What Does Connected Learning Look Like?
April 18, 2012
Is this Connected Learning?
How about this?
This week I go on a search for photos of Connected Learning, and I find out it’s no simple task. Read more in my full post on the Bedford Bits blog.
Rethinking the Classroom for Connected Learning
April 11, 2012
I’ve always envied K—12 teachers who have a regular classroom where all their classes meet. It’s not just that they have a place to keep their belongings. What I really covet is the ability that control of the learning space gives a teacher to set the mood for the course before she ever says a word.
Instead, the college classrooms I’ve used are typically bare bones and impersonal spaces. Rows of uniform desks stretch to the back of the room, with a teacher’s desk authoritatively at front and center. Often times the desks cannot be moved. If they are rearranged for group work or into a large circle, they have to be restored to the official arrangement for the next class of students. The usual college classroom is screaming out for a “sage on stage.” It’s not designed for student-driven, collaborative activities.
How can a college teacher rethink that standard classroom to make it more like the high school classroom? How can we make the space better suited to Connected Learning?
I think about the answers in my full post on the Bedford Bits blog.
The Threat of Connected Learning?
April 9, 2012
Like several other folks on the Digital Is website, I was invited to blog about some webinar sessions on Connected Learning. I wasn’t completely sure what Connected Learning was, but it sounded interesting so I decided to give it a go.
After the first session, I found that I Connected with Connected Learning. It seemed to me that Connected Learning was everything I thought learning should be. As I wrote after the first session:
Connected learning is what I’ve always thought learning is supposed to be. It’s about building, and supporting a learning community that lets kids engage with education according to their own interests, building their own knowledge, and reaching out to (yes) connect with other learners.
I was excited to learn more about the model and to think about how it related to teaching in the college classroom.
What I didn’t expect was the response I got to my discussion of Connected Learning. I posted “Can Connected Learning Work at the College Level?” on another blog I contribute to, and I was quickly taken to task by a commenter. The definition of Connected Learning I shared led to the criticism that “‘connected learning’ is yet another buzz word for the corporatization of education.” Further, Connected Learning was accused of being devoid of critical thinking and of relying on “a formula for students getting what they already want to find . . . . . [rather than] broadening horizons to discover what is not already known.”
I was gobsmacked. The comments seemed to describe something diametrically opposed to what I had come to believe was Connected Learning. I assumed that I had misspoken, being, as I am, somewhat new to Connected Learning. I replied and tried to provide evidence to counter the criticisms. I hoped the additional links and details would solve the confusion.
So imagine my surprise when today I found a new criticism of Connected Learning on that post. Today’s commenter “take[s] exception to framing our educational system as broken or wrong.” She continues:
Our system gets the majority of kids out able to read, do basic math, and many with strong enough skills to go on to college. We can do better, but the system itself is not broken or wrong — it works for a majority of kids.
Apparently the word broken is another buzzword in educational literature. My first commenter returned to join the bandwagon. He explains:
The declaration that a given education system (which, for Americans, means public education) is "broken" is often the rhetorical leading edge to some scheme or other to replace it with something else: eg., a voucher system to encourage private school attendance, a charter school system that abolishes teacher tenure and any modicum of academic freedom or independence, or a for-profit learning management package whose adoption converts teachers into automatons. In short, the rhetoric of educational "failure" is part of a code whose semiotic significance is something that educators should be both aware and wary of.
So today I’m left with a post where Connected Learning is lumped in with all the problems of education: vouchers, the loss of tenure, the denial of academic freedom, for-profit education, and so forth.
Who knew Connected Learning was so threatening? Certainly not me. I had no idea that Connected Learning would lead to this response, and I’m no longer sure what to say. I want to reach out to those of you know know more about Connected Learning and ask some questions:
- Have you dealt with similar responses when they talk about Connected Learning?
- How do you respond to the critiques that have been raised?
- What advice can you offer to someone talking about Connected Learning to help ensure that the model is effectively communicated?
