Mr. Zora History
  • Home
  • About Me
  • PLN
  • 20 % Project
    • House ZoWeNdrick
  • Integrated Thematic Unit

A New Culture of Learning Part 3

2/7/2016

5 Comments

 
Chapter 7: Knowing, Making, And Playing
  • Quote: “But instead of providing a map, he sat them down in front of a computer and said ‘Find Iraq.’ One hundred percent of the students were able to do so—and more” (Thomas and Brown, 92).
  • This quote displays the power of technology in new learning culture, showing how now finding information and skills to do so is what is important.
  • Question: How much will degrees account for when most people can become amateur experts on most manners simply because the internet and technology?
  • Connection: This reminds me of some of my course readings which have suggested that in the modern age, teachers should stop asking questions that can be answered with a simple Google search. Thus, teachers need to make use of higher levels of Bloom’s Taxonomy (or Depth of Knowledge).
  • Epiphany/Aha: This chapter’s section about play had me reflecting on the lack of respect for play and imagination in traditional education. We are often told that play is for children and after we get older in age, we need to buckle down and “grow up” so we can learn and mature, completely disregarding the benefit and potential of play. Play is often seen as extracurricular, but I began to see that it can just as well be a part of designed curriculum.
Chapter 8: Hanging Out, Messing Around, And Geeking Out
  • Quote: [Referring to “This kind of learning highlights the importance of understanding the power of collaboration. It includes the ways in which the social functions of hanging out and the exploratory functions of messing around can be harnessed and compounded, through collaboration, to produce specialized knowledge networks and Internet-based communities and organizations” (Thomas and Brown, 104).
  • This quote sort of concludes the information of the chapter into a summation of a vast technology based learning environment of today. Now kids learn while killing time by hanging out or messing around on platforms, simply exploring the technological tools available to them. Hanging out while exploring leads to collaboration, and individual curiosity, often shared with a collaborative group, which then leads to learning through the “specialized knowledge networks” the text speaks of (Thomas and Brown, 104).
  • Question: Should schools support programs that can help students find collectives which will support their “geeking out” networks?
  • Connection: I find this to be very accurate from my experience. First you get on a platform to hang out, you get exposed to features which get you experimenting and messing around; then you find yourself immersed in something you really enjoy and start to geek out on it, getting into it as a hobby, all the while still often hanging out and messing around.
  • Epiphany/Aha: I came to the conclusion that technology has allowed a form of learning that has allowed the whole process of gaining new knowledge to often be enjoyable and rewarding for the entire process.
Chapter 9: The New Culture Of Learning For A World Of Constant Change
  • Quote: “Games, which allow learners to play, explore, and experience, also allow them to discover what is important to them, what it is they actually want to learn—and that keeps them playing. When people stop learning in a game, they lose interest and quite.”  (Thomas and Brown, 111).
  • The chapter was very much about how games are often looked at as a waste of time, but how in the contrary, they are essential to today’s learning. Games such as World of Warcraft create these collective environments in which individuals strategize, create, question, and collaborate; all skills essential in the modern world. Yet what this quote captures, is that beyond all this, such avenues for learning also inspire a want to learn, thus they shouldn’t be overlooked.
  • Question: Are problem-solving simulations a potential new common teaching path?
  • Connection: I have myself played some videogames in which I was working with a group of people and we had to strategize how we would hold a certain area from enemy attackers. As I played I was always learning something new, and had to adjust to new ways enemies would come about trying to take our base, forcing me to explore, experiment, and question how they might think. There was always a new chance to learn and alter my gameplay which kept it fun.
  • Epiphany/Aha: This chapter got me pondering potential simulations to play out in my class. It would have to factor in student agency, but if I could create such an environment that required collaboration and strategy, while still reflecting a lesson that relates to the curriculum, I could potentially reach students that would otherwise not be interested in the material. 

References:

Thomas, D., & Brown, J. S. (2011). A New Culture of Learning: Cultivating the Imagination for a World of Constant Change. Lexington, KY: CreateSpace  Independent Publishing Platform.
5 Comments
Kendal Craig
2/7/2016 09:04:24 pm

Great post, Michael!

That was awesome that you connected the simple Google search to Bloom's Taxonomy! I definitely didn't make that connection while I was reading, but I love that perspective. You can totally relate this whole book to that theory now that I think about it. Since it is all based on "doing" rather than just listening, it really coincides with that theory nicely.

Great job!

Reply
Sophia Monaco
2/9/2016 08:32:30 am

Awesome post! I really like the question you asked in chapter 7. So many skills can be acquired online and people are teaching themselves more than they can learn in a classroom. Will it be necessary for people to formalize this education in the future? This is an interesting question to think about!

Reply
Sarah Hunter link
2/9/2016 09:22:17 am

Hi Michael,

Loved your question for Chapter 7. There seems to be a disconnect between the immense emphasis on students to go to college and get their degree versus companies like Google who say that perhaps the key to success isn't in the degree at all. It will be interesting to see how the answer to this question continues to evolve as does the culture of learning.

Thanks for sharing!

Reply
Margaret Armijo
2/11/2016 01:28:43 pm

Hi Michael,
I liked the question from Chapter 7, too! I think those tests that purport to show that Americans are stupid because they don't know a list of random facts are so misleading; but so much education and public policy is based on them.

Margaret

Reply
Antonieta Vargas link
2/17/2016 09:46:18 am

Michael,
Great post! I'm just going to jump on board here and commend you for that awesome question you posed for chapter 7. It really makes me think about the skills that I have to help my students learn so that they are better prepared for the "real world." Your connection for chapter 8 reminded me of when I first started hanging out on Pinterest. I don't think I've gotten to the point where I'm geeking out on Pinterest, but I definitely am messing around. When I first started using it, I would've never guessed it would be helping me out with my classroom. Thanks for sharing!

Reply



Leave a Reply.

    Author

    My name is Michael Zora. I graduated from Cal State San Marcos with a degree in History with Single Subject Preparation in Social Science. I am now working on obtaining my teacher credential, also from Cal State San Marcos

    Archives

    February 2016
    December 2015
    November 2015
    October 2015
    September 2015

    Categories

    All

    diigo My Diigo Tags

    RSS Feed

Powered by Create your own unique website with customizable templates.