ISCAR, Rome, 2011
Theme: School in work, the role of apprenticeship, identity, mind and work
Symposium
dentity in education: the potentials and challenges of theoretical and analytical diversity
Theoretical Considerations in Language Education - Implications for English L...Nuans Publishing
English Language Teaching (ELT) is a field that has not produced its own theories. Instead, the field has been influenced by and has borrowed theories from other
branches of social sciences, such as psychology, linguistics, sociology, anthropology, and educational sciences. The diversity of theories in social sciences is a great advantage to ELT as there are many applicable and meaningful theories from its related fields that have the potential to enhance the practices of language teaching
professionals and researchers around theworld.
Designed for diverse audiences frompre‐service and in‐service language teachers to teacher trainers and researchers, this edited book brings together a variety of
theories from disciplines related to ELT, describing their historical development and connecting them to language teaching and learning. Each chapter of this volume
displays how a specific theory has influenced principles, practices, and methodologies in language teaching/learning and language teacher training. Each
chapter also provides additional insights and pedagogical suggestions into how to adapt and apply the basic principles and guidelines of the theory into classroom
settings.
Conceptualizing Social Presence as a motivational component in e-learninggrintie
Remesal, A., Colomina, C., & Clarà, M. (2010). Conceptualizing Social Presence as a motivational component in e-learning: a case study in blended teacher education. Paper presented at 12th International Conference on Motivation, SIG. EARLI, Porto, Sept. 2nd-4th.
Clarà, M., & Mauri, T. (2011). The micro-genetic development of concepts: the introduction of the construct of practical concept in CHAT. ISCAR. Rome, 5-10 September.
Supporting Online Learning with Distributed Teaching Presence indicatorsgrintie
Bustos, A., Coll, C., & Engel A. (2011). Supporting Online Learning with Distributed Teaching Presence Indicators. Paper presented at the Symposium Informing CSCL participants about their collaboration to promote collective and individual learning: Awareness tools to support collaboration, 14th EARLI Biennial Conference, Exeter, UK, August 29-September 3rd.
Accessing the process of asynchronous collaborative writinggrintie
Mauri, T.; Remesal, A.; Clarà, M. (2011). Accessing the process of asynchronous collaborative writing. Paper presented at the ISCAR Conference; Rome, Italy.
Simultaneous consideration of different levels of analysis in educational dya...grintie
Mauri, T., & Clarà, M. (2011). Simultaneous consideration of different levels of analysis in educational dyadic conversations: A discourse analysis scheme. Symposium: Methodological strategies for the study of teaching and learning: Approaches from discourse analysis. ISCAR. Rome, 5-10 September.
Colomina, C.; Remesal, A. (2011). Social Presence in small group work: it’s all in the process. Paper presented at the symposium From concept to implementation. Social Presence in networked learning scenario, 14th EARLI 2011 Education for a Global Networked Society, Exeter, UK.
Novice teachers, learners in context. A sociocultural approach.grintie
Ginesta, A., & Mauri, T. (2011). Novice teachers, learners in context. A sociocultural approach. Comunication presented at ISCAR. Rome, 5-10 September.
Theoretical Considerations in Language Education - Implications for English L...Nuans Publishing
English Language Teaching (ELT) is a field that has not produced its own theories. Instead, the field has been influenced by and has borrowed theories from other
branches of social sciences, such as psychology, linguistics, sociology, anthropology, and educational sciences. The diversity of theories in social sciences is a great advantage to ELT as there are many applicable and meaningful theories from its related fields that have the potential to enhance the practices of language teaching
professionals and researchers around theworld.
Designed for diverse audiences frompre‐service and in‐service language teachers to teacher trainers and researchers, this edited book brings together a variety of
theories from disciplines related to ELT, describing their historical development and connecting them to language teaching and learning. Each chapter of this volume
displays how a specific theory has influenced principles, practices, and methodologies in language teaching/learning and language teacher training. Each
chapter also provides additional insights and pedagogical suggestions into how to adapt and apply the basic principles and guidelines of the theory into classroom
settings.
Conceptualizing Social Presence as a motivational component in e-learninggrintie
Remesal, A., Colomina, C., & Clarà, M. (2010). Conceptualizing Social Presence as a motivational component in e-learning: a case study in blended teacher education. Paper presented at 12th International Conference on Motivation, SIG. EARLI, Porto, Sept. 2nd-4th.
