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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Project-Based Inquiry and New Literacies
- 1. New Literacies & Project-Based Inquiry in the 1:1 Classroom Hiller A. Spires, Ph.D. Professor & Senior Research Fellow May 13, 2010
- 2. The future is already here--it’s just not evenly distributed. --William Gibson
- 3. Innovation Scale up Took over 50 years for the electrification of America http://www.flickr.com/photos/bunaen/125338110/
- 6. Four Conditions: New Learning Ecology
- 13. Project-Based Inquiry is Not New ROGERS DEWEY BLOOM BRUNER PAPART Adapted from Linda Ullah PIAGET Buck Institute for Education
- 14. Any Value in Inverting Revised Bloom’s Taxonomy? (Anderson & Krathwohl, 2001)
- 15. Design Studio: New Literacies & Media Graduate Class Teacher as content expert facilitator, coach, mentor, improvisational artist
- 17. So let’s give it a go . . . . http://static.desktopnexus.com/wallpapers/27127-bigthumbnail.jpg
- 18. New Literacies Collaborative Join us @ newlit.org or Tweet us @newlit
Editor's Notes
- 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.