Project-Based Inquiry and New Literacies


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Slides for NC State's College of Education 1:1 workshop

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  • This quote comes from a historical time that was marked by great social change. Do you know who said this? Yes, Martin Luther King. A different time but similar to today in that this time is marked by great changes in our society one of which is globalization.
  • This quote comes from a historical time that was marked by great social change. Do you know who said this? Yes, Martin Luther King. A different time but similar to today in that this time is marked by great changes in our society one of which is globalization.
  • We offer a perspective for a new learning ecology that takes into account the unique contributions of a 1:1 setting—a learning-forward environment that takes on organic attributes with evolving interdependence among participants.
  • These four conditions exist within a context that is shaped by policy, technological infrastructure, accountability demands, student abilities, community needs, etc Each NLE is nested within a classroom, school, systems, and even larger contexts. Michael Wesch (2008) defi nes learning as the ability to create signifi cance and distinguishes between semantic and personal signifi cance. Semantic signifi cance means understanding that “a word, concept or idea is not just meaningful for what it is, but also for how it relates, connects, and contrasts with other words, concepts, and ideas” (2008, video lecture). Personal signifi cance, Wesch claims, connotes that meaningful connections are created in the social interaction with others and through the individual’s process of learning to become a successful, contributing member of a community.
  • Project-Based Inquiry and New Literacies

    1. 1. New Literacies & Project-Based Inquiry in the 1:1 Classroom Hiller A. Spires, Ph.D. Professor & Senior Research Fellow May 13, 2010
    2. 2. The future is already here--it’s just not evenly distributed. --William Gibson
    3. 3. Innovation Scale up Took over 50 years for the electrification of America
    4. 5. Theoretical Grounding for “New Learning Ecology” <ul><li>John Seeley Brown (1999) introduced a knowledge ecology by using the definition of “an open system, dynamic and interdependent, diverse, partially self-organizing, and adaptive” (p. 3). </li></ul><ul><li>Barron (2006) defined a learning ecology as the “set of contexts found in physical or virtual spaces that provide opportunities for learning,” which may include formal and informal settings (p. 195). </li></ul><ul><li>Spires, Wiebe, Young, Hollebrands, & Lee (2009) defined a new learning ecology as an emergent concept that is being prompted by 1:1 learning environments. </li></ul><ul><li>Greenhow, Robelia, & Hughes (2009) referenced a learning ecology perspective as useful in conceptualizing learning & teaching across Web 2.0 spaces of home, school, work, and community. </li></ul>
    5. 6. Four Conditions: New Learning Ecology
    6. 8. Educational Challenges??
    7. 9. <ul><li>Online Reading Comprehension </li></ul><ul><li>Video/Multimedia </li></ul><ul><li>Web 2.0 and Social Networking </li></ul><ul><li>Educational Games </li></ul>Four Areas of New Literacies
    8. 11. <ul><li>Problems/issues presented in their full complexity. </li></ul><ul><li>Students finding interdisciplinary connections between ideas. </li></ul><ul><li>Students struggling with ambiguity, complexity, and unpredictability. </li></ul><ul><li>Real-world questions that students care about. </li></ul>PBI--Compelling Ideas and Content Buck Institute for Education:
    9. 12. PBI Outcomes <ul><li>Students generating complex intellectual products to demonstrate learning. </li></ul><ul><li>Students participate in assessment. </li></ul><ul><li>Students held accountable for competence. </li></ul><ul><li>Students exhibiting growth in academic and real-world competence. </li></ul>Buck Institute for Education:
    10. 13. Project-Based Inquiry is Not New ROGERS DEWEY BLOOM BRUNER PAPART Adapted from Linda Ullah PIAGET Buck Institute for Education
    11. 14. Any Value in Inverting Revised Bloom’s Taxonomy? (Anderson & Krathwohl, 2001)
    12. 15. Design Studio: New Literacies & Media Graduate Class Teacher as content expert facilitator, coach, mentor, improvisational artist
    13. 17. So let’s give it a go . . . .
    14. 18. New Literacies Collaborative Join us @ or Tweet us @newlit
    15. 19. References <ul><li>Anderson, L. W. and David R. Krathwohl, D. R., et al (Eds..) (2001) A Taxonomy for Learning, Teaching, and Assessing:A Revision of Bloom's Taxonomy of Educational Objectives. Allyn & Bacon. Boston, MA. </li></ul><ul><li>Asia Society. (2007). Learning in a global age: Knowledge and skills for a flat world . (2007). Retrieved May 2008 from </li></ul><ul><li>Barron, B. (2006). Interest and self-sustained learning as catalysts of development: A learning ecologies perspective. Human Development, 49, 193-224. </li></ul><ul><li>Brown, J.S. (1999 ). Learning, working, and playing in the digital age. Serendip. Retrieved on February 12, 2009 from </li></ul><ul><li>Carroll, T. (2007). Preparing and supporting 21 st century teachers. In B. Wehling, (Ed.). Building a 21 st century US education system . National Commission on Teaching and America’s Future: Washington, DC. </li></ul><ul><li>Cook, S. & Brown, J.S. (2005). Bridging epistemologies: The generational knowledge between organizational knowledge and organizational knowing. In S.E. Little & T. Ray, (Eds.). Managing knowledge: An essential reader (2 nd ed.). (pp.51-84). Thousand Oaks, CA: SAGE Publications. </li></ul><ul><li>Jenkins, H., Clinton, K., Purushotma, R., Robinson, A., Weigel, M. (2006). Confronting the challenges of participatory culture: Media education for the 21 st Century. White paper for the MacArthur Foundation. Retrieved on June 15, 2007, from </li></ul>
    16. 20. References <ul><li>Koehler, M. J., & Mishra, P. (2008). Introducing TPCK. In AACTE Committee on Innovation and Technology (Ed.), Handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 3-29). New York, NY: Routledge. </li></ul><ul><li>Lee, J., Hollebrands, K., Spires, H., Young, C. & Wiebe, E. (2010, April/May). Toward a new learning ecology in 1:1 learning environments. Paper presented as part of a symposium at AERA, Denver, CO. </li></ul><ul><li>Little, S. E., & Ray, T. (2005). Managing knowledge: An essential reader (2nd ed.). Thousand Oaks, CA: SAGE Publications. </li></ul><ul><li>Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108 (6), 1017–1054. </li></ul><ul><li>Saato, M., R.C., & Darling-Hammond, L. (2008). Improving teachers’ assessment practices through professional development: The case of National Board Certification. American Educational Research Journal, 45 (3), 669-700. </li></ul><ul><li>Senges, M., Brown, J.S., & Rheingold, H. (2008, December). Entrepreneurial learning in the networked age. Paradigmes , 1 . 125-140. </li></ul><ul><li>Spires, H., Wiebe, E., Young, C., Hollebrand, K. Lee, J., & Hollebrand, K. (2009). Toward a new learning ecology: Teaching and Learning in 1:1 Learning Environments. Friday Institute White Paper Series: Raleigh, NC. See </li></ul><ul><li>Wesch, M. (2008). A portal for media literacy. Retrieved February 23, 2009, from </li></ul>