- Are there take-aways in the criticism? Should we be talking about Connected Learning in different ways to avoid such misreadings?
I hope to hear your responses and ideas. It appears that I need some help knowing how to talk about Connected Learning effectively!
[Photo: Big Sign – Little Steps by flattop341, on Flickr. This post has been cross-posted on the Digital Is website.]
Can Connected Learning Work at the College Level?
April 3, 2012
I know that Connected Learning spaces exist at the college level. The best example I’ve ever been in was the Center for Computer-Assisted Language Instruction (CCLI, now the HDMZ) at Michigan Tech. Students and teachers alike could enter that space and pursue whatever they wanted. I had access to a dream array of digital software and hardware, and the space was filled with helpful people willing to collaborate, mentor, and inspire one another. It demonstrated the essence of Connected Learning principles.
How many colleges and universities would be willing to shift alllearning to that kind of Connected Learning space though? Would schools give up well-defined courses, structured syllabi, and departmental goals? Adopting Connected Learning models would require quite a revolution in how we think about college education—but it’s a rethinking we may need to consider.
Why? Read my full post on the Bedford Bits blog.
30 Poems You Can Write for National Poetry Month
March 31, 2012
April is National Poetry Month, sponsored by Academy of American Poets and other poetry organizations. Last year, we posted thirty poetry activities, one for each day of the month of April—and the good news is that we’ve got an updated poem-a-day activity for you this year too!
Each day has a link to a different kind of poetry writing, either a specific poetic form, like sonnets or acrostics, or poetry focused on a particular topic, like seasonal haiku or color poems. The materials range in grade levels, but can usually be adapted for any age (even college students).
So here’s the challenge for you and students: I found a different poem for every day of the month. How many different poems can you write? And remember that even if you don’t have time in class to write a poem each day, these poetry activities will work any day of the year!
| Sun | Mon | Tue | Wed | Thu | Fri | Sat |
| 1: Acrostic Poems | 2: Seasonal Haiku | 3: Nonsense Poems | 4: Catalog Poems | 5: Shape Poems | 6: STEM Poems | 7: Bio- Poems |
| 8: Riddle Poems | 9: Nursery Rhymes | 10: Color Poems | 11: Two- Voice Poetry | 12: Headline Poems | 13: Diamante Poems | 14: Rebus Poems |
| 15: Parody Poems | 16: One-Sentence Poems | 17: Name Poems | 18: Magnetic Poetry | 19: Letter Poems | 20: Bilingual, Spoken-Word Poetry | 21: 5Ws Poems |
| 22: Free Verse | 23: Alphabet Poems | 24: Concrete Poems | 25: Found Poems & Parallel Poems | 26: Cinquain Poems | 27: Limericks | 28: Traditional Sonnets |
| 29: Astronomy Poetry | 30: Sports Poetry |
Cross-posted to the NCTE Community ReadWriteThink.org Group and the Reading and Language Arts Group on the Thinkfinity Community.
[Photo: Magnetic Fridge Poetry by Minimalist Photography, on Flickr]
Connecting with Connected Learning
March 22, 2012
I’ve had about four hours so far to wrap my head around the buzz about Connected Learning. That’s how long it’s been since the Teachers Teaching Teachers webcast I attended this evening. (I’ll add a link to the archived show when it’s available.)
I’ll admit that I came to the discussion with some misconceptions. Perhaps the most incorrect misstep was my belief that when people talked about “connected,” they meant using technology to reach pedagogical goals. I thought it was going to be yet another way of describing what I’ve known by names such as computer and writing, techrhet, and (most recently) digital humanities.
I was wrong, and I’m still trying to come up with my short explanation of what connected learning is. Elyse Eidman-Aadahl opened up the discussion with a description of the concept, but I admit I was just trying to keep up. When your definition is so far away from what’s correct, it takes a little time to catch up. (I think we can officially say I was mired in cognitive dissonance.)
