Alice
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.
Production 4
addressing widespread concerns about student disengagement in schools today? Young (2011) defines situated learning as ‘learning that happens through participation in the world and particular community in which newcomers learn from more experienced experts as they become part of the community.’ Young used ‘newcomers become a part of the community,’ to explain the learning of the community. He explains the process as collaborative learning where experienced students teach others and new learners find their own ways to produce the information; eventually, the new learners will teach ‘newer’ learners about their ideas, methods, etc. This method is great for students engagement in media literacy learning because students can take active ownership of their learning and express their ideas in their own way, ‘inherit’ the ideas and can be innovative at the sametime. These days students are more distracted and find it difficult to engage in traditional teaching methods. Social media and distraction from technology made it harder for them to focus on sitting down and listening-to-the-teacher environment. If teachers are using the multimedias to teach and create a community where students can share their ideas with each other, students take ownership of their learning and make improvements through interactions. Doerr-Steven realized how students are engaged in their learning when they used the multimodal composing of radio and video documentaries. Students were able to develop critical thinking skills when they were analyzing films and during the process of digging deeper. Doerr-Stevens introduced a term embodied inquiry where students learn through expressing ideas using multimodals such as images, videos, words, and music (Doerr-Stevens, 2017). Putting them in a position where they are a creator, really engages students and have them learn about the real situations. This method can be used in our classroom as well. Making documentaries about an animal of students’ choice, making songs about trigonometry, creating a blog about future job portfolio, etc. Getting students to take initiative and try something new will bring greater engagement and learning for the students. Both Young and Doerr-Steven have the same goal of teaching media literacy: student engagement through the process. If students can be the part of the learning process and completing the final product together (ex.documentaries), students will be able to learn better. Like when I was making a movie in class, It was more productive to be actively part of creating the video, discussing the theme, and editing the videos than learning through a traditional way. Also, importantly, I enjoyed the process and the learning is more memorable. Being a ‘director’ of the movie really helped me with understanding the whole process of making movies. This will work in the classroom as well. This can be a cross-curricular project with media study and science for example. To get to learn about the contents for both subjects.
Reference Doerr-Stevens, (2017). Embracing the Messiness of Research: Documentary Video Composing as Embodied, Critical Media Literacy, English Journal, 106.3 (2017): 56–62. Young, J. (2011). Pedagogies of production: Investigating What works for teaching media literacy. Research for Action Foundation.
