This project, represented so artfully by Jenna Welsh’s creative skill is one part of the interaction – the other equally important part of the communication is the comments (156 of them!) related to the video’s message. We carry our culture in our language and with this project, since our language is mathematics and technology – we share a common culture! Here is a word cloud of the key words* that we have generated together in this forum.
For one week, starting Monday, May 14 -21, the STEM for All Showcase, highlighting various NSF-funded projects advancing STEM education, will be fully activated for engagement. This is a great way to see thinking in action and the interesting projects going on across the globe.
Check out our research team’s video May 14 – 21st… you may want to visit periodically, contribute to the comments and ask questions. The comments will only be active during this week.
How does collaborative STEM project-based learning change when the participating students represent fundamentally distinct cultures, countries, economic, and social backgrounds, and work together over synchronous and asynchronous internet settings?
Does the use of videoconferencing in such STEM project-based learning settings alter intersubjectivity or shared meaning in ways that might have broad social impact?
Differences in where people live and in our cultures factor deeply into social and economic fractures in US and global society. Can students working together across such boundaries experience virtual presence and shared meaning-making through project collaborations in ways that allow deeper appreciation of each other’s differences, and reduce such fractures?
Does such collaboration from the context and comfort of one’s own cultural settings helped to neutralize anxiety and distrust of others, and in ways that are promising for the next generation learning settings that will feature more abundant international collaboration at middle and secondary school levels?
Featuring students who collaborate with one another from sixteen sites in the US, Kenya, Finland, Namibia, Mexico, Iran, and India, the IC4 project explores the intersection of learning, culture, and collaboration. Supported by NSF’s AISL Program, the project provides an international, collaborative, and digital makerspace that explores these questions and seeks to understand how student learning changes when collaborating teams identify themselves as teachers seeking to help peers understand STEM topics.
Several action item requests emerged from the recent IC4 Advisory Board meeting. One of the action items came from teachers who noted that high school students needed opportunities to develop research skills in other courses besides ELA and the traditional research paper project.
I am working on just such a resource. One of the main starting points for all research is the ability to wonder and then turn wonder into an essential research question.
Given that most students learn best from visual resources, I’m using the StoryboardThat app to create the masthead for the emerging researchers resource.
After our team meeting, with both face-to-face and virtual participation from teachers, graduate students, professors, team leaders, and students, the following themes appeared across the transcripts of digital notes:
The catalytic component of mathematics instruction and video technology makes great strides in learning for high school students, thanks to the NSF-sponsored research of the IC4 team, directed by Dr. Eric Hamilton, principal investigator.
Happy Digital Learning Day! Digital Learning Day was created in 2012. This year, 2018, is the 7th annual occurrence. There are over 1500 events occurring in celebration of digital learning and computer-mediated instruction. The focus and activities center around this essential question: How technology can enhance student learning?
There was an engaging and dynamic webinar today. I am so glad to have spent my lunchtime attending this webinar. You can see my tweets and the tweets of other attendees at the following hashtag: #DLDayWebinar
The key that is the central concept for me is one I learned about over 30 years ago while in undergraduate courses. My professor, Dr. Chantrey Fritts, emphasized the importance of Collegiality in teaching and learning. Collegiality is relational.
Collegiality is the relationship between colleagues (Link). Colleagues are those explicitly united in a common purpose and respecting each other’s abilities to work toward that purpose (Link).
Because of new media opportunities, our audience of colleagues grows beyond borders.
Digital media and emerging technologies, especially social media, change the educational lives of students, teachers, administrators… and those who love them! The rush to add associations labeled as “Friends,” “Contacts,” “Followers,” “BFFs,” “Super BFF,” “Besties,” “Mutual Besties,” “Mutual BFs,” (and many more), reflects the desire to connect and interact.
The spontaneity of participatory discussion is fun. Using long and short discourse, conversationally toned text, even emojis and animated gifs, ideas sprout, grow, and transplant across minds and miles.
Through the experience of a knowledgeable educator, the spontaneity of participatory discussion achieves a heightened level of learner engagement.
Over the course of the next several weeks, I’ll be thinking and writing about The spontaneity of participatory discussion, or Participatory Spontaneity. I would love to learn about your experiences with Participatory Spontaneity too so please share comments.