Diving Deep with Participatory Learning: Structures and Strategies for Inquiry to Reimagine Research

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Presented at the BCTLA Summer Institute, Vancouver, British Columbia (August 26, 2014)

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Diving Deep with Participatory Learning: Structures and Strategies for Inquiry to Reimagine Research

  1. 1. CC image via https://www.flickr.com/photos/uw-eric/1441674489/sizes/o/ Buffy J. Hamilton BCTLA Summer Institute, August 2014
  2. 2. a context to serve as… Camera designed by Okan Benn from The Noun Project http://thenounproject.com/noun/camera/#icon-No1267
  3. 3. a context to serve as… Camera designed by Okan Benn from The Noun Project http://thenounproject.com/noun/camera/#icon-No1267
  4. 4. a context to serve as… Camera designed by Okan Benn from The Noun Project http://thenounproject.com/noun/camera/#icon-No1267
  5. 5. a context to serve as… Camera designed by Okan Benn from The Noun Project http://thenounproject.com/noun/camera/#icon-No1267
  6. 6. a context to serve as… Camera designed by Okan Benn from The Noun Project http://thenounproject.com/noun/camera/#icon-No1267
  7. 7. a context to serve as… Camera designed by Okan Benn from The Noun Project http://thenounproject.com/noun/camera/#icon-No1267
  8. 8. CC image via https://www.flickr.com/photos/svenstorm/2457982847/sizes/l
  9. 9. Mathews, Brian. "R&D @ VT - a Quick Glance @ LearnHUB." The Ubiquitous Librarian. The Chronicle of Higher Education, 30 Oct. 2012. Web. 06 May 2013. <http://chronicle.com/blognetwork/theubiquitouslibrarian/2012/10/30/rd-vt-a-quick-glance-learnhub/>.
  10. 10. CC image via http://www.flickr.com/photos/rhockens/2834620960/ framing our work under the umbrella of
  11. 11. relatively low barriers to Original photography by Buffy Hamilton
  12. 12. one’s creations with others Photograph used with permission of Andy Plemmons
  13. 13. fluidity in the roles of Image via Microsoft Clip Gallery
  14. 14. with one another CC image via http://www.flickr.com/photos/buildingunity/303497031/sizes/l/in/faves-10557450@N04/
  15. 15. members believe their CC image via http://www.flickr.com/photos/ari/502329223/sizes/l/in/faves-10557450@N04/
  16. 16. “The best participatory experiences are not wide open. They are scaffolded to help people feel comfortable engaging in the activity. A supportive starting point can help people participate confidently--- whether as creators, critics, collectors, joiners, or spectators.” Nina Simon
  17. 17. CC image via http://www.flickr.com/photos/geckoam/3181193844/sizes/o/in/photostream/ participation is
  18. 18. conversations and participation mean Listen designed by Giorgia Guarino from The Noun Project
  19. 19. conversations and participation mean Listen designed by Giorgia Guarino from The Noun Project
  20. 20. conversations and participation mean Listen designed by Giorgia Guarino from The Noun Project
  21. 21. New Media Literacies Learn more: http://playnml.wikispaces.com/PLAY%21+Framework
  22. 22. What we teach When we teach How we teach What we can stop doing Who else do we need to work with Mathews, Brian, Andy Burkhardt, and Lauren Pressley. "Hacking the Learner Experience." Hacking the Learner Experience. SlideShare, 16 Apr. 2013. Web. 07 May 2013. <http://www.slideshare.net/laurenpressley/hack-18938371>.
  23. 23. What we teach When we teach How we teach What we can stop doing Who else do we need to work with Mathews, Brian, Andy Burkhardt, and Lauren Pressley. "Hacking the Learner Experience." Hacking the Learner Experience. SlideShare, 16 Apr. 2013. Web. 07 May 2013. <http://www.slideshare.net/laurenpressley/hack-18938371>.
  24. 24. What we teach When we teach How we teach What we can stop doing Who else do we need to work with Mathews, Brian, Andy Burkhardt, and Lauren Pressley. "Hacking the Learner Experience." Hacking the Learner Experience. SlideShare, 16 Apr. 2013. Web. 07 May 2013. <http://www.slideshare.net/laurenpressley/hack-18938371>.