Clarà, M., & Mauri, T. (2011). The micro-genetic development of concepts: the introduction of the construct of practical concept in CHAT. ISCAR. Rome, 5-10 September.
Supporting Online Learning with Distributed Teaching Presence indicatorsgrintie
Bustos, A., Coll, C., & Engel A. (2011). Supporting Online Learning with Distributed Teaching Presence Indicators. Paper presented at the Symposium Informing CSCL participants about their collaboration to promote collective and individual learning: Awareness tools to support collaboration, 14th EARLI Biennial Conference, Exeter, UK, August 29-September 3rd.
Accessing the process of asynchronous collaborative writinggrintie
Mauri, T.; Remesal, A.; Clarà, M. (2011). Accessing the process of asynchronous collaborative writing. Paper presented at the ISCAR Conference; Rome, Italy.
Simultaneous consideration of different levels of analysis in educational dya...grintie
Mauri, T., & Clarà, M. (2011). Simultaneous consideration of different levels of analysis in educational dyadic conversations: A discourse analysis scheme. Symposium: Methodological strategies for the study of teaching and learning: Approaches from discourse analysis. ISCAR. Rome, 5-10 September.
Colomina, C.; Remesal, A. (2011). Social Presence in small group work: it’s all in the process. Paper presented at the symposium From concept to implementation. Social Presence in networked learning scenario, 14th EARLI 2011 Education for a Global Networked Society, Exeter, UK.
Novice teachers, learners in context. A sociocultural approach.grintie
Ginesta, A., & Mauri, T. (2011). Novice teachers, learners in context. A sociocultural approach. Comunication presented at ISCAR. Rome, 5-10 September.
This presentation was give by Dave Read and Michael Delaney from Blue Slate Solutions at the Semetech Technology and Business Conference in NYC on October 2nd 2013.
Blue Man Group: Entertaining Piece of Content - Post-Advertising Summit 2012Story Worldwide
The output of the Future of Entertainment Workshop session for the Blue Man Group during the Post-Advertising Summit, hosted by Story Worldwide, on March 29th, 2012 in New York City.
Workshop moderator Randy Irwin, President of Votiv, alongside Frederik Anderson of Story Worldwide, brought the audience through an interactive workshop where they learned about/contributed to:
1. The brand ecosystem and a customer’s journey through content
2. Blue Man Group brand overview
3. Blue Man Group brand insights gathered
4. What is a Story Platform?
5. Blue Man Group Archetype(s)
6. Blue Man Group authority to publish
Ultimately, the Summit creative team put together the following brief which shows the useful piece of content created upon the brand archetype and story platform developed during the workshop.
Live tweets curated by @ClayHebert at: http://storify.com/clayhebert/post-advertising-summit-2012
http://www.postadvertisingsummit.com
http://www.storyworldwide.com
http://www.postadvertising.com
The Road to Transformation: Ensuring your enterprise infrastructure will meet your business vision both today and tomorrow.
Blue Slate won the attendee's choice award for best case study at the Health IT Insight Summit, in Boston, 2010.
Empathy and the Autistic Spectrum: Empowering Adolescent Achievement through ...claudebisson
The adolescent within the autism spectrum faces a variety of obstacles in achieving academic success, due in particular to challenges with executive functioning and affective relationship building. These nonverbal deficits puzzle families and educators as they attempt to empower students to meet individual potentials. In addition, parents may also feel marginalized by the entire educational process. In order to provide the best education for these students, a teacher must find a means of successful collaboration with a variety of people: families, clinicians, social workers, guidance counselors, and consultants. This project encourages collaborative team participation of key mentors through a curriculum by offering an interdisciplinary, thematic unit in which all players participate to contribute to the affective lessons of the child.
While participating in lessons that acknowledge the common experiences and emotions of the human condition, students practice skills in empathy. The more the students practice empathy, the more they rehearse daily emotional responses that exhibit reflection and responsibility, a significant affective objective for every high school student. This is especially important for adolescents in the autistic spectrum, many of whom may struggle with academics due to chronic disorganization, inability to integrate new ideas in existing schemas, and inability to appropriately articulate needs and feelings. When the student relates to a common experience with a character in narrative, he or she simply makes objective observations in an attempt to relate them to personal experiences. Thus, narrative provides a medium for interpersonal connection that would not otherwise be made with members of the interdisciplinary team. This enhances the academic experience and incorporates values-based education and therapeutic models of intervention into the content area.
