QQCE Style Reflections on Chapters 1 - 3
A New Culture of Learning: Cultivating the Imagination for a World of Constant Change
by Douglas Thomas and John Seely Brown
Chapter 1
Quote: “The trick is to figure out how to harness these new resources, which make play, questioning, and imagination the bedrocks of our new culture of learning.”
This quote and all the stories within the chapter has me thinking differently about what can be learned from the available information in the world today. It is a worthy goal to determine how to have a learner uncover information and help them explore that information in a new way. I truly believe we, as educators, are in the “figuring out how” stage.” Even if there is no set path, there can be a mental progression you would like the learner to experience.
Question:
How do we, as educators, create those opportunities? In other words, given that each student is unique, how can I help cultivate student imagination and motivation for all students?
Connection:
In my blog post after watching the video about Caine’s Arcade, I wrote: “How can educators create spaces and spark interest for learners to increase their knowledge and use their imagination?” I admit that I did not remember writing about imagination! I know that having an active imagination is important but sometimes it is difficult for my scientific mind to remember. Caine constructed such an amazing set up of games using his knowledge and imagination. Imagination should be encouraged and cultivated in our learners.
Epiphany:
I had not pondered the necessity of play in learning. Thomas and Brown have brought this to light in Chapter 1. Is play part of the explorative and experimenting qualities we are now looking to cultivate in our learners? Is it the principles of play we want to use - where the individual questions and thinks of new scenarios, or is it actually having the learner play within a fact-based world? I have more questions than answers right now, but the light bulb has been turned on to pondering this topic further.
Chapter 2
Quote: “...the teaching based approach focuses on teaching us about the world, while the new culture of learning focuses on learning through engagement within the world.”
If an individual can recite the facts about a variety of topics, it does not mean he or she can apply that knowledge in a new situation. If a learner is challenged to determine a problem they face or a question they have about the world, they can begin to see many moving parts to a large puzzle. They seek information about more than one subject and can use the resulting knowledge to ponder how to solve a problem that is not bound to one content area or one classroom.
Question
How can we actively encourage fellow educators to shift their thinking and classroom practices from an “old model of teaching to a new model of learning?”
Connection
In my blog post about Sir Ken Robinson’s talk, “Changing Education Paradigms,” I wrote “Teachers, students, and families should constantly be interacting with each other.” This chapter reminded me of that very thought. Learning does not need to be all about one topic learned within the classroom each day. It can include many different curricular areas and be explored without the confines of time or space in a classroom.
Epiphany
Cultivating this new culture of learning includes not interfering with the process that is happening. This is tough for me to practice! Unlike traditional culture development, is not adapting to this new culture but functioning within it and creating it. I wonder if means there are basic principles which mark the trailhead of this new culture but the trail has few, if any, trail markers.
Chapter 3
Quote “The challenge is to find a way to marry structure and freedom to create something altogether new.”
I thrive on structure. I like to create structure because it helps me gain understanding of the world around me. However, I also know that structure can be a limitation by itself. I need to feel freedom to alter structures I create as I learn. At the same time, is there a certain structure in which my learning in this new culture will take shape? There is a tension between setting out on a project an intended structure and being comfortable with one that organically evolves. I believe this quote challenges us to turn this tension into a compromise.
Question
Adaptation is not longer easy, because change is occurring at a rapid pace. How can we help fellow educators to recognize this and shift their mindset for the benefit of our students and ultimately our future?
Connection
Change can be tough and frustrating, and I am not always taught how to deal with every change that comes my way. As I mentioned in an earlier blog post, “Learning by Observations and Conversations,” it has taken me awhile to be okay with other people observing my teaching. It was a change that did not come easy, as I can be very self reflective naturally. Ultimately, it gives me the chance to see another person’s perspective on my “work” and I have the chance to learn. By no means is this completely easy for me now.
Epiphany
I did not see Wikipedia as a way to “read across time” previously. How amazing is that to see the progression of information as a historical document. It reminds me of the chance my students have in Canvas, their LMS, to see a record of their work on a particular assignment. I hadn’t thought of Wikipedia being such a beneficial set of documents that way. Douglas and Brown enlightened me to the potential and benefits of recorded yet evolving documents.
A New Culture of Learning: Cultivating the Imagination for a World of Constant Change
by Douglas Thomas and John Seely Brown
Chapter 1
Quote: “The trick is to figure out how to harness these new resources, which make play, questioning, and imagination the bedrocks of our new culture of learning.”
This quote and all the stories within the chapter has me thinking differently about what can be learned from the available information in the world today. It is a worthy goal to determine how to have a learner uncover information and help them explore that information in a new way. I truly believe we, as educators, are in the “figuring out how” stage.” Even if there is no set path, there can be a mental progression you would like the learner to experience.
Question:
How do we, as educators, create those opportunities? In other words, given that each student is unique, how can I help cultivate student imagination and motivation for all students?
Connection:
In my blog post after watching the video about Caine’s Arcade, I wrote: “How can educators create spaces and spark interest for learners to increase their knowledge and use their imagination?” I admit that I did not remember writing about imagination! I know that having an active imagination is important but sometimes it is difficult for my scientific mind to remember. Caine constructed such an amazing set up of games using his knowledge and imagination. Imagination should be encouraged and cultivated in our learners.
Epiphany:
I had not pondered the necessity of play in learning. Thomas and Brown have brought this to light in Chapter 1. Is play part of the explorative and experimenting qualities we are now looking to cultivate in our learners? Is it the principles of play we want to use - where the individual questions and thinks of new scenarios, or is it actually having the learner play within a fact-based world? I have more questions than answers right now, but the light bulb has been turned on to pondering this topic further.
Chapter 2
Quote: “...the teaching based approach focuses on teaching us about the world, while the new culture of learning focuses on learning through engagement within the world.”
If an individual can recite the facts about a variety of topics, it does not mean he or she can apply that knowledge in a new situation. If a learner is challenged to determine a problem they face or a question they have about the world, they can begin to see many moving parts to a large puzzle. They seek information about more than one subject and can use the resulting knowledge to ponder how to solve a problem that is not bound to one content area or one classroom.
Question
How can we actively encourage fellow educators to shift their thinking and classroom practices from an “old model of teaching to a new model of learning?”
Connection
In my blog post about Sir Ken Robinson’s talk, “Changing Education Paradigms,” I wrote “Teachers, students, and families should constantly be interacting with each other.” This chapter reminded me of that very thought. Learning does not need to be all about one topic learned within the classroom each day. It can include many different curricular areas and be explored without the confines of time or space in a classroom.
Epiphany
Cultivating this new culture of learning includes not interfering with the process that is happening. This is tough for me to practice! Unlike traditional culture development, is not adapting to this new culture but functioning within it and creating it. I wonder if means there are basic principles which mark the trailhead of this new culture but the trail has few, if any, trail markers.
Chapter 3
Quote “The challenge is to find a way to marry structure and freedom to create something altogether new.”
I thrive on structure. I like to create structure because it helps me gain understanding of the world around me. However, I also know that structure can be a limitation by itself. I need to feel freedom to alter structures I create as I learn. At the same time, is there a certain structure in which my learning in this new culture will take shape? There is a tension between setting out on a project an intended structure and being comfortable with one that organically evolves. I believe this quote challenges us to turn this tension into a compromise.
Question
Adaptation is not longer easy, because change is occurring at a rapid pace. How can we help fellow educators to recognize this and shift their mindset for the benefit of our students and ultimately our future?
Connection
Change can be tough and frustrating, and I am not always taught how to deal with every change that comes my way. As I mentioned in an earlier blog post, “Learning by Observations and Conversations,” it has taken me awhile to be okay with other people observing my teaching. It was a change that did not come easy, as I can be very self reflective naturally. Ultimately, it gives me the chance to see another person’s perspective on my “work” and I have the chance to learn. By no means is this completely easy for me now.
Epiphany
I did not see Wikipedia as a way to “read across time” previously. How amazing is that to see the progression of information as a historical document. It reminds me of the chance my students have in Canvas, their LMS, to see a record of their work on a particular assignment. I hadn’t thought of Wikipedia being such a beneficial set of documents that way. Douglas and Brown enlightened me to the potential and benefits of recorded yet evolving documents.