  25. 25. What we teach When we teach How we teach What we can stop doing Who else do we need to work with Mathews, Brian, Andy Burkhardt, and Lauren Pressley. "Hacking the Learner Experience." Hacking the Learner Experience. SlideShare, 16 Apr. 2013. Web. 07 May 2013. <http://www.slideshare.net/laurenpressley/hack-18938371>.
  26. 26. What we teach When we teach How we teach What we can stop doing Who else do we need to work with Mathews, Brian, Andy Burkhardt, and Lauren Pressley. "Hacking the Learner Experience." Hacking the Learner Experience. SlideShare, 16 Apr. 2013. Web. 07 May 2013. <http://www.slideshare.net/laurenpressley/hack-18938371>.
  27. 27. communities formed around… CC image via http://www.flickr.com/photos/23882161@N03/3745008067/sizes/o/
  28. 28. communities formed around
  29. 29. Source: http://dmlhub.net/sites/default/files/ConnectedLearning_report.pdf Ito, Mizuko, Kris Gutiérrez, Sonia Livingstone, Bill Penuel, Jean Rhodes, Katie Salen, Juliet Schor, Julian Sefton-Green, S. Craig Watkins. 2013. Connected Learning: An Agenda for Research and Design. Irvine, CA: Digital Media and Learning Research Hub. Connected Learning
  30. 30. CC image via http://www.flickr.com/photos/dvortygirl/2445114424/sizes/o/
  31. 31. Participatory Culture Inquiry Stance on Literacies More diverse pathways and narratives of literacy learning: meaning making
  32. 32. Stripling’s Model of Inquiry Image used with permission of Dr. Barbara Stripling Wonder Investigate Construct Express Reflect
  33. 33. Nina Simon’s Processes of Participation Prototype Interpret Artifacts Prepare Collections Develop for audiences Reflect
  34. 34. Learning Targets Strategies and Resources Formative and Summative Assessments
  35. 35. Scaffolding Structures and Strategies Choices
  36. 36. CC image via http://theunquietlibrarian.files.wordpress.com/2013/12/steps.jpg
  37. 37. Image from Microsoft Clip Gallery
  38. 38. Original photo by Buffy Hamilton; see http://theunquietlibrary.libguides.com/media21-spring2012 for more information.
  39. 39. Original photo by Buffy Hamilton; see http://gwinnett.libguides.com/extendedessay for more information.
  40. 40. http://letgotolearn.com/2014/02/24/libguides-and-student-choice/
  41. 41. Original photo by Buffy Hamilton
  42. 42. Original photo by Buffy Hamilton
  43. 43. Original photo by Buffy Hamilton
  44. 44. Original photo by Buffy Hamilton
  45. 45. http://sarahludwig.wordpress.com/2014/02/20/butcher-paper-post-it-notes-and- sharpies-changed-my-life/
  46. 46. Original photo by Buffy Hamilton
  47. 47. Original photo by Buffy Hamilton
  48. 48. Original photo by Buffy Hamilton
  49. 49. Original photo by Buffy Hamilton
  50. 50. Original photo by Buffy Hamilton
  51. 51. Learn more: http://gwinnett.libguides.com/twitterchat-russell
  52. 52. Original photo used with permission from Andy Plemmons http://barrowmediacenter.wordpress.com/2012/02/06/connecting-students-to-primary- sources/
  53. 53. Original photo by Buffy Hamilton
  54. 54. Original photo by Buffy Hamilton
  55. 55. Learn more: http://sarahludwig.wordpress.com/2014/02/20/butcher-paper-post-it-notes-and-sharpies- changed-my-life/
  56. 56. Original photo by Buffy Hamilton
  57. 57. Original photo by Buffy Hamilton
  58. 58. Original photo by Buffy Hamilton; idea adapted from work of Dr. Tom Romano
  59. 59. Original photo by Buffy Hamilton
  60. 60. Image via Microsoft Clip Gallery
  61. 61. Original photo by Buffy Hamilton
  62. 62. Original photo by Buffy Hamilton
  63. 63. Original photo by Buffy Hamilton
  64. 64. Chart originally created by Tish Stafford
  65. 65. Used with permission of Ann Bemis and Marci Zane
