Co-inventing the Curriculum | DMLcentral - 2 views
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students look for problems, ask questions, collect data, try to make sense of the data they have collected, test their hypotheses, apply and integrate what they’ve learned about co-discovering, co-inquiring, and co-learning to all their subject matter. The digital tools make it possible for the data collection to be more extensive and more minutely labeled than overly-simplified toy versions of student data collection.
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“the digital tools enable us to capture a large amount of data, dump it on the table, explore it, examine it, roll it around in ways we were never able to do before. Like archeologists out in the field, we need to label everything we find in order to make sense of it when we remove it from the place we found it: go out with your phones, take pictures, write notes, capture video, but also tag it for time and location and other attributes, so when you bring it back to the classroom you can see each piece of data in multiple contexts.
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"But the best educational outcomes grow from a well thought out program of student empowerment - made both possible and attractive by adopting, adapting and mashing-up digital media." -
I think I have a convergence of two (+) very important vectors that might actually make something along these lines be realized: (1) I have a three level green light - on one, my "real" boss actually wants me to step out and really do something different, my evaluator likes to see interesting things and realizes a certain challenge to ANY poor evaluation is not in anyone's best interest, and I have friends/support in higher places (Milk it as long as it lasts!); (2) I am too dang old and tired (saying I am tired is akin to referring to the Great Wall of China as a fence!) of making excuses for why I can't and this may actually be my last real opportunity! (BONUS Vector: No one, and I mean NO ONE that might object is paying attention!) Let's set a time - a good long block of time - to map out something SPECIAL!