Difference between revisions of "Alice"
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== Production 1 == | == Production 1 == | ||
| − | + | – What can we learn from Indigenous ways of knowing as represented in Brayboy and Maughan’s story, particularly with regard to conceptualizing knowledge as a ‘verb’ (action, doing, in context) versus knowledge as a ‘noun’ (i.e., propositional knowledge, static concepts, abstract ideas and ‘textbook’ facts)? | |
| − | + | – How does this connect to some of the themes and concepts offered by Mitchell, opening up potential new ways of engaging and thinking about technology, literacy practices and deeper learning? | |
| + | What we can learn from the Indigenous ways of learning is contextualizing things that are around us and make lesson from it, rather than getting knowledge from the textbook and theories. When you are making connections with surrounding, one can make a deeper understanding of concepts. The quote from Brayboy & Maughan (2009), “Indegenous Knowledge is also inherently tied to land,not to land in general but to particular landscapes, landforms, and biomes where ceremonies ae properly held, stories properly recited, medicines properly gathered, and transfers of knowledge properly authenticated.” The quote sums up how the examples of an Indigenous way of learning. | ||
| + | New learning is coming from emerging of conversation and activities with other learners (mutual learning). According to Mitchell, et al (2016), e-learning is helping students to get connected and create community conversation, student choice, non-linear pathways of collaborative learning, and thoughtful conversation about issues that are important in the lives of students. Mitchelle, et al (2016) said complexity pedagogy is relational, infinitely recursive learning, creativity development, and collaborative learning. Also, he mentioned e-learning would grow learning organically, increase participation and give learners the freedom to pursue personal learning. I want to focus on ‘relational’ and ‘grow organically.’ part of e-learning complexity pedagogy. Using technology, learners are relating themselves to the resources and transform their culture to spaces. Indigenous education also believe in relational learning and learning naturally from cumulative experiences. Theories in Brayboy & Maughan’s indigeous way of education and Mitchell’s e-Learning education share a common denominator. They both want to make connections between the knowledge around learners. | ||
| + | E-Learning complexity pedagogy and an indigenous way of education seem very different from far but ironically very similar. E-Learning seems to be more futuristic and advanced education, but it shares the same value and the method with Indigenous education. Our society is very focused on productions and the result, our education is also designed to satisfy the need of the society. However, complexity pedagogy and e-learning are telling us, we have to look at bigger ideas and make connections. | ||
| + | This method of teaching can be implemented in our current education system. The school can have cross curricular and learning different subjects focusing on one project. | ||
| + | |||
| + | – And how can IK help us think (and do) differently vis a vis technology tools in learning and cultural contexts (in and outside of formal schooling systems)? | ||
| + | Your response should draw directly from each reading (as well as your own personal connections/texts), including at least two quotes (unpack the quotes in relation to your own arguments, critiques or viewpoints). | ||
| + | This essay is not meant to be a summary of each article, but rather a look at how each article compares with/interacts with one another and, finally, what implications this might have for you. | ||
== Production 2 == | == Production 2 == | ||
Revision as of 16:07, 28 January 2020
My name is Alice Kang. I like to play boardgames.
Production 1
– What can we learn from Indigenous ways of knowing as represented in Brayboy and Maughan’s story, particularly with regard to conceptualizing knowledge as a ‘verb’ (action, doing, in context) versus knowledge as a ‘noun’ (i.e., propositional knowledge, static concepts, abstract ideas and ‘textbook’ facts)? – How does this connect to some of the themes and concepts offered by Mitchell, opening up potential new ways of engaging and thinking about technology, literacy practices and deeper learning? What we can learn from the Indigenous ways of learning is contextualizing things that are around us and make lesson from it, rather than getting knowledge from the textbook and theories. When you are making connections with surrounding, one can make a deeper understanding of concepts. The quote from Brayboy & Maughan (2009), “Indegenous Knowledge is also inherently tied to land,not to land in general but to particular landscapes, landforms, and biomes where ceremonies ae properly held, stories properly recited, medicines properly gathered, and transfers of knowledge properly authenticated.” The quote sums up how the examples of an Indigenous way of learning. New learning is coming from emerging of conversation and activities with other learners (mutual learning). According to Mitchell, et al (2016), e-learning is helping students to get connected and create community conversation, student choice, non-linear pathways of collaborative learning, and thoughtful conversation about issues that are important in the lives of students. Mitchelle, et al (2016) said complexity pedagogy is relational, infinitely recursive learning, creativity development, and collaborative learning. Also, he mentioned e-learning would grow learning organically, increase participation and give learners the freedom to pursue personal learning. I want to focus on ‘relational’ and ‘grow organically.’ part of e-learning complexity pedagogy. Using technology, learners are relating themselves to the resources and transform their culture to spaces. Indigenous education also believe in relational learning and learning naturally from cumulative experiences. Theories in Brayboy & Maughan’s indigeous way of education and Mitchell’s e-Learning education share a common denominator. They both want to make connections between the knowledge around learners. E-Learning complexity pedagogy and an indigenous way of education seem very different from far but ironically very similar. E-Learning seems to be more futuristic and advanced education, but it shares the same value and the method with Indigenous education. Our society is very focused on productions and the result, our education is also designed to satisfy the need of the society. However, complexity pedagogy and e-learning are telling us, we have to look at bigger ideas and make connections. This method of teaching can be implemented in our current education system. The school can have cross curricular and learning different subjects focusing on one project.
– And how can IK help us think (and do) differently vis a vis technology tools in learning and cultural contexts (in and outside of formal schooling systems)? Your response should draw directly from each reading (as well as your own personal connections/texts), including at least two quotes (unpack the quotes in relation to your own arguments, critiques or viewpoints). This essay is not meant to be a summary of each article, but rather a look at how each article compares with/interacts with one another and, finally, what implications this might have for you.