Elyse mentioned Mimi Ito, and it was on Ito’s post on “Connected Learning” that I found a video and some additional details about what the term connected learning means. If you’re as new to this as I am, go read Ito’s post and watch the video. Here’s how Ito summarized what connected learning is:
In a nutshell, connected learning is learning that is socially connected, interest-driven, and oriented towards educational and economic opportunity. Connected learning is when you’re pursuing knowledge and expertise around something you care deeply about, and you’re supported by friends and institutions who share and recognize this common passion or purpose. (Mimi Ito, “Connected Learning” )
The key buzzwords mentioned during the webchat included engagement, out of school opportunities, breaking down batch thinking, and passionate learning. And there was HOMAGO (Hanging Out, Messing Around, Geeking Out).
Don’t quote me on this, but from what I can tell so far, connected learning is what I’ve always thought learning is supposed to be. It’s about building, and supporting a learning community that lets kids engage with education according to their own interests, building their own knowledge, and reaching out to (yes) connect with other learners. If I understand, the notion of connected learning is really the same notion I had in mind when I dropped out of the elementary education major and went on another path (but I’m going to save that story for later).
I know that I’m still having a hard time putting what connected learning is into words, but I realized that I do think that I know what it looks like. It’s those kids trying to find out what that fish is like in the picture at the top of this post. And I think it’s all these kids:
And I’m pretty sure, it’s none of these kids:
And this kid…. well he is desperately trying to connect. I hope the connected learning pedagogy spreads quickly enough to reach him.
[Photo: All images are creative commons from Flickr. Click on each image for the original and more information. This post has been cross-posted on the Digital Is website.]
Ten Winter Activities with ReadWriteThink Interactives
December 12, 2011
The last days of 2011 are counting down, and it’s likely that your days in the classroom for 2011 are even fewer! As you’re planning for the last days of the calendar year, consider using ReadWriteThink interactives for one of these fun, winter activities:
- Choose an animal you think about during the winter (like penguins, polar bears, or snowshoe rabbit), and explore its habits and life cycle with the Animal Inquiry interactive.
- Use the Resume Generator to create a resume for a character from a favorite story or song. What would Scrooge list on his resume?
- Compose Shape Poems with the bus for the last day of school. Students can talk about all the things they hope to do during the winter break—after they ride home on the school bus for the last time in 2011.
- Have students map significant personal events they remember from previous winter holidays with the Graphic Map.
- Write a class alphabet book of activities to try during the winter holidays with the Alphabet Organizer.
- Ask students to think of a favorite event that happens during the winter break, and compose Acrostic Poems about it.
- Create Character Trading Cards for characters from winter-themed or holiday-themed books or songs. Imagine a trading card for the Baby New Year!
- Reflect on all that has happened since the start of the school year in a class newspaper, created with the ReadWriteThink Printing Press.
- Explore school days and winter vacation in a Diamante Poem that unites the two opposing topics.
- Use the Profile Publisher to mock up social networking profiles, yearbook profiles, or newspaper or magazine profiles for characters from winter-themed or holiday-themed books or songs. What would Frosty the Snowman list on his Facebook profile?
This list also posted in the Reading & Language Arts Group in the Thinkfinity Community.
Bits Week in Review for November 28
November 28, 2011
Catch up on your reading with this round-up of posts from last week on teaching composition and rhetoric from Bedford Bits, on teaching English language arts at the secondary level in High School Bits, and on teaching literature and creative writing from Bedford Lit Bits.
- Susan Naomi Bernstein (Bits) reflects on libraries and how they often remain utilitarian rather than imaginative in Libraries: Claiming Imaginative Space for Basic Writing.
- Steve Bernhardt (Bits) discusses teaching “The” Research Paper—or do you teach “a research paper” or “a researched paper”?
- Catherine Pierce (Lit Bits) encourages students not to let the idea of writing get in the way of writing in Writing a Poem by Not Writing a Poem.
- Adrian Arancibia (Lit Bits) gives Student Poets Some Advice for Reading Aloud.
- Traci Gardner (Bits) considers how to get more robust feedback on course evaluations in Supplementing Your Online Course Evaluation.
