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Stephanie Cooper

http://net.educause.edu/ir/library/pdf/HR2011.pdf - 0 views

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    The internationally recognized series of  Horizon Reports is part of the New Media Consortium's Horizon Project, a comprehensive research venture established in 2002 that identifies and describes emerging technologies likely to have a large impact over the coming five years on a variety of sectors around the globe. This volume, the  2011 Horizon Report, examines emerging technologies for their potential impact on and use in teaching, learning, and creative inquiry. It is the eighth in the annual series of reports focused on emerging technology in the higher education environment. 
Keith Hamon

AJET 26(3) Drexler (2010) - The networked student model for construction of personal le... - 0 views

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    Principles of networked learning, constructivism, and connectivism inform the design of a test case through which secondary students construct personal learning environments for the purpose of independent inquiry. Emerging web applications and open educational resources are integrated to support a Networked Student Model that promotes inquiry-based learning and digital literacy, empowers the learner, and offers flexibility as new technologies emerge. The Networked Student Model and a test case are described in detail along with implications and considerations for additional research.
Keith Hamon

Beyond Current Horizons : Reworking the web, reworking the world: how web 2.0 is changi... - 0 views

  • Lowering communication costs doesn’t just lead to more communication, it leads to qualitatively different behavior by web users.
    • Keith Hamon
       
      Higher ed must tap into these "qualitatively different" behaviors by our students.
  • Lowering the interaction costs of communication leads to perhaps the most important feature of Web 2.0: its inclusive, collaborative capacity. The new Read/Write web is allowing people to work together, share information, and reach new and potentially enormous audiences outside some of the traditional structures of power, authority, and communication in our society. The social developments that have resulted from the Web 2.0 phenomena are best understood through a lens of democratization, but we must keep in mind the caveat that democracy means many different things in many different places (Haste and Hogan, 2006).
    • Keith Hamon
       
      The democratic tendencies of inclusive collaboration are a challenge to the traditional classroom, I think, demanding changes in the behavior and expectations of both students and teachers.
  • Web logs, or blogs
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  • Wikis, websites which are authored by a community of people
  • Podcasting tools allowed for the uploading and syndication of audio files, and podcasts
  • YouTube pioneered online video sharing
  • Online social networks also fall within the domain of Web 2.0
  • Virtual worlds, including online games, are, to some degree, other forms of online social networks
  • In America in 2006, over 50% of teenagers – across racial and socioeconomic lines – have created pages on online social networks like Facebook and MySpace, and in all likelihood this percentage has increased in the last two years (Lenhart, Madden, Macgill, and Smith, 2007).
  • Web 2.0 refers to these simple, often free tools for adding content to the Web, but it also refers to systems that allow users to evaluate content. Tagging refers to the process of allowing users to apply key word labels to discrete bits of content.
  • convergence is one of the most common features in the evolution of Web 2.0 tools.
  • Whether or not the democratic possibilities of Web 2.0 are realized depends a great deal upon the degree to which users can negotiate for freedom and autonomy within the networks created and controlled by established political and corporate interests.
    • Keith Hamon
       
      Education, esp. higher ed, has always been a bastion for the free and open production and distribution of information. This is the best platform yet for disseminating information as widely as possible.
  • The driving force behind Web 2.0, the desire to lower the costs of communication, will continue to be a force shaping the web in the decades ahead, and innovations in time-cheap communications are going to present a future full of new surprises. Three other trends at various levels will continue to act on and shape this driving force. First, new platforms will continue to emerge. Second, the functionality in platforms will continue to converge. Third, we should expect to see greater integration between Web 2.0 tools and handheld devices. Finally, we should consider the efforts to those who seek not to extend the Web 2.0 regime, but to transcend it.
  • No facet of modern life will remain untransformed by the innovations of the Web 2.0.
    • Keith Hamon
       
      I think this is especially true of education.
  • Online networks may also upset hierarchical corporate structures.
    • Keith Hamon
       
