lessons from the community: multi-literacies and technology-assisted pedagogy
TRANSCRIPT
Lessons from the Lessons from the Community:Community:
Multi-literacies and Technology-assisted Multi-literacies and Technology-assisted pedagogypedagogy
La Clase Mágica
El Maga- A Mysterious Entity
• MMultilingual• IInvisiblenvisible• SSupportive• TTransitory• EElectronic• RResponsive• IImagined• OOpen-minded• SSensitive• AuthorityAuthority
The Cosmic Fly
Builds on fanciful envisioning
Mediates El Maga’s omniscience
Reinforces authority structure
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Outline of TalkOutline of Talk
1. La Clase Mágica at a Glance1. La Clase Mágica at a Glance Q.A. Q.A.15 minutes15 minutes 10-15 minutes 10-15 minutes
2. 2. A Deeper Look A Deeper Look Q.AQ.A
15 minutes15 minutes 10-15 minutes 10-15 minutes
3. Lessons Learned & guiding principles Q. A3. Lessons Learned & guiding principles Q. A15 minutes15 minutes 10-20 minutes 10-20 minutes
An After School An After School Educational Program Educational Program mediated mediated
by Magaby MagaCommunity Community
Computer Club Computer Club
Magical worldMagical world
5 after school 5 after school sitessites
Youth & adultsYouth & adults
UniversityUniversity
Undergraduate CourseUndergraduate Course
Practicum sitePracticum site
UCSD/Palomar CollegeUCSD/Palomar College
Students, researchers, Students, researchers, staffstaff
. . . socially structured ways in which society organizes the kinds of tasks that the growing child faces and the kinds of tools, both mental and physical, that the young child is provided to master those tasks.
(Vygotsky quoted in Luria, 1979)
Design philosophy
A designed experiment: A designed experiment: creating & studying learning creating & studying learning
environmentsenvironments
1. 1. Organize a particular set of arrangementsOrganize a particular set of arrangements
2. To achieve specific outcomes2. To achieve specific outcomes
3. Conduct research--everything is data3. Conduct research--everything is data
4. Tweak according to new knowledge4. Tweak according to new knowledge
Research Research InitiativeInitiative
Learning & developmentLearning & development
Development of Learning Development of Learning contextscontexts
Technology based pedagogyTechnology based pedagogy
•Change infrastructure
•Undergraduate education
A social action A social action projectproject
Narrows digital and Narrows digital and cognitive dividecognitive divide
Facilitates social Facilitates social integrationintegration
Converts community Converts community resources to capitalresources to capital
Section #2: A Deeper Section #2: A Deeper Look Look
1. The theoretical 1. The theoretical foundationfoundation
2.2.Goals Goals
3. A system of 3. A system of artifacts--(extended artifacts--(extended curriculum)curriculum)
Theory inscribed in interactions & materials posits the learner as:
Ready to learn
Willing & able
With intrinsic motivation
Multilingual and multicultural
The theory of play & education plus technology
make the context as:
A possible world
Dialogic
A space of flows
Non-hierarchical
The theory of culture in Vygotsky’s terms posits
content as:Electronic
adaptable
Emergent
Multilingual-multilingual-multi perspectival
Technology as a mindtool
used as knowledge construction tools that students learn with, not from. In this way, learners function as designers, and the computers function as Mindtools for interpreting and organizing their personal knowledge. (Cummins, 2007, p. X)
Mindtools (. . When they help learners. .) represent what they know, necessarily engage them in critical thinking about the content they are studying. (Jonassen quoted in Cummins, 2007, p. X)
3 Goals & the Kitchen Sink
1.Design optimal learning environments that enhance learners’ cognitive, social , and academic development
2. Provide quality and enlightened undergraduate education.
3. Facilitate social integration of under-served groups
Goal #1Goal #1
Theoretically grounded system of artifacts
Levels hierarchical relations
Mediate collaboration
Structure learning & development
Socializing mechanism
Assesses development
On the ground effects of artifacts
Link old knowledge to new knowledge
Encourages dialogic learning
Mediate collaboration among monolinguals
Promotes literacy and language development
Introduces social, academic & cognitive skills
The Magical Mazes: primary artifact
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are needed to see this picture.