This presentation will provide a practitioner-based example that implemented interdisciplinary collaboration in a curricular project based on The Sunflower, by Simon Weisenthal. While the presenters organized a school-wide project, this plan could be implemented in classrooms or schools, regardless of size. Participants will acquire the knowledge necessary to actively engage all players involved in a child’s education by implementing a similar affective curriculum in their schools.
This presentation will include lecture, Power Point presentation, handouts, examples of student/parent/teacher blog entries, and a cooperative learning activity to encourage active, participatory learning.
The Question is the Answer: Making the Language Arts Classroom Meaningful wit...darinjohn2
Ashley Jorgensen, Price Laboratory School, UNI
This presentation will focus on developing a curriculum built around inquiry-based units of instruction in a secondary language arts classroom. Audiences will have the chance to see evidence of how the use of essential questions can lead students into a process of inquiry, giving them the skills they need to think critically, question the world around them, and broaden and deepen their perspectives by connecting with others. Audiences will embark on a journey that takes them through a course entitled, ‘The American Teenager,’ and see the activities, assessments, and instructional strategies that transformed this course from a traditional study of American Literature to a course that is relevant, engaging, and challenging for teenagers in the 21st century. Through essential questions like ‘How do societal expectations impact our identity?’, ‘What are the costs and benefits of conformity?’ and ‘Is the American Dream a reality for all?’, this course blends classic and contemporary, and combines writers like Sherman Alexie with The Breakfast Club, Henry David Thoreau with text messaging, and Catcher in the Rye with Jay-Z. Audiences will gain important techniques for creating a classroom built around student-led discussions, including Socratic Seminars and blogging, as well as see examples of competency based assessments fully aligned with the Iowa Core Curriculum and National Common Core Standards.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
CHS281Recap and assignment guidanceThis module addressedVinaOconner450
CHS281
Recap and assignment guidance
This module addressed creative approaches to the primary curriculum.
What is creative in all these approaches is the fact that they do not focus on one subject at any one time and as a result they do not follow a ‘traditional, conventional even conservative’ way of teaching school subjects to pupils.
Hence, we talk about pedagogic approaches that are promoting connections.
Cross-curricular (connecting curriculum) is a major theoretical underpinning of these approaches. Barnes labelled cross-curriculum approaches as liberating.
Barnes (2012, p.236) argued that: “Today cross-curricular approaches are believed to open up a narrowed curriculum, ensure greater breadth and balance and potential give each child the opportunity to find what Robinson and Aronica (2009) call their ‘element’”.
Barnes (2012, p.239-240) argued that: “…neuroscience, psychology and social science lead us to suspect that effective, lasting, transferable learning in both pure subject and cross-curricular contexts may be generated by: emotional relevance, engagement in fulfilling activity, working on shared challenges with others.”
Throughout the course of this module we saw how different, creative, pedagogic (inherently cross-curricular) approaches attempted to strike such emotional relevance with pupils, such a motivating engagement and all these within a ‘sharing’ context with others.
HOWEVER: The cross-curricular dimensions are essentially the responsibility of the teachers, especially in terms of devising, expediting and completing projects.
Cross-curricular teaching is not an easy task – teachers need to be mindful of their planning; Barnes (2012, p.248) tells us about: ‘…spurious links were often made between too many subjects, and little sense of progression or subject record keeping were possible.’ This is why teachers need to carefully decide which subjects can contribute and carefully write up learning objectives accordingly.
What is the theoretical underpinning of cross-curricular approaches?
Cross-curricular approaches reflect a constructivist and social constructivist approach to learning.
In constructivism, the basic idea is that the individual learner must actively construct knowledge and skills.
Dewey, Bruner, Vygotsky, Piaget have contributed to this notion of constructivism in learning.
Cognitive constructivism draws mainly from Piaget’s work on his theory of cognitive development. Piaget proposed that individuals construct their knowledge through experience and interaction with the environment.
Social constructivism with Vygotsky its main proponent, claims that the social context of learning is also very important.
Creative approaches
Story
Project/problem-based
Enquiry
Outdoors
Environmental Education
Education for sustainability
Margaret Dolnaldson (1978) Children’s Minds – embedded/dis-embedded contexts.
Szurnak and Thuna (2013, p.550-551) argued that: “Narrative is a powerful tool for teaching a ...