      Online social networks are rhizomatic, and thus, they always subsume and subvert hierarchical structures.
  • These new platforms may allow different kinds of talents – talents related to online networking, communication and collaboration – to be more highly valued in the work place. They also may allow for employees at the bottom of the corporate hierarchy to more easily bend the ear of those at the top, and the examples of both Linux development and the Toyota production system lend support to this hypothesis (Evans and Wolf, 2005). These flatter, more democratic, more meritocratic social organizations may allow firms to draw out the strengths of their employees with less regard towards their position in the organization.
    • Keith Hamon
       
      Flatter is a perhaps unfortunate visual metaphor to contrast with hierarchical. Rhizomatic is more accurate, richer, fuller.
  • The fans were not the simple recipients of the movie; instead, they helped to design the film.
    • Keith Hamon
       
      In their book Wikinomics, Tapscott & Williams closely examine the emergence of the prosumer and its consequences for business. What about for education? Can students be prosumers, both consumers and producers of information? I think so.
  • If myBO becomes another media for the Obama administration to spread a centrally constructed message, then it becomes another instrument of elite political power. If, however, myBO morphs into my.americangovernment.gov, a space where citizens have the opportunity to contribute and collaborate on solving problems and speaking truth to power, then the democratizing power of Web 2.0 tools may indeed lead to a more democratic republic.
    • Keith Hamon
       
      Government is very conservative and generally resists change until change is forced upon it. Web 2.0 could be one of the most peaceful revolutions ever. Most people will likely not notice that it has happened until it's done.
  • Relationships developed in virtual or online worlds are not pale reflections of “real” world phenomena. They are a new class of meaningful and profound interactions which researchers will have to consider seriously as they try to understand the evolving nature of society in a Web 2.0 world.
  • hypothesized benefits for using Web 2.0 tools in the classroom with students, which can be organized into four major categories. The first category involves increasing engagement.
  • Web 2.0 tools provide new avenues to teach fundamental skills, like writing, communication, collaboration, and new media literacy.
  • In addition to developing both old and new fundamental skills, students also need to rehearse for 21st century situations.
  • emerging Web tools can enlighten the critique of the contemporary state of education.
  • The Flat Classroom Project of 2007
    • Keith Hamon
       
      Started by Ms. Vicki Davis, a high school teacher in Camilla, GA.
  • While no studies have looked widely across Web 2.0 tools, there is anecdotal evidence that this kind of project is a very rare exception to two normal states. The first normal state with Web 2.0 is failure. Of the hundreds of thousands of blogs and wikis created, most die on the vine. This isn’t necessarily a bad thing, as one of the advantages of Web 2.0 is that they are both inexpensive and time-cheap to create, and so one can fail repeatedly before finding a model that works. That said, these failed instantiations are not realizing any of the aforementioned hypothesized benefits. The second normal state for Web 2.0 tools are applications that fit neatly into standard, industrial models of education. In these states, a wiki might be used as an easy way for a teacher to create a website as a one-way delivery device for content, rather than a collaborative medium. Or perhaps a student creates a blog as a kind of online portfolio, but her writings are never published widely, never shared with others, or never commented upon by classmates. In a sense the blog has allowed the student to pass in her homework online, but none of the potentially benefits of publishing within a larger critical, collaborative community are realized. If these two states are indeed the norm, then right now Web 2.0 tools may offer tremendous potential for education, but this potential is not much realized.
    • Keith Hamon
       
      These are two critical pitfalls that ASU's QEP classes must work to avoid.
  • There is also anecdotal evidence that the distribution of the use of these tools, sophisticated or not, is skewed towards wealthy, suburban communities rather than poorer rural or urban communities.
    • Keith Hamon
       
      ASU can certainly be a correction to this trend, if it is the case.
  • very few systems have incentives that reward teachers for innovative instruction.
    • Keith Hamon
       
