Students co-create portfolios of analysis on real world issues by viewing class material(eg, STEM) as embedded in a larger real world context rich with diverse multiple perspectives.
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s4s: Social Media for Social Learning | Digital Media Learning Competition - 0 views
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Iteratively, students refine their analyses and provide peer feedback on tangible (portfolios in hard copy or as online bookmarks) and intangible (collective knowledge, community) resources that can be drawn on for other classes or that the wider community can draw on for insights.
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students scour the web using twitter while conversing with one another about their discoveries. Because they inevitably bring in diverse materials that are interesting to them, students influence the direction of class discussion. Students recognize an audience for their work beyond the classroom and become cognizant of professional social networks. The deliverable is a portfolio of recommendations complete with offline and online references to relevant blogs, tools and websites that students can utilize long after the class is complete.
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This approach encourages technological literacy and models appropriate behaviors in online settings.
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Back@U: Giving and Getting Structured Feedback; Growing in a Learning Community | Digit... - 6 views
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Back@U players agree on descriptive terms and phrases to describe the work using language the learning community values. Back@U also provides a mechanism for community refinement of its criteria.
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People freely engage in learning required to master games: attempting, getting feedback, trying new approaches. To reach a genuine achievement, <a href="http://www.edutopia.org/healthier-testing-made-easy">learners need lots of trials, errors, and adjustments based on feedback</a>. These are the same skills life-long-learners use; they approach learning as a challenge, a game.
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John Seely Brown illustrates Lave & Wegner’s concept of “legitimate peripheral participation” among copier repairmen to show how <a href="http://www.johnseelybrown.com/Growing_up_digital.pdf">story telling in communities of practice
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Back@U isn’t a simulation. “Players” solve real-world problems (social, scientific, interdisciplinary – Real problems have no boundaries) within communities invested in those problems. Players as judges provide the human computing necessary for rich and informative feedback leading to improvement.
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Nils created a series of three color coded entries but then added his final comment to the highlighted region that I made earlier. So, it makes it difficult to filter for the intended set.
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Nils: I corrected this glitch in the annotation scheme and it displays the intended result when "Private and Group Annotations" filter is selected.
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Back@U isn’t a simulation. “Players” solve real-world problems (social, scientific, interdisciplinary – Real problems have no boundaries) within communities invested in those problems. Players as judges provide the human computing necessary for rich and informative feedback leading to improvement.
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Recent headlines highlight the urgency to prepare learners to face daunting challenges in the 21st century. There are no known prescriptive solutions to those &quot;wicked problems&quot; but we hold collaboration by difference to be more promising than competition.
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To reach any genuine achievement of creation and invention, learners must be prepared to use many trials, errors, and adjustments based on ongoing and immediate critical feedback (http://www.edutopia.org/healthier-testing-made-easy). These are the same skills life-long-learners use; they approach learning as a challenge, a game.
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The whole web is a learning lab.
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Back@U is a collaborative mechanism allowing learners to gather ongoing formative feedback
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Everyone is a learner and feedback giver (judge) in Back@U. Learners post their work on the web and embed Back@U. To get feedback they first participate by serving as judges for others. Judges improve in expertise using a mechanism similar to the ESP Game (http://en.wikipedia.org/wiki/ESP_game) where agreement earns status.
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Back@U is overarching. It develops learners to have the capacity to solve diverse, multi-faceted problems requiring collaboration among STEM and other disciplines within communities invested in those problems. Back@U could help NGOs get critiques globally to improve the process of designing their clean energy services, while their university interns gets feedback from peers, faculty, professionals.
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Back@U structures the feedback process, helping new learners get/contribute high quality peer-reviews in global “pro-am†communities.
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Back@U also provides a mechanism for the community to refine its review criteria to address habits of mind, from critical thinking to creativity, persistence, curiosity, storytelling, tinkering, improvisation.
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Digital Media and Learning Competition - 4 views
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The headlines of 2009 highlight the need for urgency: Whether it is epidemic disease, clean energy, climate change, new economic models, or innovative responses to local and global problems, the next generation will experience a rapidly changing world of daunting challenges.
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require sophisticated critical thinking and an ability to understand and affect the multiple systems that shape the economy, society and even life itself. Today’s young people will be called upon to demonstrate the dispositions and habits of mind that have always been at the heart of innovation and achievement – creativity, persistence, imagination, curiosity, storytelling, tinkering, improvisation, passion, risk-taking, and collaboration.
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Young people are contributing, producing, and making things as they participate in local and global networks. They access just-in-time information while engaging in three-dimensional simulations and global networks. They also collaborate and contribute high quality peer-reviewed work in global “pro-am” communities, and ascend to leadership positions in complicated multiplayer team-based games.
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typically occurs during tangible, creative activities, that are open and discovery-based, involve tinkering and play and are not highly prescriptive.