, too, that although the conversations took on different paths, a few common themes can be observed.
Samantha, for example, described how Web 2.0 tools create a “small world” where participants are “critiqued primarily on intellectual contribution” rather than racial, ideological, material, or other factors. Due to this focus on intellectual contribution, Samantha discusses how people can “branch off” based on “scholarly connections;” thus a small world is formed. Several different Web 2.0 technologies are evidence that this kind of atmosphere can be created: Diigo, back channel Twitter conversations at conferences, Yammer, and many others.
Samantha also raised important questions about the informal aspect of learning. She wonders how vigilant we should be about the accuracy of information we use in non-formal learning contexts. The accessibility to fact-checking resources enables us to head off some of this concern, but ultimately in an informal context the passion and idea is probably more central than accuracy. Here is a connection to something that Zach focused on: play. Zach responds to John Seely Brown’s call for encouraging play in education, specifically in the “Entrepreneurial Learner” video. In a previous post, I mentioned learning a sport as an analogy for experimentation—a form of play—and Zach built off of Brown’s analogy to white water kayaking, which is very intensive play. By connecting to the forward movement of kayaking, Zach calls attention to how education and technology advance quickly as well. In the context of global educational inequalities, both Zach and I are interested in the constraints to educational opportunities in other countries.
Zach and Samantha referenced Brown’s comment about change: “probably the most important thing for kids growing up today is the love of embracing change.” Both see this idea as a part of who we are as humans, educators, and learners, and I would agree. It is healthy to guide learners to see what change can do for them.
Finally, each of our posts supported the Connected Learning Research Network’s position that the need to encourage passion in learners is fundamental to reaching those who otherwise are not engaged or engaged as much as they would like. Zach referenced his own experiences in grade school, and Samantha looked at the adult side of learning by commenting that a learner’s “concentration may become their hobby, volunteer contribution, or a stepping stone as they grow.” The great part about what Samantha discusses is that knowledge is not wasted because passion is not limited to school, career, or volunteer work. Someone’s passion can merge and overlap all of these aspects of life. My thinking too was that tools like YouTube allow for users of various abilities and ages to engage with their passion. If you can’t create complex videos, you can use your strengths, capture it digitally however you want, and share it with others.
Joe says
Zach and Sam,
Thanks for your comments. I didn’t have a link set up for the video, but I’ll add it actually. When I used “link” in the post I meant “connection” instead of hyperlink. This brings up a tricky word usage issue.
Sam says
I really like the photo you added to go along with the review of Zach’s writing about intensive play and also the way you associated our individual writings to demonstrate our focus/interests and connections as a group.
Zach says
Joe, I don’t think your link came through in reference to the video I talked about. Great blog recap of week three though! I like how you bring together that both you and I are interested in the constraints to educational opportunities in other countries. Part of this reason is because I have done educational service work in three South American countries: Bolivia, Peru, and Nicaragua. Nicaragua was my most recent trip, having went over Spring Break of this year (March 2014). I went with a group of mainly undergraduate education majors from Penn State, and a few other undergrad students. I was 1 of 2 grad students and we spent the week teaching basic literacy skills to children in a very poor region in Jinotega, Nicaragua. I was able to speak with the director of that building and the plans they have for technology integration are great, but I feel they are still lacking in “dream big”. This could be largely due to the lack of high-quality internet and funds, but this is definitely a huge interest in mine. Good catch!