      This is a key element in the success of QEP at ASU. How do we reward faculty who participate and revolutionize their teaching?
  • Most teachers learn to teach from their own experience and from mentors, neither of which usually provide an exemplary model for technology use in the classroom.
  • The driving technical principle behind the evolution of Web 2.0 tools is the reduction of the interaction costs of communication, and these costs will continue to be driven down. As these costs are driven down, we will continue to see the emergence of qualitatively new behaviors and the products of these behaviors will be as or more bizarre to future peoples as Wikipedia and Twitter are to us now. These new behaviors will be at some level democratizing, as they will involve harnessing collaborative energy and collective intelligence to meet cooperative goals. Many of these innovations will level hierarchies and include and involve more people in social systems. They will accelerate globalization by making cross-cultural, cross-content, cross-time-zone conversations even cheaper and take less time to achieve.
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    To sum up the Web 2.0 phenomena in a sentence: lower communication costs have led to opportunities for more inclusive, collaborative, democratic online participation.
Keith Hamon

Essential Skills for 21st Century Survival: Part I: Pattern Recognition « eme... - 0 views

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    The ability to spot existing or emerging patterns is one of the most (if not the most) critical skills in intelligent decision making, though we're mostly unaware that we do it all the time. Combining past experience, intuition, and common sense, the ability to recognize patterns gives us the ability to predict what will happen next with some degree of accuracy. The better able we are to predict what will happen, the more intelligent we become. So, you might say that the purpose of intelligence is prediction.
Keith Hamon

Half an Hour: Connectivism and Transculturality - 1 views

  • you need a mixture of materials, you need a collection of different perspectives, different points of view, in order to come to any new understanding.
    • Keith Hamon
       
      Do teachers approach any class with the ambitions of gaining new understanding? Why not? What would change about a class if they did?
  • Communities have to be open, they have to have some source of new material coming in, whether its raw material, resources, ideas, etc., and then they have to have some place where they can send their creative product, the things that they make, the ideas that they have.
    • Keith Hamon
       
      How in QEP do we overcome the static curriculum closed to any new information?
  • A third criterion that distinguishes a community defines as a network from a community defined as a group is autonomy. And what that means is that each of the members of that community are working toward their own sense of values, their own sense of purpose, their own goals or endeavours.
    • Keith Hamon
       
      College classes too seldom incorporate the value of the student into the mix, ignoring the purposes, goals, and experiences of the student and delivering a plain vanilla product, one-size-fits-all.
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  • When I say 'interactivity' I say the knowledge in the community is created by the interaction of the members of the community rather than created in one person and then spread through the community.
    • Keith Hamon
       
      This is a key to connectivism: that learning emerges, either in our minds or in our communities, from the patterns and interactions of individual people or neurons.
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    Our knowledge, our intelligence, must be based on something emergent from the connective activity of many individual neurons, can't be based on the content of a neuron, has to be based on the pattern of connectivity of these neurons. We replicate that in connectivist teaching.
Keith Hamon

eLearn: Feature Article - E-learning 2.0 - 1 views

  • Sharing content is not considered unethical; indeed, the hoarding of content is viewed as antisocial [9]. And open content is viewed not merely as nice to have but essential for the creation of the sort of learning network described by Siemens [10].
    • Keith Hamon
       
      Open content is one reason we prefer Google tools over Blackboard or Moodle, both of which are closed systems that restrict access to content.
  • In a nutshell, what was happening was that the Web was shifting from being a medium, in which information was transmitted and consumed, into being a platform, in which content was created, shared, remixed, repurposed, and passed along. And what people were doing with the Web was not merely reading books, listening to the radio or watching TV, but having a conversation, with a vocabulary consisting not just of words but of images, video, multimedia and whatever they could get their hands on. And this became, and looked like, and behaved like, a network.
    • Keith Hamon
       
      QEP wants to join this network, adding its smaller class networks to the larger network, thereby enriching both.
  • Blogging is very different from traditionally assigned learning content. It is much less formal. It is written from a personal point of view, in a personal voice. Students' blog posts are often about something from their own range of interests, rather than on a course topic or assigned project. More importantly, what happens when students blog, and read reach others' blogs, is that a network of interactions forms-much like a social network, and much like Wenger's community of practice.
    • Keith Hamon
       
