Connected Learning
8 09 2007Perhaps we have just accepted as legitimate the old semiotics of learning such as economic language (outcomes, products) or industrial langauge (control and discipline). I like the idea of the ecology of learning (Elliott and Piatek 2007), or more usefully, the semiotics of connection. Considering what the world needs of our learners, it is becoming apparent that the most successful, adaptive and resilient learners are one who can create connections bewteen knowledge and skills, who can operate within and capitalise on networks of all types. This semiotic of connection may look like this: (Thanks to mindmeister for the mind map software)
Click the mind map to consider how this semiotic relates to your understanding of the way people learn.
I heard Hugh Mackay speaking on ABC radio recently about the connectness of this generation of young people. He referred to their use of mobile phones and the internet in such a positive way that was really reassuring when a lot of commentators seem to want to turn the clock back to how things used to be.
I think we all know the clock will never be turned back – human culture doesn’t work that way. G
Hi Greg, some wonderful Learning 2.0 news to share with my Yr 10 Art Elective tasks they submitted yesterday. One of my students decided to present her art research on her MY SPACE with interactive blogs, links, great visuals, roll overs etc all the great things you have spoken about. Because we let them loose a little in terms of their choice of web page design and tools, they used what they feel most comfortable with, others did similar. Must show you sometime before I give it back to her. It would have been a great example to show and tell this morning, wish I had had it then. Just as you said, we don’t wait to learn ourselves, we let them go. She is a student who normally is challenged with traditional research and often does not complete or hand in, this time is was very different. Also it is a great example of how we can as educators use social tools like MY SPACE as it could provide to be useful educationally as well. Students have been the most connected as they were created something very real, they were applying their knowledge of artists to a dynamic, fun, interactive site rather than a static on paper version as traditional methods are. I was most impressed and this has given me confidence now to not be afraid of letting go, as long as the outcomes and marking criteria are there, we can’t go too wrong. The students are just using a new tool, to show off their knowledge. Mary
I agree with Mary
We based this unit on the Merde Alterpiece – Flickr site
Linking BOS Syllabus with ‘Remix’ Project that we are involved with with Wollongong City Council this semester – based on multiculturalis – racism.
Task Description
Students will complete a page on a website ………………….. that deconstructs two images
Discuss the art of an aboriginal artist and another artist of your choice that explores issues of multiculturalism, especially racism
The response should include;
• Introduce the task – You are to install two annotated multicultural themed artworks on a website ….. One artwork is to be from an aboriginal artist, eg Bennett, Nickolls, Moffatt or Morgan. The other of your choice.
• The site must comply with the following;
- Computer generated
- Include visual information that annotates the deconstruction of the image, using the Subjective and Structural Frames
- Link the artwork with
– an introduction to the artist
– examples of the artist’s artmaking practice
– an issue with one or more articles in the media on a similar multicultural issue
- Include a bibliography, separate to the site
We made it a design task as we could not organise equitable access to computers.
Results were a surprise and rather exciting
Marg Mc
The whole Merode Altarpiece