Concept Map - Traditional vs Innovative Learning - Raleigh & Alex

Reflection: Web 2.0 and Learning 2.0

John Seely Brown and Richard P. Adler define “Learning 2.0” as using the resources of Web 2.0, such as open source collaboration, social networking, and interactive education tools, to create an open, participatory learning environment which will support the learner’s passions. The goal of this style of learning is to build upon the knowledge and practices students acquire in school but to instill in them a passion to continue to seek learning on their own.

Learning 2.0 has opened the door for so many ways students can creatively learn.  For example, students may be given a task to create their own movie depicting an era or a specific event in history.  For example, students could create a five minute movie covering an aspect of the Civil War.  The students could cover topics such as the major issues, the major battles, weapon technology, medical advancement, or the toll on society of the Civil War.  Students would be placed in groups of four and given the freedom to create their movie.  The students could be actors in their movie writing their own script.  They could also search the internet for pictures and add music of the era or provide voiceover work.  As an additional item, students could go to www.readwritethink.org and use the timeline creator to create a timeline that corresponds to their movie.

Going outside of education specific software, I believe that an excellent problem-solving or strategy activity could be built around Desktop Tower Defense Pro.  Students would be divided into groups to work collaboratively to determine the best arrangement and upgrades of the towers to prevent the creeps from reaching their goal.  Each student could be given graph paper to sketch out their ideas on the best arrangements.  Then, each student in the group would be allowed to try his or her arrangements within the group.  The group will then look for ways to improve each student’s arrangement before deciding on the arrangement that the group likes the best.  Finally, each group will present their arrangement to the class and see which designs were more successful.  The variables of the game can be adjusted to make it more challenging.

Reflection: Favorite Class

Kindergarten was my favorite class in school.  The reasons should be obvious; it was designed with the student in mind, provided practical education, and was fun.  First, think of the set up of kindergarten.  How easy was it to make friends? You arrive at school and meet your classmates who quickly become your friends.  There was no liquid encouragement as many grownups need to meet people or judging people by their clothing labels to make friends; if your classmate did not physically attack you or have snot hanging out their nose, you were friends.  This is analogous to dogs sniffing each other’s butts, as long as the smell is pleasing to you, you do not get humped, everything is alright.

Educators today are trying to reform the education system to move away from the Cartesian view of learning where the teacher lectures and students learn.  This reform is directed at engaging students to become active learners instead being the passive learners of the Cartesian system.  This reform includes social learning where students work in groups and use technology to teach each other and spur interest in subjects.  It also includes tapping into students’ prior knowledge to make connections with this knowledge and the subject matter as well as allowing students to learn through doing.  This is kindergarten my friends.

To illustrate, who does not remember the ABC song that we all learned in kindergarten?  Why do we remember it?  Because it was interactive.  The letters of alphabet were introduced to the students in a group through visual displays and the students practiced the name, sound, and writing the letter.  After all the letters had been learned, closure was provided with a group sing-along in which all students participated.  Kindergarten lessons allow students to see, hear, and practice the lesson objectives as well as working together and they provide closure to ensure the student remembers it.

The biggest reason I regard kindergarten so highly is so much emphasis was placed on practical skills and doing so in a fun way.  (The rest of my education was conducted through the Cartesian system which may explain that while intelligent, I was frequently bored.  Also, I did not like school because it was the same thing almost every single day.)  One of the skills kindergartners learn is how to use scissors.  Do we as adults not look very suspiciously at the intellectual abilities of our fellow adults who do not know how to use scissors?  Another important skill is how to paste and tape.  Without this skill, I do not think there is the same level of production of duct tape than with it.  Just pointing out that duct tape manufacturing jobs are on the line here people.  A third important skill is learning how to draw.  Seriously, could business meetings and the like ever be conducted without doodling?  I think not.  The great thing about these three skills is that the students could use all of them to create a tangible product to show their parents and have it placed on display in the greatest display place of all time, the refrigerator.

In sum, the author of All I Ever Needed to Know, I Learned in Kindergarten got it right.  I just wish I thought of it before he did.  Then, I could have the copyright to it as well as the sales and proceeds of the book and merchandise.  However, given the way that technology has changed the game, this principle may not longer apply.