Inteligencia Artificial, capacidades humanas y personalización en la empresagrintie
La interrelación humanos-robots. La #automatización y la creación/destrucción de empleo. La era de la singularidad y lo que significa. Conferencia de Alfonso Bustos, Ph.D., #Faculty del Máster en Dirección de #RRHH de la #UPF_BSM y
How collaboration improves preservice teachers’ reflection: A case studygrintie
Comunicación presentada en el simposium "Teachers’ reflection as a collaborative process" en el congreso EARLI 2017, Tampere (Finlandia), 30 agosto - 2 setiembre de 2017.
Coll (2015). Las tecnologías de la información y la comunicación y la persona...grintie
Conferencia invitada en el 1er Coloquio Internacional de Experiencias Educativas Mediadas por Tecnología. Benemérita Universidad Autónoma de Puebla. Agosto de 2015
O impacto das TIC no currículo e na aprendizagem escolargrintie
Coll, C. (2012). El impacto de las TIC en el curriculum y el aprendizaje escolar: una transformación en curso. Conferencia invitada en Interdidáctica. Fórum Internacional de Tecnología Educacional. Sao Paulo, 17-18 de abril.
El impacto de las TIC en el curriculum y el aprendizaje escolargrintie
Coll, C. (2012). El impacto de las TIC en el curriculum y el aprendizaje escolar: una transformación en curso. Conferencia invitada en Interdidáctica. Fórum Internacional de Tecnología Educacional. Sao Paulo, 17-18 de abril.
El concepto practico y la microgenesis de la co-mediacion representacionalgrintie
Clarà, M. (2011). El concepte pràctic i la microgènesi de la co-mediació representacional de l’activitat. Tesi doctoral dirigida per la Dra. Teresa Mauri Majós, defensada l’11 de Novembre de 2011. Universitat de Barcelona.
Formas de trabajo colaborativo en grupo y calidad del aprendizaje en entornos...grintie
Engel, A., Onrubia, J. y Bustos, A. (2011). Formas de trabajo colaborativo en grupo y calidad del aprendizaje en entornos de aprendizaje colaborativo mediado por ordenador. Comunicación presentada en el VI Congreso Internacional de Psicología y Educación. Valladolid, 31 de marzo.
Diseño tecnopedagógico con plataformas de aprendizaje virtual: FAQ y errores ...grintie
Remesal, A. (2011). Diseño tecnopedagógico con plataformas de aprendizaje virtual: FAQ y errores evitables. Conferencia presentada en el ICE de la UAEM, Cuernavaca, México, 28 de septiembre.
Los retos de la educación híbrida en un mundo cada vez más virtualgrintie
Remesal, A. (2011). Los retos de la educación híbrida en un mundo cada vez más virtual. Primer Encuentro Internacional de Pedagogía. UNAM-FES Aragón, México, 29 de septiembre.
Entornos digitales de enseñanza y aprendizajegrintie
Onrubia, J. (2011). Entornos digitales de enseñanza/aprendizaje y procesos de innovación docente. Conferencia dictada en el Máster Oficial 'Enseñanza y aprendizaje en entornos digitales'. Facultad de Pedagogía, Universidad de Barcelona. Barcelona, septiembre 2011.
En esta intervención se plantean algunas reflexiones, desde una perspectiva psicoeducativa, sobre las relaciones entre innovación docente e incorporación de las tecnologías digitales de la información y la comunicación (TIC) a las situaciones educativas. Se subraya la complejidad de las relaciones entre ambos procesos, se identifican algunas características de los entornos "poderosos" de enseñanza y aprendizaje y algunas formas "innovadoras" de uso de las TIC en estos entornos, y se proponen algunos criterios para apoyar procesos de innovación y mejora de las prácticas docentes en esa dirección.
Generative AI Deep Dive: Advancing from Proof of Concept to ProductionAggregage
Join Maher Hanafi, VP of Engineering at Betterworks, in this new session where he'll share a practical framework to transform Gen AI prototypes into impactful products! He'll delve into the complexities of data collection and management, model selection and optimization, and ensuring security, scalability, and responsible use.
DevOps and Testing slides at DASA ConnectKari Kakkonen
My and Rik Marselis slides at 30.5.2024 DASA Connect conference. We discuss about what is testing, then what is agile testing and finally what is Testing in DevOps. Finally we had lovely workshop with the participants trying to find out different ways to think about quality and testing in different parts of the DevOps infinity loop.
