Quote:
“The bridge between them‒and what makes the concept of the new culture of learning so potent‒is how the imagination was cultivated to harness the power of almost unlimited informational resources and create something personally meaningful.” (Thomas & Brown, 2011, p. 31) The “them” in the above quote refers to the two “worlds” the authors have identified. One that is information-based like an online resouces and the other that is personal and structured like a classroom. When the two worlds are bridged the student can tap into vast resource and structure their learning in a way that is relevant to them. By allowing students to learn in ways that are meaningful they will be more likely to engage with the activities, retain the knowledge and apply the knowledge to other aspects of their learning.
Question:
How can this approach be balanced with the requirements to achieve specific content objectives?
Connection:
During the course of this program I have felt more engaged in the assignments that have offered choices. When I choose the book to read or video to watch and reflect on, I make my selection based on topics that align with my interests and therefore I am more engaged in the the learning and making more connections to the content.
Epiphany:
My aha moment in this chapter was the last sentence of the Teaching in a Galaxy Far, Far Away story. The authors are conveying how powerful it is when students see each other as resources and figure out how to learn from each other.
Chapter 2 - A Tale of Two Cultures
Quote:
“...the teaching-based approach focuses on teaching us about the world, while the new culture of learning focuses on learning through engagement within the world.” (Thomas & Brown, 2011, p. 38) I like this quote because of the way it compares the two approaches. Describing the teaching-based approach as teaching about the world implies a perspective of being on the outside looking in at what is being taught. While the description of engagement within the world implies the perspective of being on the inside and a participant in the process of learning. Students taking ownership of their learning.
Question:
Are there any statistics on sites that have implemented the new culture of learning philosophy?
Connection:
I do feel our students, especially in math, are mechanical about their learning. I have had many students say “just tell me the formula”.
Epiphany:
My epiphany from this chapter occurred in the beginning when the authors characterized the tradition learning classroom as a mechanistic approach with the ultimate endpoint being efficiency.
Chapter 3 - Embracing Change
Quote:
“...the twenty-first century is about embracing change, not fighting it.” (Thomas & Brown, 2011, p. 43)
This line stood out the most because, for me, it is a natural response to resist change; suppressing this instinct will require a conscious effort. There is a sense of gratification that comes with the completion and master of a task. The point of mastery is now a moving target and subject to change with the availability of new technology and resources.
Question:
If we are truly advocating for being able to adapt to constant flux, would this not require us to give teacher more autonomy in implementing the curriculum not less?
Connection:
I connected to the learning through play and imagination passages. I have witnessed students level of engagement soar when the activities feel more like a game. Especially if they are competing in teams with other teams of students.
Epiphany:
No Epiphany in this chapter, more of a Hmm… that makes sense. In the section comparing Wikipedia and Encyclopedia Britannica discuss a new practice for readers. Specifically, the ability to evaluate pieces of knowledge and determine for yourself how to interpret the information.
Thomas, D., & Brown, J. S. (2011). A New Culture of Learning: Cultivating the Imagination for a World of Constant Change. S.l.: S.n.