  66. 66. Cyclical/ Recursive •The steps between confusion and sense of direction worked more like a cycle than a direct path New information drives the cycle/ reconciling cognitive dissonance •Each time they are asked to reflect, they might gain a sense of direction or clarity, but as soon as new information (especially contradictory information) is added to the equation in the next round of activities, there is always the potential to be thrown right back to the confusion stage as students make sense of the new ideas or new processes in light of what they already learned Intervention and strategies •When this happens, it’s crucial for a teacher to step in and help students recognize why they’re frustrated and help them find strategies to work through those challenges Source: http://letgotolearn.com/2014/04/03/confusion_and_frustration/
  67. 67. Original photo by Buffy Hamilton
  68. 68. Original photo by Buffy Hamilton
  69. 69. Original photo by Buffy Hamilton
  70. 70. Original photo by Buffy Hamilton
  71. 71. Image via Microsoft Clip Gallery
  72. 72. Original photo by Buffy Hamilton
  73. 73. Original photo by Buffy Hamilton
  74. 74. Original photo by Buffy Hamilton
  75. 75. Source: https://pogo.lakesideschool.org/library/?p=94
  76. 76. Source: https://pogo.lakesideschool.org/library/?p=94 “One of the main goals of the conference is modeling how to attack a difficult research task. As you would expect, each research conference is different because they come to us at different parts of the process and with different skills. It involves a lot of deep questioning and investigating on our end…kind of like a doctor’s visit. Students often have tunnel vision when it comes to research, so we model approaches to various research skills that students may not traditionally take. We may focus on strategies for narrowing topics, finding varied levels of sources, or connecting ideas. The result is an email of the sources we found together and discussions we had so the teacher can see where the student is. It also allows us to clarify some of the comments we make about their citations.” Heather Hersey, School Librarian Lakeside School, Seattle, WA
  77. 77. “Initially, I thought the conferences would be all about sources and search strategies, but as I do more of them, I see that several students need scaffolding for how to approach the assignment. I find myself asking more (and hopefully better) questions of the teachers regarding the assignment itself, so I can help direct students.” Heather Hersey, School Librarian Lakeside School, Seattle, WA Source: https://pogo.lakesideschool.org/library/?p=94
  78. 78. Original photo by Buffy Hamilton; Research Reflections Roundtable: http://theunquietlibrarian.wordpress.com/2012/04/23/inquiry-formative-assessment-and-student-learning-communities- research-reflections-roundtable/
  79. 79. CC image via http://www.flickr.com/photos/clappstar/3588547020/sizes/l/in/faves-10557450@N04/
  80. 80. Original photo by Buffy Hamilton
  81. 81. Original photo by Buffy Hamilton
  82. 82. Original photograph by Buffy Hamilton
  83. 83. Learn more: http://clmooc.educatorinnovator.org/2014/2014/08/01/continue-the-conversation-join-the-movement-build- connected-ecosystems/ and http://dmlcentral.net/blog/mia-c-zamora/paper-circuitry-illuminates-%E2%80%98writing- making%E2%80%99
  84. 84. CC image via http://www.flickr.com/photos/dcassaa/662891484/sizes/o/
  85. 85. andwe can Image via Microsoft Clip Gallery
  86. 86. CC image via http://www.flickr.com/photos/one_and_only_me/577331758/sizes/l/
  87. 87. CC image via http://www.flickr.com/photos/vijayvenkatesh/3508542772/sizes/l/in/photostream/
  88. 88. change and understanding CC image via http://www.flickr.com/photos/marcwathieu/2980385784/sizes/l/in/faves- 10557450@N04/ Participatory Librarianship and Change Agents: http://blip.tv/file/1566813
  89. 89. CC image via http://www.flickr.com/photos/louisabate/4066174796/sizes/o/in/photostream/
  90. 90. Cc image via https://www.flickr.com/photos/benjamingolub/3342502372/sizes/l
  91. 91. CC image via https://www.flickr.com/photos/f- oxymoron/9647972522/sizes/l
  92. 92. CC image via https://www.flickr.com/photos/nateone/3768979925/sizes/l /
  93. 93. contact information

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