      Student blogging is still one of the more significant strategies for encouraging students to use writing as a tool for learning and communicating.
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  • What happens when online learning ceases to be like a medium, and becomes more like a platform? What happens when online learning software ceases to be a type of content-consumption tool, where learning is "delivered," and becomes more like a content-authoring tool, where learning is created? The model of e-learning as being a type of content, produced by publishers, organized and structured into courses, and consumed by students, is turned on its head. Insofar as there is content, it is used rather than read— and is, in any case, more likely to be produced by students than courseware authors. And insofar as there is structure, it is more likely to resemble a language or a conversation rather than a book or a manual.
    • Keith Hamon
       
      This shift from medium to platform is key to understanding writing in Web 2.0 as opposed to writing in print for it radically shifts the relationships between writer and subject and writer and reader.
  • learning comes not from the design of learning content but in how it is used
    • Keith Hamon
       
      This is a radical shift away from the activity of the teacher to the activity of the students.
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    E-learning has been around for ten years or so. During that time, it has emerged from being a radical idea-the effectiveness of which was yet to be proven-to something that is widely regarded as mainstream. And now, e-learning is evolving with the World Wide Web as a whole and it's changing to a degree significant enough to warrant a new name: E-learning 2.0.
Keith Hamon

coupled-inquiry cycle: A teacher concerns-based model for effective student inquiry, Th... - 0 views

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    a model of inquiry has emerged that seems to balance the vision of student-centered inquiry described in the NSES with an inquiry strategy that reflects teacher concerns. This model, called the Coupled Inquiry Cycle, combines, or "couples", "teacher guided" inquiry with "full" or "open" inquiry, into an inquiry cycle based on a learning cycle format
Keith Hamon

Stages of PLN adoption - 0 views

  • Try and find that balance between learning and living. Understanding that you can not know it all, and begin to understand that you can rely on your network to learn and store knowledge for you.
    • Keith Hamon
       
      Here is a key justification for Connectivism: we simply cannot contain all the information we need in our one little head. We must rely on our networks to collect, store, and critical think about information for us.
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    I have noticed an emerging trend of what one goes through when adopting a PLN for the first time. I myself continue to look at the stages I am going through in adopting this new way of learning, interacting, and teaching in a collaborative, connected world.
Keith Hamon

http://www.booz.com/media/uploads/Rise_Of_Generation_C.pdf - 1 views

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    In the course of the next 10 years, a new generation-Generation C-will emerge. Born after 1990, these "digital natives," just now beginning to attend university and enter the workforce, will transform the world as we know it. Their interests  will help drive massive change in how people around the world socialize, work, and live their passions-and in the information age.
Keith Hamon

An Idea Worth Spreading: The Future is Networks « emergent by design - 2 views

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    A wonderful explanation of how the author came to realize that networks are the way that humanity will structure itself in the future.
Stephanie Cooper

Powerful Learning Practice, LLC » PLP Overview - 1 views

  • Global, online learning communities offer an unprecedented opportunity for teachers and students to follow and connect around their passions. But they also challenge almost every aspect of traditional schooling as we know it. The Powerful Learning Practice cohort model offers a unique approach to introducing educators to the transformative online technologies that are challenging the traditional view of teaching and learning. A PLP cohort for professional development is an ongoing (7-8 month), job-embedded opportunity built around emerging social Web technologies. Each cohort connects: 20 school or district teams from around the state (or world) 5 educators (administrators/teachers) from each school 10- PLP Fellows (Champions) selected from participating districts Within these cohorts, participants are supported in an intensive community building process online and in person by an passionate team of experienced educators. Outcomes for participating Administrators and Teacher Leaders By participating, you can expect your team and your leadership to gain: Knowledge: An understanding of the transformative potential of emerging technologies in a global perspective and context and how those potentials can be realized in schools Pedagogy: An understanding of the shifting learning literacies that the 21st Century demands and how those literacies inform teacher practice. Connections: The development of sustained professional learning communities and networks for team members to begin experimenting, sharing and collaborating with each other and with online colleagues from around the world. Sustainability: The creation of long term plans to move the vision forward in participating districts at the end of the program. Capacity: An increase in the abilities and resources of individuals, teams and the community to manage change.
    • Stephanie Cooper
       