- Barclary Barrios shares five favorite essays from his Emerging textbook in Behind the Textbook: My Faves.
A Few Extra Links
- Head on over to Andrea Lunsford’s new Facebook fan page and “Like” it!
- Happy 15th Anniversary to the Two-Year College English Association (or TYCA). The Tour of TYCA is underway!
- Check out Writer’s Help, a complete online reference that makes it easy for students to find answers to their questions about writing, and Like Writer’s Help at http://www.facebook.com/Writers.Help.
For regular updates from Bedford Bits, be sure to sign up for the Ink’d In newsletter (and other resources), like us on Facebook or follow us on Twitter.
Bits Week in Review for November 6
November 6, 2011
Here’s the round-up of posts from last week on teaching composition and rhetoric from Bedford Bits, on teaching English language arts at the secondary level in High School Bits, and on teaching literature and creative writing from Bedford Lit Bits. I hope you find something you can use in the classroom or your research!
- Susan Naomi Bernstein (Bits) describes “The Day She Learned to Occupy Revision,” and what it means for teaching writing.
- Crystal Farrell (HS Bits) addresses the single biggest obstacle to student achievement in her series on Increasing Student Motivation.
- Traci Gardner (Bits) shares a revision activity to help students Find the Best Features of a Text.
- Doug Downs (Bits) asks, “Which is better: teaching about bibliographic citation styles or teaching the styles themselves?” in Transferable Knowledge About Citation.
- Joanne Diaz (Lit Bits) talks about teaching literature with archival texts in Riding the Metro Haiku.
- In his Behind the Textbook series, Barclay Barrios (Bits) discusses The Challenge of Early Semester Testing.
- Jack Solomon (Bits) examines the widespread cultural tendency to engage in evasive and euphemistic language in Pre-Owned or Preposterous?
- Does your workshop give a class reading? Michael Kardos (Lit Bits) asks about Professionalization and the Workshop.
- Andrea Lunsford (Bits) thinks about the coming changes for the composition classroom and wonders, “What Does ‘Academic Writing’ Mean Today?”
- Holly Pappas (Bits) talks about teaching the research process in “Why Settle for Google?”
A Few Extra Links
- Head on over to Andrea Lunsford’s new Facebook fan page and “Like” it!
- Bedford/St. Martin’s bloggers Nedra Reynolds, Tim Hetland, Holly Pappas, Nancy Sommers, and Traci Gardner in @ProfHacker Teaching Carnival for November.
- Nominate your school for the Diana Hacker TYCA Outstanding Program Awards. Deadline: November 10.
- Nominate a colleague for the Nell Ann Pickett Service Award. Deadline: November 15.
- Mark your calendar for the Tour of TYCA, a taste of each TYCA regional. Online launch: November 25.
- Check out Writer’s Help, a complete online reference that makes it easy for students to find answers to their questions about writing, and Like Writer’s Help at http://www.facebook.com/Writers.Help.
For regular updates from Bedford Bits, be sure to sign up for the Ink’d In newsletter (and other resources), like us on Facebook or follow us on Twitter.
Cross-posted as a Note on Bedford/St. Martin’s page on Facebook.
Get Rid of Old Writing Practices
October 1, 2011
Here’s an interesting tip, related to exercise, but with a much wider application:
Throw away the bathing suit you wore in high school… and the memory too. It’s normal to have a mental image of yourself when you last exercised like a fiend. But if that image is from high school, you could be in big trouble. Even if it’s from last year, forget it. Remember as little as possible of what you used to look like. Starting today, make new memories. (from 14 Tips for Starting and Sticking with a Workout Routine)
What I’m wondering is how that tip applies to things other than exercise–like writing. Throw away those writing practices you used in high school (5 paragraph theme anyone?). Find new ways to write! What old things could you throw away to stop dwelling on the past and build new ways of working?
[Photo: Bathing Beauty in vintage Vogue by uppityrib, on Flickr