Dr. Sean Tan, Head of Data Science, Changi Airport Group
Discover how Changi Airport Group (CAG) leverages graph technologies and generative AI to revolutionize their search capabilities. This session delves into the unique search needs of CAG’s diverse passengers and customers, showcasing how graph data structures enhance the accuracy and relevance of AI-generated search results, mitigating the risk of “hallucinations” and improving the overall customer journey.
A tale of scale & speed: How the US Navy is enabling software delivery from l...sonjaschweigert1
Rapid and secure feature delivery is a goal across every application team and every branch of the DoD. The Navy’s DevSecOps platform, Party Barge, has achieved:
- Reduction in onboarding time from 5 weeks to 1 day
- Improved developer experience and productivity through actionable findings and reduction of false positives
- Maintenance of superior security standards and inherent policy enforcement with Authorization to Operate (ATO)
Development teams can ship efficiently and ensure applications are cyber ready for Navy Authorizing Officials (AOs). In this webinar, Sigma Defense and Anchore will give attendees a look behind the scenes and demo secure pipeline automation and security artifacts that speed up application ATO and time to production.
We will cover:
- How to remove silos in DevSecOps
- How to build efficient development pipeline roles and component templates
- How to deliver security artifacts that matter for ATO’s (SBOMs, vulnerability reports, and policy evidence)
- How to streamline operations with automated policy checks on container images
UiPath Test Automation using UiPath Test Suite series, part 5DianaGray10
Welcome to UiPath Test Automation using UiPath Test Suite series part 5. In this session, we will cover CI/CD with devops.
Topics covered:
CI/CD with in UiPath
End-to-end overview of CI/CD pipeline with Azure devops
Speaker:
Lyndsey Byblow, Test Suite Sales Engineer @ UiPath, Inc.
GraphRAG is All You need? LLM & Knowledge GraphGuy Korland
Guy Korland, CEO and Co-founder of FalkorDB, will review two articles on the integration of language models with knowledge graphs.
1. Unifying Large Language Models and Knowledge Graphs: A Roadmap.
https://arxiv.org/abs/2306.08302
2. Microsoft Research's GraphRAG paper and a review paper on various uses of knowledge graphs:
https://www.microsoft.com/en-us/research/blog/graphrag-unlocking-llm-discovery-on-narrative-private-data/
Unlocking Productivity: Leveraging the Potential of Copilot in Microsoft 365, a presentation by Christoforos Vlachos, Senior Solutions Manager – Modern Workplace, Uni Systems
Threats to mobile devices are more prevalent and increasing in scope and complexity. Users of mobile devices desire to take full advantage of the features
available on those devices, but many of the features provide convenience and capability but sacrifice security. This best practices guide outlines steps the users can take to better protect personal devices and information.
Securing your Kubernetes cluster_ a step-by-step guide to success !KatiaHIMEUR1
Today, after several years of existence, an extremely active community and an ultra-dynamic ecosystem, Kubernetes has established itself as the de facto standard in container orchestration. Thanks to a wide range of managed services, it has never been so easy to set up a ready-to-use Kubernetes cluster.
However, this ease of use means that the subject of security in Kubernetes is often left for later, or even neglected. This exposes companies to significant risks.
In this talk, I'll show you step-by-step how to secure your Kubernetes cluster for greater peace of mind and reliability.
GraphSummit Singapore | The Future of Agility: Supercharging Digital Transfor...Neo4j
Leonard Jayamohan, Partner & Generative AI Lead, Deloitte
This keynote will reveal how Deloitte leverages Neo4j’s graph power for groundbreaking digital twin solutions, achieving a staggering 100x performance boost. Discover the essential role knowledge graphs play in successful generative AI implementations. Plus, get an exclusive look at an innovative Neo4j + Generative AI solution Deloitte is developing in-house.
GridMate - End to end testing is a critical piece to ensure quality and avoid...ThomasParaiso2
End to end testing is a critical piece to ensure quality and avoid regressions. In this session, we share our journey building an E2E testing pipeline for GridMate components (LWC and Aura) using Cypress, JSForce, FakerJS…
Elevating Tactical DDD Patterns Through Object CalisthenicsDorra BARTAGUIZ
After immersing yourself in the blue book and its red counterpart, attending DDD-focused conferences, and applying tactical patterns, you're left with a crucial question: How do I ensure my design is effective? Tactical patterns within Domain-Driven Design (DDD) serve as guiding principles for creating clear and manageable domain models. However, achieving success with these patterns requires additional guidance. Interestingly, we've observed that a set of constraints initially designed for training purposes remarkably aligns with effective pattern implementation, offering a more ‘mechanical’ approach. Let's explore together how Object Calisthenics can elevate the design of your tactical DDD patterns, offering concrete help for those venturing into DDD for the first time!
