Category to select: B. Knowledge Diffusion
Due on Friday of Week 12.
Respond to one of the following questions drawing upon and referring to the readings and examples of networked communities you chose to explore.
1. Your response should quote the readings with direct passages, elaborate on the specifics of the studies done, and fold in the alternative activities and be at lease 300 words. Consider PCK in your post.
- How is knowledge relevant to math or science constructed? How is it possibly generated in these networked communities? Provide examples to illustrate your points.
- According to Bielaczyc and Collins (1999): "The defining quality of a learning community is that there is a culture of learning in which everyone is involved in a collective effort of understanding. There are four characteristics that such a culture must have: (1) diversity of expertise among its members who are valued for their contributions and given support to develop, (2) a shared objective of continually advancing the collective knowledge and skills, (3) an emphasis on learning how to learn, and (4) mechanisms for sharing what is learned." 1 In what ways do the networked communities you examined represent this characterization of learning communities? What implications does this have for your practice and the design of learning activities?
- Hypothesize how conceptual resources and practices are mobilized in classroom settings? How might they also be mobilized in these networked communities? In both cases, which resources and practices are emphasized and what are the roles of different members in relationship to mobilization of resources and practices?
- Globe researchers have suggested that Globe is an example of anchored instruction. Do you agree or disagree with this statement and why?
- Compare the examples of networked communities you focused on. What are several cognitive and social affordances of membership in these networked communities? How might understanding of a math or science misconception be addressed in these technology-enhanced environments? Name the misconception and describe it in your post, drawing upon the reading(s) you did for the social construction of knowledge.
- Speculate on how such networked communities could be embedded in the design of authentic learning experiences in a math or science classroom setting or at home. Elaborate with an illustrative example of an activity, taking care to consider the off-line activities as well.
- How do the networked communities you focused on differ from Jasper, WISE, my World GIS or Chemland? What are some similarities?
- How can learning be distributed and accelerated with access to digital resources and specialized tools and what are several implications of learning of math and science just in time and on demand?
2. Respond to two other posts by Friday of Week 12.
Knowledge construction in the real world
Posted by jwlewis on August 16, 2017
Constructing Knowledge in Math and Science
Posted by Allen Wideman on August 5, 2017
Students vs the World
Posted by seanturn on August 3, 2017
An argument against Globe as anchored instruction
Posted by momoe on
Authentic Learning Experiences with Virtual Field Trips and Interactive Virtual Expeditions
Posted by YooYoung on August 2, 2017
AI and GLOBE
Posted by Derek Cowan on
Start with Why: The importance of choice
Posted by Cristina Leo on August 1, 2017
How knowledge relevant to Math is constructed
Posted by Gary Ma on
Contribute to the Greater Good – Business Education
Posted by baljeet gill on
Embedded Networks: The International Boiling Point Project
Posted by Michael Hengeveld on
A communal effort for knowledge construction
Posted by Jocelynn Mortlock on
Virtual Reality Alone is NOT Enough…
Posted by Kirsten Ocoin on
Posted by DANIELLE PETERS on July 31, 2017
Socialization is key
Posted by Sarah Winkler on
Posted by Nathan Lott on
Globe and Visitor Centers
Posted by Andrew Yeung on
It’s About Experiences
Posted by Natalie Roberts on July 28, 2017
Distribution and Acceleration of Learning
Posted by haneefa corbie on April 5, 2017
Keeping it real: Keeping learning relevant, situated and hands-on
Posted by Dana Bjornson on March 27, 2017
Increasing Engagement through Digital Augmentation
Posted by tyler kolpin on March 24, 2017
The Whole is Greater than the Sum of Its Parts – GLOBE and Virtual Field Trips
Posted by STEPHANIE IVES on
Knowledge Construction in STEM
Posted by wincherella on
Authentic Learning with Nature
Posted by jessica holder on
Posted by mary sikkes on March 23, 2017
Science Learning in Informal Environments
Posted by admin on