{"id":26,"date":"2013-07-04T08:48:18","date_gmt":"2013-07-04T15:48:18","guid":{"rendered":"https:\/\/blogs.ubc.ca\/shisandy\/?p=26"},"modified":"2013-07-15T16:41:26","modified_gmt":"2013-07-15T23:41:26","slug":"module-2","status":"publish","type":"post","link":"https:\/\/blogs.ubc.ca\/shisandy\/2013\/07\/04\/module-2\/","title":{"rendered":"Module 2"},"content":{"rendered":"

Connected Self
\n<\/span><\/p>\n

In our group we were asked to discuss the technological dimension of the connected self.\u00a0 We found that there was lots of overlap between the different dimensions.\u00a0 What is the technological dimension and how does it differ from the other dimensions?\u00a0 I came to the understanding that the technological dimension relates to the technology that we currently use and its impact on how we will use technology in the future.<\/p>\n

A simple search on Google creates a massive list of information.\u00a0 Where does this information come from?\u00a0 And who post this information?\u00a0 The magic of technology has made it possible for anyone, in any place, to present any information to a global audience.\u00a0 In Why School?<\/i>, Richardson gives the example that he can use a smart phone to read the news or document the news around himself.\u00a0 With the same device we are able to both consume and produce digital information.\u00a0 Because people like to share information and express their creativity, the current trend of technology to allowed us to post things on the internet with greater ease.\u00a0 In a single click of the button we can share our thoughts on the latest movie, what we had for dinner and photos from a recent trip instantly.\u00a0 If we are already doing this in our personal lives, why aren\u2019t we doing more of this in the classrooms or libraries?\u00a0 It\u2019s relatable and connects into our real lives, it\u2019s interesting and engaging and it\u2019s creative and expressive.\u00a0 I\u2019m interested in the idea of students actively participating in their production of their own information and wanted to know of examples being done in education (and spark some ideas for my own teaching).<\/p>\n

I searched online using the following phrases\/words: technology and student, technology and connected self, technology and education, student producers.\u00a0 I encountered a few teacher blogs that documented their own experience planning and implementing student directed research projects.\u00a0 They were mostly brief comments or still in the initial phases.\u00a0 I did locate some exciting articles for the college and undergraduate levels.\u00a0 The students became the producer of their own knowledge, thorough the collaborations with others and the creation of their own curriculum.<\/p>\n

UBC: http:\/\/ctlt.ubc.ca\/2012\/04\/26\/students-as-creators-and-producers\/
\nUBC has started a program called Student Directed Seminars where \u201cstudents from all Faculties [have] the opportunity to initiate and facilitate a three credit course\u201d for their peers.\u00a0 The student plans, develops, promotes and facilitates their 3 hour seminar, once a week for a term, to a small group (8-15 people).<\/p>\n

University of Lincoln: http:\/\/studentasproducer.lincoln.ac.uk\/
\nThe University of Lincoln has implemented the Student as Producer project, over a span of 3 years, to increase engagement and higher level learning in their undergraduate programs.\u00a0 The project is funded by the Higher Education Academy (UK based organization for college\/university teachers) under the National Teacher Fellows Project programme.\u00a0 In this project, students create they own curriculum with the support from instructors.\u00a0 The student\u2019s topic of research is not restricted to a particular faculty and can be interdisciplinary.<\/p>\n","protected":false},"excerpt":{"rendered":"

Connected Self In our group we were asked to discuss the technological dimension of the connected self.\u00a0 We found that there was lots of overlap between the different dimensions.\u00a0 What is the technological dimension and how does it differ from … Continue reading →<\/span><\/a><\/p>\n","protected":false},"author":18415,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[884],"tags":[],"class_list":["post-26","post","type-post","status-publish","format-standard","hentry","category-assignment-1"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/shisandy\/wp-json\/wp\/v2\/posts\/26","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/shisandy\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/shisandy\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/shisandy\/wp-json\/wp\/v2\/users\/18415"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/shisandy\/wp-json\/wp\/v2\/comments?post=26"}],"version-history":[{"count":7,"href":"https:\/\/blogs.ubc.ca\/shisandy\/wp-json\/wp\/v2\/posts\/26\/revisions"}],"predecessor-version":[{"id":149,"href":"https:\/\/blogs.ubc.ca\/shisandy\/wp-json\/wp\/v2\/posts\/26\/revisions\/149"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/shisandy\/wp-json\/wp\/v2\/media?parent=26"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/shisandy\/wp-json\/wp\/v2\/categories?post=26"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/shisandy\/wp-json\/wp\/v2\/tags?post=26"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}