SAP Sapphire 2024 - ASUG301 building better apps with SAP Fiori.pdfPeter Spielvogel
Building better applications for business users with SAP Fiori.
• What is SAP Fiori and why it matters to you
• How a better user experience drives measurable business benefits
• How to get started with SAP Fiori today
• How SAP Fiori elements accelerates application development
• How SAP Build Code includes SAP Fiori tools and other generative artificial intelligence capabilities
• How SAP Fiori paves the way for using AI in SAP apps
Communications Mining Series - Zero to Hero - Session 1DianaGray10
This session provides introduction to UiPath Communication Mining, importance and platform overview. You will acquire a good understand of the phases in Communication Mining as we go over the platform with you. Topics covered:
• Communication Mining Overview
• Why is it important?
• How can it help today’s business and the benefits
• Phases in Communication Mining
• Demo on Platform overview
• Q/A
Communications Mining Series - Zero to Hero - Session 1
ISCAR 2011 Symposium: Identity in education
1. SYMPOSIUMIdentity in education: the potentials and challenges of theoretical and analytical diversity Theme: School in work, the role of apprenticeship, identity, mind and work ISCAR, Rome, 2011
2. Objective of symposium Generate thoughts and discussion about the field of research and theory concerned with identity development and education by presenting three papers that connect identity/(self) and education that present interesting ideas with a general common basis that reflect the diffusion and the problem of making research in the area connect, complement and build on each other that were published in a the special issue of Revista de Educación – Identity and Education
3. Structure of the presentations Research focus Basic definition of identity Theoretical framework Research question/-s Results Methodology Main conclusions Discussion
4. The Construction o Self in Educational Setting: A Cultural Psychological Aproacchs Manuel L. de la Mata & Andrés Santamaría University of Seville Laboratorio de Actividad Humana
18. The narrative form incorporates the structure of events and perspectives, goals, temporal context, causal structure (landscape of action, and motivations, mental states, etc. (landscape of consciousness) (Bruner, 1986).
60. Differences in self-description related to schooling level: University participants showed a higher index of agency than the other participants.
61.
62. Narrative analysis shows evidence of the relationship between schooling experience and the reference to mental states in autobiographical narratives
63. Need to deepen into the relationship between formal schooling, AM and self construal
64.
65.
66.
67. Research focus Experience as an educator and researcher -> Identity and learning seem inextricably linked After school programs ZPD and scaffolding as useful analytic lenses for cognitive development Would a parallel framework work for identity, a “Zone of Proximal Identity Development” (“ZoPID”)
68. Basic definition of identity In general agreement with Gee. Inter-related strands: Nature-Identity Institution-Identity Discourse-Identity Affinity-Identity Dynamic, achieved in discourse and action Other-positioning and self-positioning
69. Theoretical framework Trajectories of Identification (Dreier, Wortham) Education organized as Apprenticeship Learning Practice Theory (Lave and Wenger) Sociocultural Approach (Wertsch) Zone of Proximal Identity Development (ZoPID) The distance between the actual identity developmental level as determined by an individuals' past positionings and the level of potential identity development as determined through mutual negotiation of positioning and stance during actions associated with an identity, under adult guidance or in collaboration with peers.
70. Research question/-s How does participation in this apprenticeship program … lead to appropriation of new cultural tools? lead to new trajectories of identification?
71. Methodology Case studies in science and engineering youth program (Saturday and Summer) Unit of analysis: Action Data Sources Observations (field notes, videorecordings) Narrative interviews
74. Main conclusions Work in the ZPID dialogic phenomenon stretches across time and space as multiple individuals seize meaning and project significance on their participation in activities, and their expectations for future identification with those activities. Expected pathways of development within the apprenticeship learning environment from “newcomers” to “oldtimers” became culturally shared referents that helped to create zones for identity development, as did possible long-term career interests related to the work of the apprentices, such as in becoming a chemical engineer or a construction worker
75. Discussion As they work with young people, educators should consider the ZPID, because it affects learning opportunities in the moment, because it affects the trajectories possible for learners to pursue over longer stretches of time. Research which allows us to better understand activity in the ZoPID may better enable us to facilitate human development in all its myriad forms
76. The construction of learner identity through narrative activity Leili Falsafi & César Coll University of Barcelona Department of developmental and educational psychology Universitat de Barcelona
77. Research focus A theoretical model of learner identity construction: the constitutive elements and modes of construction The construction of learner identity through discursive (re-)construction of experiences of learning.
