Chapter 4:
Quote: “Our ability to produce, consume, and distribute knowledge in an unlimited, unfiltered and immediate way is the primary reason for the changes we see today.”
Question: Is the lack of a “center” always a good thing?
Connection: In our PLN’s our responses and comments on can be seen as creating a collective that could be helpful in enabling each of us to better understand the assignments.
Hmmm….I had never thought about something like the internet as being a “collective”, this chapter made some interesting points.
Chapter 5:
Quote: “The goal is to transmit information in a public way to the private minds of the students. That’s why a student panics when she is called on in class, even though she knows the answer to the question. It’s because she is being asked to expose in public what had been until that moment a very private activity.”
Question: How do we as educators actually use the collective to our full advantage in light of the fact that many students will rebel at the notion that they are learning, even if it is done in a more natural way. As hard as we try, there are going to be some subjects (history for one) that will contain subjects that topics are not interested in.
Connection: I always find it amazing what you are actually able to find on the internet. So many people have contributed their own thoughts, products, etc., that you can literally type in a thought or question, and odds are Google has had that same thing typed in thousands of times. I am to the point now that if I have a question or thought, even if it seems absurd, I will put it into Google. At first I was surprised when I actually found information doing this; now I am surprised when I do not.
Hmmm….I had never thought of lifelong learning as a connection between the personal and the collective, however this does really make sense.
Chapter 6:
Quote: “But tacit knowledge, which grows through personal experience and experimentation, is not transferrable-you can’t teach it to me, although I can still learn it.”
Question: How might I incorporate this sort of learning into a high school classroom and still ensure that the necessary information is being conveyed. This idea seems nice, but it also seems very much dependent on finding a way to make kids “passionate” about whatever they are trying to learn...if that was so easy wouldn’t everyone already be doing it?
Connections: The first couple of pages of this chapter talk about how a sketch artist compiles an image by asking about individual parts of a person’s face. This reminds me of my time as an insurance investigator. We never asked a person “what happened”, instead we asked a series of questions that would paint a scene for us, and was much more effective at finding what actually happened.
Hmmm...I found the quote near the end of the chapter about how a few generations ago a student with a “gamer disposition” would be considered difficult to manage, but now are becoming the norm, to be very interesting. As technology and society change, so must we change.
Quote: “Our ability to produce, consume, and distribute knowledge in an unlimited, unfiltered and immediate way is the primary reason for the changes we see today.”
Question: Is the lack of a “center” always a good thing?
Connection: In our PLN’s our responses and comments on can be seen as creating a collective that could be helpful in enabling each of us to better understand the assignments.
Hmmm….I had never thought about something like the internet as being a “collective”, this chapter made some interesting points.
Chapter 5:
Quote: “The goal is to transmit information in a public way to the private minds of the students. That’s why a student panics when she is called on in class, even though she knows the answer to the question. It’s because she is being asked to expose in public what had been until that moment a very private activity.”
Question: How do we as educators actually use the collective to our full advantage in light of the fact that many students will rebel at the notion that they are learning, even if it is done in a more natural way. As hard as we try, there are going to be some subjects (history for one) that will contain subjects that topics are not interested in.
Connection: I always find it amazing what you are actually able to find on the internet. So many people have contributed their own thoughts, products, etc., that you can literally type in a thought or question, and odds are Google has had that same thing typed in thousands of times. I am to the point now that if I have a question or thought, even if it seems absurd, I will put it into Google. At first I was surprised when I actually found information doing this; now I am surprised when I do not.
Hmmm….I had never thought of lifelong learning as a connection between the personal and the collective, however this does really make sense.
Chapter 6:
Quote: “But tacit knowledge, which grows through personal experience and experimentation, is not transferrable-you can’t teach it to me, although I can still learn it.”
Question: How might I incorporate this sort of learning into a high school classroom and still ensure that the necessary information is being conveyed. This idea seems nice, but it also seems very much dependent on finding a way to make kids “passionate” about whatever they are trying to learn...if that was so easy wouldn’t everyone already be doing it?
Connections: The first couple of pages of this chapter talk about how a sketch artist compiles an image by asking about individual parts of a person’s face. This reminds me of my time as an insurance investigator. We never asked a person “what happened”, instead we asked a series of questions that would paint a scene for us, and was much more effective at finding what actually happened.
Hmmm...I found the quote near the end of the chapter about how a few generations ago a student with a “gamer disposition” would be considered difficult to manage, but now are becoming the norm, to be very interesting. As technology and society change, so must we change.