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![“The nineteenth century found its essential mythological
resources [anchored in time and principles of temporality].
The present epoch will perhaps be above all the epoch of
space” – Michael Foucault, Spring 1986
“Nothing disappears completely ... In space,
what came earlier continues to underpin what
follows ... Pre-existing space underpins not
only durable spatial arrangements, but also
representational spaces and their attendant
imagery and mythic narratives.”
― Henri Lefebvre, The Production of Space](https://image.slidesharecdn.com/pechakuchaedlt610-161026044403/85/Place-Based-Learning-Supported-by-Technology-5-320.jpg)
Uploaded byS. Otto Khera
Place-Based Learning Supported by Technology
The document discusses opportunities to restructure educational curricula for marginalized learners through place-based and technology-supported learning. It emphasizes experiential, problem-based, and collaborative learning methods that connect to local communities and address real-world issues. The authors advocate for a shift in research focus from specific technologies to pressing social problems such as poverty and racism, urging a collaborative reinvention of curricula to support learners effectively.
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Place-Based Learning Supported by Technology
- 1. Opportunities to Restructurethe Curriculum for Marginalized Learners Mobilities & Place-Based Learning Supported by Technology: S. Otto Khera, NMSU
- 2. Dimensions and Formsof Place-Based Learning • Experiential learning where the learning tends to be “hands-on” and situated in the actual activity or process or phenomena, be it a mechanical activity, a social activity, an artistic one, or any number of real-world phenomena and activities that we can and do engage in. • Problem-based learning where the learning relates to solving some type of real-world or theoretical problem based upon what is observable and known. • Collaborative learning where the learning is conducted in groups, sometimes in the form of experiential or problem- based learning, that might connect to the surrounding community and that might include a participatory action research (PAR) strategy.
- 3.
- 5. “The nineteenth centuryfound its essential mythological resources [anchored in time and principles of temporality]. The present epoch will perhaps be above all the epoch of space” – Michael Foucault, Spring 1986 “Nothing disappears completely ... In space, what came earlier continues to underpin what follows ... Pre-existing space underpins not only durable spatial arrangements, but also representational spaces and their attendant imagery and mythic narratives.” ― Henri Lefebvre, The Production of Space
- 7. Technologies that Support andConnect Place-Based Learning and Mobility
- 8. Locative Media andPlace
- 9. Our Technology-Infused Learning Continuum Traditional Classroom MultimediaSupported & Networked Classroom Fully online/ Distance learning “Space”
- 10. Face-To-Face Learning andthe Classroom and Facilities / Campus
- 11.
- 12. Flipped Classroom asHybrid or Blended Learning Strategy
- 13. The New Disruptive“Space”: MOOCs as Resource and Competitor
- 15.
- 16. Beyond the FlippedClassroom: Flipping the Campus
- 18. Solving Real-World Problems: Local+ Global Dr. Thomas Reeves, University of Georgia- Athens Stop Focusing Research on Things: Learning Analytics Mobile Learning Online Learning 3D Printing Games and Gamification Wearable Technology The Internet of Things Machine Learning Virtual Assistants Immersive Learning Start Focusing Research on Problems: Poverty Primary education Racism Sexism Child Abuse Crime Lack of literacy Poor motivation Hopelessness Obesity
- 19. Learner Self Efficacy,Agency, and Our Curriculum Time for change across the curriculum.
- 20. Reinventing and Redefining OURREALITY -- Together.
Editor's Notes
- #4 Community, ecology, technology, career, civic and political participation – learning by doing in support of learner confidence or self efficacy, and agency – the ability to make informed decisions based upon experience and knowledge.
- #5 Maps, place, online search now location-based since 2010 … Moving through time and space and our legs --- self propulsion. Transportation reality – planes, trains, automobiles, and sea vessels.
- #6 Foucault, M., & Miskowiec, J. (1986). Of other spaces. diacritics, 16(1), 22-27. Post Structuralism …. Foucault -- > Globalization – Manuel Castells, Massey … Image: Wikipedia .. Lefebvre … place
- #7 GIS – book: homeschooling (growth); LeFebvre; Foucault; Gulson, K. N., & Symes, C. (2007). Spatial theories of education: Policy and geography matters. Routledge.