      This sounds mighty close to the aims of our QEP program. We might be able to get some ideas from this blog.
Keith Hamon

Maps of Citations Uncover New Fields of Scholarship - Research - The Chronicle of Highe... - 0 views

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    Imagine a Google Maps of scholarship, a set of tools sophisticated enough to help researchers locate hot research, spot hidden connections to other fields, and even identify new disciplines as they emerge in the sprawling terrain of scholarly communication.
Keith Hamon

MediaShift . Learning in a Digital Age: Teaching a Different Kind of Literacy | PBS - 0 views

  • we shouldn't consider someone literate if they can consume but not produce media.
    • Keith Hamon
       
      This is why information technology is one of the twin pillars, along with writing, of the QEP. And why visual constructs & technological applications are considered writing literacies. I think the language is a bit confused, but I understand the implications for developing literacy in the 21st Century.
  • The literacy of the future rests on the ability to decode and construct meaning from one's constantly evolving environment -- whether it's coded orally, in text, images, simulations, or the biosphere itself. Therefore we must be adaptive to our social, economic and political landscape. Those of us living in this digital age are required to learn, unlearn and learn again and again.
    • Keith Hamon
       
      This could be the heart of ASU's QEP. What happens when the environment itself is coded with information that we need to acquire? Isn't it already so coded?
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    A new kind of technological literacy is emerging. While a certain amount of technical skills are important, the real goal should be in cultivating digital or new media literacies that are arising around this evolving digital nerve center. These skills allow working collaboratively within social networks, pooling knowledge collectively, navigating and negotiating across diverse communities, and critically analyzing and reconciling conflicting bits of information to form a clear and comprehensive view of the world.
Stephanie Cooper

Forsyth's Teaching Resources - 0 views

  • But writing assignments are not just exercises in grammar and grading. They are exercises in learning
  • Psychologists and other cognitive scientists know so much about psycholinguistics, language, and memory that they should well understand the close link between composition and knowledge. Yet many view writing as only a means of assessing a students' understanding of course material, and overlook the profound impact that the writing process has on understanding itself
  • The act of writing is an act of thought
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  • Writing, then, is a profoundly active learning experience, for when people write, they identify and define problems, evaluate evidence, analyze assumptions, recognize emotional reasoning and oversimplification, consider alternative interpretations, and reduce their uncertainty (Wade, 1995). Indeed, in many cases writers do not understand a concept clearly until they must organize their thoughts on the topic and communicate those thoughts through composition. As a result, authors are often surprised by the ideas they themselves write, for understanding emerges during the struggle to make points clear to others (Murray, 1985).
  • Professors who wish to add just one element of student-centered instruction to an otherwise professor-centered approach should start by asking students to write. These writing assignments may include the traditional favorites-term papers and essay tests-but Walvoord (1982) wisely recommends giving shorter, but more varied and frequent, writing assignments.
  • When students write they are learning to use "the traditions of language to discipline their thinking and to make that thinking clear to others" (Murray, 1985, p. 52). Unfortunately, many students will need coaching on the process of writing and feedback about the quality of the writing they generate. The professor must, as Walvoord (1982, p. 3) suggests, "make writing assignments meaningful, establish a wholesome and stimulating writing environment for their students, coach pupils in the writing process, respond accurately and specifically to student papers, communicate clearly with students about their writing successes and failures, and help student improve writing as they learn and in order to learn."
  • Clarify the assignment. Nodine (1999) notes that students need to learn about writing assignments as much as they need to learn about writing per se. Telling the students to "write a 5-10 page paper on one of the topics covered in this unit" is likely to frustrate students and disappoint professors. Instead, the assignment should explain the paper's purpose, the audience for the paper, the genre, voice, typical length, style, degree of documentation expected, and deadlines.
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    Writing as an exercise in learning
Nicolette Elzie

