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Adriana Di BenedettoCristina CelziMichael L’AltrellaMaria Teresa ManzoSabrina Pisaturo

Connected LearningConnected Civics

Agenda

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Introduction to Connected Learning

Activity 1: Forms of Connected Learning

Introduction to Connected Civics

Activity 2: Table discussion - Situate Yourself

Activity 3: Connected Civics - Case Study

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ConnectedLearning:The Power of Making Learning Relevant

Connected Learning:Take Home Points

Changes in Connectivity, Teaching & Learning

→ Progression

Online platforms changing the way we interact and connect.

→ “Bringing the world into our classrooms.”

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Source: https://clalliance.org/about-connected-learning/

Development of interests while supported by our relationships.

→ Leading to future opportunities

6 Principles 7

Source: https://www.teachthought.com/the-future-of-learning/6-design-principles-connected-learning/

“Activity 1

True examples of Connected Learning?

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Interest-Powered

Shared Purpose

Production Centred

Academically Oriented

Peer Supported

Openly-Networked

@code.org

@amightygirl

@humansofny

@teacherpayteachers

@5thmjgds

@edudemic

Comic Book Club

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ConnectedCivics

Connected Civics Hookhttps://www.youtube.com/watch?v=tciUlKJfUAM (1 min)

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Connected Civics:Take Home Points

“The rise of participatory politics provides new opportunities to support connected civics, which is socially engaged and embedded in young people's personal interests, affinities, and identities.”

● Shared civic practices → opportunities to engage in civic and political action

Source: -Ito, M., Soep, E., Kligler-Vilenchik, N., Shresthova, S., Gamber-Thompson, L., & Zimmerman, A. (2015). Learning connected civics: Narratives, practices, infrastructures. Curriculum Inquiry, 45(1), 10-29.

13Take Home Points

(Cont’d)

“Youth mobilizing their cultural contexts andproductions to pursue civic and political action.”

Source: -Ito, M., Soep, E., Kligler-Vilenchik, N., Shresthova, S., Gamber-Thompson, L., & Zimmerman, A. (2015). Learning connected civics: Narratives, practices, infrastructures. Curriculum Inquiry, 45(1), 10-29.

1. Identify with issues of public concern2. Increase class mobilization by lowering barriers

3. Social organization and self-sustaining

Example

“Toronto High School had experts come in and present their topic be it transit, architecture, urban planners and designers and city hall officials in order for students to tackle these municipal issues together.”

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The City & the World as a Classroom

Benefits ● Promotes digital

literacy ● Political, social and

ethical implications. Moving forward and bringing forth change

● Students voices can be heard (M, Ito)

Drawbacks● The complexities of

navigating the digital world. Who to trust?

● Possibility of bullying behind a screen

● Outdated political views ● Does politics have a place

in education? Can we separate the 2?

Source: -Ito, M., Soep, E., Kligler-Vilenchik, N., Shresthova, S., Gamber-Thompson, L., & Zimmerman, A. (2015). Learning connected civics: Narratives, practices, infrastructures. Curriculum Inquiry, 45(1), 10-29.

Examples ofConnected Civics

➔ Participatory Politics”◆ Result of digital tools and increased social connectivity

➔ Slam Poetry◆ Violence prevention & environmental prevention

campaign➔ Harry Potter Fans

◆ Marriage equality ➔ Kindness Challenge➔ Pink T-Shirt Day

◆ Travis Price’s Story

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Examples ofLearning Communities

➔ Make Me Sustainable ◆ Concerns regarding environmental impact ◆ Calculate carbon footprint

➔ Academia.edu◆ Academic community ◆ Stay up to date with research

➔ We The Teachers ◆ Designed for teachers◆ Connect, share resources, ask questions

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“Activity 2Let’s Get Talking!

Table DiscussionsEach group will get a question to discuss with the members of their group.

Take notes and be ready to share your ideas with the class!

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1. Where do you see connected civics fitting in the curriculum? In your school? In your board?

2. Is there a way that schools can incorporate connected civics into their classrooms? If so, how ?

3. As a teacher, do you see connected civics as a way to promote learning? And, if so, would you be supported in the implementation of connected civics in your classroom?

“Activity 3

Connected Civics Case Study using Gramwiki

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Thank you 20

References

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Connected Learning Alliance. (2015, June 15). Connected Learning: The power of makinglearning relevant. Retrieved from https://www.youtube.com/watch?reload=9&v=TH6gH6lMDD8

Coppin-Cambell, L. (2017, February 22). Millennials Series: Activism and Social Media. [Video

File]. Retrieved from https://www.youtube.com/watch?v=tciUlKJfUAM Fullan, J., & Lorinc, J. How to make civics class matter to kids. Retrieved from

https://www.thestar.com/news/insight/2013/09/08/how_to_make_civics_class_matter_to_kids.html Heick, T. 6 Design Principles Of Connected Learning. Retrieved from https://www.teachthought.com/the-future-of-learning/6-design-principles-connected-learning/ Ito, M., Soep, E., Kligler-Vilenchik, N., Shresthova, S., Gamber-Thompson, L., & Zimmerman,

A. (2015). Learning connected civics: Narratives, practices, infrastructures. Curriculum Inquiry, 45(1), 10-29. Please note, icons used in the presentation slides, and our poster was created using Canva.