- #8 Smartphone, GPS, image capture, audio capture, video capture, location, text uploads, Twitter and other apps that are now location aware
- #9 Uber … GIS … Google Maps … e Silva … portending too, the “internet of things” where we interact not only in an augmented reality mode such as pokemon go which lays over Google Maps, but that includes sensors in our environment that connect to our locative media devices such as our smartphones.
- #10 Face-to-face learning Online learning Blended or hybrid learning Flipped Classroom strategies
- #11 Traditional vs. Today. Much has changed and we have arguably punctured the walls of the classroom through technology, allowing for interactive connections to experts and content outside the classroom in an instant. Projector, computer, in-class clickers, and other forms of technology-enhanced learning and interactivity. Rise of “Learning Environments” that recognize the library and informal spaces in addition to the classroom.
- #12 Learning Management System dominates and replicates the face-to-face classroom and sometimes inter-laces with it. For example, students might upload a presentation in the LMS which is then presented in the classroom. Or the instructor might download documents and presentation slides from the LMS, uploaded earlier, for discussion in the classroom. But the essential boundaries of access to only enrolled students seeking course credits for a high school diploma or higher education degree remains intact. Until the 2012 arrival of venture capital supported MOOCs … more on this later in the presentation.
- #13 Taking the concept of LMS presentations used in class further, many instructors are using technology to make classroom time more interactive and engaging altogether for learners by having learners view a video together with content such a readings and homework outside of class, that relates directly to and supports a subsequent in-class activity such a problem solving for engineering, math, science, or other discipline; or for group work to develop a group presentation for the class later in the period or semester. The flipped classroom strategy also reinforces the importance of well-structured curricular design, as learning activities and classroom time are carefully aligned and sequentially and contextually reinforcing.
- #14 Growth of online learning -- > Despite many earlier Massive Open Online Courses or MOOCs dating back to at least the 1990s (e.g., Siemens), in 2012 companies such as EdX, Coursera, Udemy, and Udacity entered the higher education market, and were supported by millions of dollars of venture capital funding. MOOCs did not originally offer credit nor could contribute to a degree. But things are changing (Chronicle article – Jeffrey Young)
- #15 Gutierrez .. Community … funds of knowledge
- #16 Funds of knowledge
- #17 In higher education, concurrent enrollment that leverages place-based and hybrid learning opportunities supported by technology. Incoming student orientations that focus on “place” and problem solving to support learner confidence and self efficacy from the outset. With retention rates at less than 70% or sometimes at 50% within one year, and graduation or degree attainment rates of less than 25% among marginalized students, there is a need to rethink and realign education – sometimes this might require figuratively turning the campus and school upside down – flipping not just the classroom, but the entire institution.
- #18 Trade, wars, climate change, energy, economy, and equity. We are all part of this world in real ways that are consequential and meaningful for us all. We can make life better for us all, or we can reject the expectations that knowing we are all part of the same overarching reality and place. Probably it makes more sense to leverage our vast networking and technological resources to reinvent the way that we think about our reality. Perhaps the best way to start doing that is to reconsider and dive deeper into how we are now in an age of globalization and technologies that connect us all, whether communications or ever improving mobilities and transportation --- ranging from simple bicycles that are improving, to driverless cars, and soon, pilotless passenger drones that moves across spaces efficiently, safely, and quickly.
- #19 Thomas Reeves, . Formally – and in doing so, PAR – David Wiley - http://opencontent.org/blog/archives/2986 October 31, 2013.
- #20 Bandura + Funds of Knowledge (Gonzalez) + Apple
- #21 Conclusion: Our multicultural reality requires new perspectives and approaches to education, and to the overarching curriculum that remains steeped in historical contradictions of power and even oppression. For us to achieve what is possible through education and learning, whether socially, politically, economically, or technologically, we need to leverage existing realities and resources, whether MOOCs, instructional and research technologies, or our physical classrooms, facilities, and campuses that are underutilized given the amount of learning that can happen outside of the classroom. We need to construct a new spatial literacy, and to empower our youth and young and old to understand and engage the complexities of globalization that interconnect us all and that require as many of us as possible to collaborate on solving global and interrelated problems. Our best, most powerful resources are right there, under our nose.