New Maze
Theoretically inform taskcard format
Title Room in the Maze
Use community funds of knowledge to introduce the key concepts of the game or activity (play gets progressively more cognitively demanding)
Beginner levelOrientation to the game(Incorporate instructions)Accomplish 1st level task
Reflection and Writing practice 1. Chat online to
Maga, 2. HINTS BOX
to help others
Intermediate level
2nd level performance instructionsAccomplish 2nd level task
Reflection and Writing practice 1. Chat online to
Maga, 2. HINTS BOX
to help others
Advanced Level
3rd level performance instructionsAccomplish 3rd level task
Reflection and Writing practice 1. Chat online to
Maga, 2. HINTS BOX
to help others
Incorporating language & culture
HACIENDO CARAS/ MAKING FACES Room #6a
Stop making faces! “¡Te vas a quedar así!” es lo que tus papás te dicen cuando te enojas. Here is your opportunity to make many carotas!! In this game you are going to practice making faces y aprenderas a usar diferentes formas y tamaños: eyes, ears, nose, mouth, hair, body, extras.
PRINCIPIANTEUse the Facemaker Practice sheet y practica con las instrucciones to get familiar con las formas que usaras en el juego.
Ahora programa tu cara para que hagas at least two faces o gestos que te gusten. (Hint: Choice TWO)
Write a letter, y en la carta has un dibujo. Put the letter in the HINTS BOX; Cuéntales a tus amigos las caras que hiciste.
INTERMEDIOTermina el nivel Principuante. Once you are done with the beginner level, play a game (Hint: Choice 3)Continua Jugando el juego hasta que completes 5 adivinanzas, that is 5 guesses in a row. Practice again.Para finalizar, escribe una carta que tenga one strategy que hayas usado para obtener puntos. Write in your letter algún secreto that helped you remember lo que tu cara hacia mientras que jugabas el juego.Cuando termines tu carta, put it in the HINTS BOX.
AVANZADO
Juega con uno de los GAMES using instructions para el nivel “Intermedio”.
Ahora has un challenge game, un juego elaborado and ask al asistente del Maga para que lo haga.
Por ultimo, escríbele al Maga and tell El Maga cuál fue el juego más difícil de recordar, that the Maga’s assistant had a hard time remember-ing.
(under-development)
Section #3: Lessons Learned & Guiding
Principles
What have we learned over the last 20 years??
What guiding Principles are discernable?
Why is it important?
Lessons in Language & Literacy
Bilingualism/biliteracy bears fruit
Community vernacular preferable over standard variety
L1 acts as building blocks to new knowledge
The use of L1 & L2 enhances the Acquisition of L2 & Maintenance of L1
The use of L1 & L2 bridges between monolingual speakers
Accumulates capital for future use in a world where bilingualism is privileged
Lessons on Technology-assisted Pedagogy
Makes possible constructed culture (especially Maga & Mosca)
Supports change infrastructure--the linking of key developmental spaces
Facilitates construction, generation, dissemination of knowledge
Facilitates representation of self as thinker
Challenges foundational pedagogical constructs--(what, how and when language and literacy are taught, what is legitimate knowledge, who holds it and how is it communicated
Guiding PrinciplesGuiding Principles
The target of instruction is future development, what a child can do unassisted
tomorrow
Technology is a mindtool for constructing knowledge and representing self & the
world
Multiple knowledge sources facilitates understanding and participation across borders
Dynamic dialogic learning environments foster critical thinkers and engaged learners
A technology-assisted pedagogy transfers power to know to learners
Linking important contexts for human development creates a change infrastructure
Why is this important?
Participants become active, engaged students
Able to take advantage of formal instruction & other opportunities
Are socialized to mainstream culture & more
Have acquired many of the skills privileged in a globalized world
The Question?
What is transferable to school?
The Answer:
What is transferable is the principles according the contexts
Olga A. VásquezUCSD Department of Communication
http://communication.ucsd.edu/PeoplePages/OlgaVasquez.html