robertogreco + mimiito + interest-basedlearning   2

Teaching in the Connected Learning Classroom | DML Hub
"This volume highlights compelling firsthand counter-narratives from educators engaged in solving an array of challenges in today’s classrooms. It draws together narratives from an inspiring group of educators within the National Writing Project—a collaborative network of instructors dedicated to enhancing student learning and effecting positive change—that contributes to our understanding of what “Digital Is” (DI). DI is a web community for practitioners with high levels of expertise and a deep commitment to engaging today's youth by fostering connections between their in- and out-of-school digital literacy practices. Furthermore, DI is about sharing experiences that offer visibility into the complexity of the everyday classroom, as well as the intelligence that the teaching profession demands.

The chapters in this volume represent a bold re-envisioning of what education can look like, as well as illustrate what it means to open the doors to youth culture and the promise that this work holds. While there are certainly similarities across these diverse narratives, the key is that they have taken a common set of design principles and applied them to their particular educational context. The examples aren't your typical approaches to the classroom; these educators are talking about integrating design principles into their living practice derived from cutting-edge research. We know from this research that forging learning opportunities between academic pursuits, youth’s digital interests, and peer culture is not only possible, but positions youth to adapt and thrive under the ever-shifting demands of the twenty-first century. We refer to this approach as the theory and practice of “connected learning,” which offers a set of design principles—further articulated by this group of educators—for how to meet the needs of students seeking coherence across the boundaries of school, out-of-school, and today’s workplace. Taken together, these narratives can be considered “working examples” that serve as models for how educators can leverage connected learning principles in making context-dependent decisions to better support their learners."

[From within: ]

“…Typically, publications about or for teachers highlight “best practices.” The buzzword-driven form of highlighting a superior approach, to me, ignores the cultural contexts in which teacher practices are developed. The best practice for my classroom is going to be different both from a classroom anywhere else and from my classroom a year down the road. Context drives practice. As such, this is not a how-to guide for connected learning or a collection of lesson plans. The pages that follow are, instead, meant to spur dialogue about how classroom practice can change and inspire educators to seek new pedagogical pathways forward…”


“…I remember distinctly thinking “those students are doing it wrong.” … I didn’t understand that I was naturally ascribing my own rules of use on a cultural practice that was not my own…As such “doing it wrong” is culturally constructed and important to remember when we think about how we will roll out sustained connected learning support for teachers nationally and globally.”

[See also: ]

[A Summary (source of those quotes): ]

[PDF: ]
anterogarcia  mimiito  connectedlearning  2014  bestpractices  teaching  pedagogy  emergentcurriculum  christinacantrill  daniellefilipiak  budhunt  cliffordlee  nicolemirra  cindyodonnell-allen  kyliepeppler  classideas  openstudioproject  tcsnmy  lcproject  interest-drivenlearning  learning  peer-supportedlearning  sharedpurpose  networking  production-centeredclassrooms  interest-basedlearning 
march 2014 by robertogreco

related tags

addedvalue  admissions  agesegregation  anterogarcia  assessment  belonging  bestpractices  budhunt  careers  christinacantrill  cindyodonnell-allen  classideas  classroomlearning  cliffordlee  colleges  connectedlearning  counseling  credentialing  credentials  daniellefilipiak  deschooling  digital  digitalmedia  edtech  education  elitism  emergentcurriculum  equity  grades  grading  highered  highereducation  hiring  homago  howeteach  howwelearn  howweteach  identity  informallearning  interest-basedlearning  interest-drivenlearning  internet  joiito  knowledgeproduction  kyliepeppler  lcproject  learning  makermovement  measurement  mentoring  meritocracy  mimiito  mobility  montessori  multiageclassrooms  networking  networks  nicolemirra  online  openstudioproject  parenting  pedagogy  peer-supportedlearning  peers  peertopeer  privilege  production-centeredclassrooms  progressive  progressiveeducation  quantification  schoolindustrialcomplex  schools  screentime  selectivity  sfsh  sharedpurpose  social  socialcapital  sociallearning  socialmedia  socialscience  sorting  standardizedtesting  tcsnmy  teaching  testing  traditionalschools  universities  unschooling 

Copy this bookmark: