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Nancy Prentice

» Building and Sharing (When You're Supposed to be Teaching) Journal of Digit... - 0 views

journalofdigitalhumanities.org/...-to-be-teaching-by-mark-sample

Blog Literacy

shared by Nancy Prentice on 04 May 12 - No Cached
  • The heart of the digital humanities is not the production of knowledge. It’s the reproduction of knowledge.
  • The promise of the digital is not in the way it allows us to ask new questions because of digital tools or because of new methodologies made possible by those tools. The promise is in the way the digital reshapes the representation, sharing, and discussion of knowledge.
  • Classrooms were made for sharing
  • ...10 more annotations...
  • a short essay by Peter Stallybrass that appeared in the PMLA in 2007. Stallybrass’s article has the provocative title “Against Thinking,” and in it, he argues that we think too much and don’t work enough.
  • Thinking is boring, repetitious, and “indolent” (1583). On the other hand, working is “easy, exciting,” and “a process of discovery” (1583). Working is challenging.
  • a key insight that students and scholars alike need to be reminded of: tortured and laborious thinking does not automatically translate into anything of importance
  • collaborative construction, I mean a collective effort to build something new, in which each student’s contribution works in dialogue with every other student’s contribution
  • They are making it for each other, and, in the best scenarios, for the outside world
  • Creative analysis is the practice of discovering knowledge through the act of creation—through the making of something new
  • I ask the students to do something they find severely discomfiting: creating something new for which no models exist.
  • If I were to say what unites these various forms of building in my classroom, I might use the term “deformance
  • A combination of “performance” and “deform,” deformance is an interpretative concept premised upon deliberately misreading a text
  • As my students build—both collaboratively and creatively—they are also reshaping, and that very reshaping is an interpretative process. It is not writing, or at least not only writing. And it is certainly not only thinking. It is work, it has an audience, and it is something my students never expected.
David Cloutier

Planboard Lesson Planner - 0 views

www.planboardapp.com

Planning Education Scheduling Checklist Collaborative Planning

shared by David Cloutier on 29 Nov 13 - No Cached
  • David Cloutier on 29 Nov 13
     
    Collaborative planning and class-scheduling tool which can pull from Provincial/State curriculum-defined outcomes.
Nancy Prentice

21st-Century Libraries: The Learning Commons | Edutopia - 0 views

www.edutopia.org/...-learning-commons-beth-holland

LearningCommons

shared by Nancy Prentice on 01 Apr 15 - No Cached
  • Libraries are reinventing themselves as content becomes more accessible online and their role becomes less about housing tomes and more about connecting learners and constructing knowledge.
  • Libraries are reinventing themselves as content becomes more accessible online and their role becomes less about housing tomes and more about connecting learners and constructing knowledge
  • Printed books still play a critical role in supporting learners, but digital technologies offer additional pathways to learning and content acquisition. Students and teachers no longer need a library simply for access. Instead, they require a place that encourages participatory learning and allows for co-construction of understanding from a variety of sources.
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  • a flexible space with moveable chairs, desks, and even bookshelves. Small rooms can be opened up to allow for group projects, and the circulation desk as well as the sides of the stacks are writeable with dry-erase markers to encourage the collaboration and sharing that the previous space had discouraged.
  • the space does include paper books and physical artifacts, as well as flexible furniture and an open environment, digital content encourages students to explore, play, and delve deeper into subjects they may not otherwise experience
  • interact with the content, the technology, the space, and each other in order to gain context and increase their knowledge.
  • the role of the coffeehouse in the birth of the Enlightenment -- it provided "a space where people would get together from different backgrounds, different fields of expertise, and share."
  • Students and teachers no longer need a library simply for access. Instead, they require a place that encourages participatory learning and allows for co-construction of understanding from a variety of sources.
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