78. Basic definition of identity Identity: “… resources for constructing belonging, recognition of self and others, and context management (what I am, where, with whom and when).”(Bernstein & Solomon, 1999, p. 272) Learner identity: The individual’s sense of recognition as a learner based on the constantly re-constructed meanings about herself as a learner with a higher or lower level of disposition and capacity to learn in different kinds of contexts and situations.
79.
80. Identity construction as deeply embedded in activity and social practice (e.g. Holland et al., 1998; Lemke, 1997; Roth, 2007; Wortham, 2006)
81. Recognition as essential to identity construction (e.g. Bernstein & Solomon, 1999; Gee, 2000; Taylor, 1994)
82. A socio-constructivist and dialogic view on learning and education - Theory of interactivity (Coll, 1988; Collet al. 1992)
83. Identity – a cultural and psychological mediating artifact
88. Coherent and consistent with a sociocultural approach - the juncture of the social and the individual (as a learner)
89.
90. Methodology Exploratory study with a qualitative, interpretative approach “Circular” process – “inquiry from the inside Unit of analysis: The spatially/temporally situated subjective experience of specific learning activities in formal and informal contexts groups or types of learning activities in formal and informal contexts Two rounds of semi-structured interviews with15 students of a master program selected by teachers Transana– analytical tool
91. Methodology –criteria experience an object oriented activity and something to be learned in it that the individual besides herself situates an “other” in the activity, that there is either a sense of recognition of oneself as a learner (intrapersonal level) or that the interaction contains explicit or implicit acts of recognition between two subjects (interpersonal level).
110. Long timescale habitual event I. And what happened when your father stopped expecting good grades. S: That happened much later. I think that it did help me. During my childhood and adolescence it was always my father. Even now he’s in a phase where he: What happened? How are you doing, you know? He’s always been very consistent when it comes to following me, and this is why maybe I’m not as committed to myself as to my family. It’s like this part, that I like that they’re proud of me. That if I knew that I don’t know, that doing what my peers are doing, I’ll have a good time, that I’d be ok like that, because who doesn’t like to laze around, right? And be comfortable, right? But I like that my parents are proud of me, that my boyfriend is proud of me, and myself too but not as much, well that they think I’m good.”
111. Different systems – formal vs. informal learning “When they talk about knowledge society and that the titles will be outdated and that you should be studying your whole life, it bores me on the one hand and makes me dizzy on the other. It’s like No! No! It also makes me want to begin learning of life and not as much in the formal context.”
112. MotivesObjectives SENSE OF RECOGNITION AS A LEARNER Emotions Learning type/ Characteristics of the activity Significant others Experience type Discursive patterns Identity interference
113.
114. The subjective experience of learning as the basis of the meanings needs to be considered, managed, influenced and guided
115. LI enables the analysis of meaning construction about subjective learning experiences
116. LI fulfils the function of a psychological and cultural tool
117. Using the tool requires knowing the tool - joint access to the tool – both the interviewer and the interviewee
ZoPID: “In this definition, "positioning" refers to self-positionings of an individual which reveal their view of "the kind of person they are" in terms of roles and affiliations, and "other-positionings" of the same individual which reveal the expectations of those others for that individual's roles and affiliations (e.g., Carlone & Johnson, 2007; Gee, 2000; Hermans, 2001; Holland, et al., 1998; Polman & Miller, 2010; Yoon, 2008). "Stance" refers to the resistance or appropriation of the identity implications of an act by the actor (Polman, 2006). Like the ZPD, the ZPID is a conceptual horizon of possibilities for development beyond the already-achieved state. In this case, already-achieved and agreed-upon positionings and prior stances of appropriation to one's identity don't represent change, so they are not in the zone; other-positionings that are so distant from individuals' prior experience that they are as yet unimaginable for them are beyond their zone. What is in the zone are steps along possible identity development pathways that the individual is capable of recognizing and willing to explore; not all these pathways will be taken a long distance but they are related enough to that individual's past understanding and identification to be imaginable and explorable.”
A “trajectory of identification” follows any of the arrows from past to present to future. There are multiple trajectories in play at any time, for any individual