Chapter 4:
Quote: “In communities, people learn in order to belong. In a collective, people belong in order to learn” (52). I feel this is impactful and very true.
Question: On page 51, Thomas and Brown state, “Learning from others is neither new nor revolutionary; it has just been ignored by most of our educational institutions” (51). I ponder why they think that, and seek suggestions as to how they can effectively bring it back.
Connection: “Once a particular passion or interest is unleashed, constant interaction among group members, with their varying skills and talents, functions as a kind of peer amplifier, providing numerous outlets, resources, and aids to further an individual’s learning” (51). I was able to connect to this statement, as when I have my students complete their group projects it is evident that they are able to use one another as resources and information banks.
A-Ha!: “Any effort to define or direct collectives would destroy the very thing that is unique and innovative about collectives” (54). I felt this was an important point to remember.
Chapter 5:
Quote: “...because their evaluations are based on how their personal sense of identity and agency matches with the various collectives that constitute different spaces. Increasingly, the Internet is becoming a place where the personal can begin to meet the collective in a meaningful way” (63).
Question: “Because there is no targeted goal or set objective, the site can be used and shaped in ways to meet the needs of the collective” (58). I question if this discussion of no set objectives, fluidity, and connection to learning collectives is trying to argue that within this new culture of learning there should be no learning objectives?
Connection: On page 57, Thomas and Brown state, “Learning that occurs outside of schools or the workplace...is almost always tied to their passions” (57). I can connect to this because I currently have seniors completing a senior project where they research their career of choice, which is something they are passionate about and the learning that takes place is at such a high caliber and often beyond what I can pull from them when discussing economics.
A-Ha!: I was wowed when Thomas and Brown discussed on page 59 the work of the Kiva group and their lending of small loans to promote economic and social change.
Chapter 6
Quote: “But it’s not the only kind of knowledge there is.” This was important for me, as I am always looking towards creating ways for my students to show me their knowledge in a way they would like and not in my required form.
Question: In connection with the previous answer, how can I create new ways for my students to show me their knowledge? Connection: “Learning is transformed from a discrete, limited process--ask a question, find an answer--to a continuous one. Every answer serves as a starting point, not an end point. It invites us to ask more and better questions.” I really enjoyed this statement by Thomas and Brown, and I can connect it with my program and they way they are pushing us to be equipped to push our students to be continuous learners and better questioners.
A-Ha!: “The transfer model simply doesn’t work for tacit knowledge” (78). Well, duh.
Quote: “In communities, people learn in order to belong. In a collective, people belong in order to learn” (52). I feel this is impactful and very true.
Question: On page 51, Thomas and Brown state, “Learning from others is neither new nor revolutionary; it has just been ignored by most of our educational institutions” (51). I ponder why they think that, and seek suggestions as to how they can effectively bring it back.
Connection: “Once a particular passion or interest is unleashed, constant interaction among group members, with their varying skills and talents, functions as a kind of peer amplifier, providing numerous outlets, resources, and aids to further an individual’s learning” (51). I was able to connect to this statement, as when I have my students complete their group projects it is evident that they are able to use one another as resources and information banks.
A-Ha!: “Any effort to define or direct collectives would destroy the very thing that is unique and innovative about collectives” (54). I felt this was an important point to remember.
Chapter 5:
Quote: “...because their evaluations are based on how their personal sense of identity and agency matches with the various collectives that constitute different spaces. Increasingly, the Internet is becoming a place where the personal can begin to meet the collective in a meaningful way” (63).
Question: “Because there is no targeted goal or set objective, the site can be used and shaped in ways to meet the needs of the collective” (58). I question if this discussion of no set objectives, fluidity, and connection to learning collectives is trying to argue that within this new culture of learning there should be no learning objectives?
Connection: On page 57, Thomas and Brown state, “Learning that occurs outside of schools or the workplace...is almost always tied to their passions” (57). I can connect to this because I currently have seniors completing a senior project where they research their career of choice, which is something they are passionate about and the learning that takes place is at such a high caliber and often beyond what I can pull from them when discussing economics.
A-Ha!: I was wowed when Thomas and Brown discussed on page 59 the work of the Kiva group and their lending of small loans to promote economic and social change.
Chapter 6
Quote: “But it’s not the only kind of knowledge there is.” This was important for me, as I am always looking towards creating ways for my students to show me their knowledge in a way they would like and not in my required form.
Question: In connection with the previous answer, how can I create new ways for my students to show me their knowledge? Connection: “Learning is transformed from a discrete, limited process--ask a question, find an answer--to a continuous one. Every answer serves as a starting point, not an end point. It invites us to ask more and better questions.” I really enjoyed this statement by Thomas and Brown, and I can connect it with my program and they way they are pushing us to be equipped to push our students to be continuous learners and better questioners.
A-Ha!: “The transfer model simply doesn’t work for tacit knowledge” (78). Well, duh.