Writing in College - 1. Some crucial differences between high school and college writing - 1 views

  • You get no credit for asserting the existence of something we already know exists.
  • You must shape and focus that discussion or analysis so that it supports a claim that you discovered and formulated and that all of your discussion and explanation develops and supports.
  • In that sense, you might state the point of your paper as "Well, I want to show/prove/claim/argue/demonstrate (any of those words will serve to introduce the point) that "Though Falstaff seems to play the role of Hal's father, he is, in fact, acting more like a younger brother who . . . ."" If you include in your paper what appears after I want to prove that, then that's the point of your paper, its main claim that the rest of your paper supports.
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  • Most of us begin our research with a question, with a puzzle, something that we don't understand but want to, and maybe a vague sense of what an answer might look like. We hope that out of our early research to resolve that puzzle there emerges a solution to the puzzle, an idea that seems promising, but one that only more research can test.
  • A good point or claim typically has several key characteristics: it says something significant about what you have read, something that helps you and your readers understand it better; it says something that is not obvious, something that your reader didn't already know; it is at least mildly contestable, something that no one would agree with just by reading it; it asserts something that you can plausibly support in five pages, not something that would require a book.
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    I thought this was a great article on the differences between collegiate level writing and high school writing. Moreover, it lays a groundwork for writing a paper. If only there was some way to convey these differences to our students in a way that they will understand without feeling discouraged. I think the weakness of the article is that it is very long, if I wanted to pass this on to a student I fear that the sheer length would deter them away from both reading it and/or finishing it. On the other hand, if we could manage to make this simpler or convert it into a series of short workshops for students then I think the content would be extraordinarily beneficial.
Keith Hamon

Guidelines for Engaging in Generative Dialogue (a.k.a. The Conversation) « em... - 0 views

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    The Internet is the ultimate human communication tool, yet communication needs certain guidelines to be really effective.
Keith Hamon

Reflections on open courses « Connectivism - 0 views

  • MOOCs reduce barriers to information access and to the dialogue that permits individuals (and society) to grow knowledge.
    • Keith Hamon
       
      We have yet to truly explore this reduction of barriers to information access, but it is emerging before our eyes. When lectures by Nobel-prize physicists and writers are online for free, then what do we local physics and English teachers have to offer our classrooms? We need to think through that.
  • Knowledge is a mashup. Many people contribute. Many different forums are used. Multiple media permit varied and nuanced expressions of knowledge. And, because the information base (which is required for knowledge formation) changes so rapidly, being properly connected to the right people and information is vitally important.
    • Keith Hamon
       
      This captures nicely the shift from learning as a solitary activity within the individual mind to learning as a networked, interconnected activity within a personal learning network.
  • MOOCs share the process of knowledge work – facilitators model and display sensemaking and wayfinding in their discipline. They respond to critics, to challenges from participants in the course. Instead of sharing only their knowledge (as is done in a university course) they share their sensemaking habits and their thinking processes with participants. Epistemology is augmented with ontology.
    • Keith Hamon
       
      Online, our knowledge-making becomes explicit, and we shift from traditional teaching methods back to older apprenticeship methods. We let our students see us struggle to create new knowledge out of data and experience.
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    • Keith Hamon
       
      This suggests some of the new kinds of value that teachers can bring to their local classes.
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    Siemens' thoughts about the impact of open courses on learning and the Academy.
Keith Hamon

NCTE Inbox Blog: Building Community in 15 Minutes a Day - 0 views

  • you can easily adapt the project for any students and class.
  • Be sure that the writing prompt you choose require a personal response.
    • Keith Hamon
       
      QEP seeks to connect new knowledge to what the student already knows, which is key to connective knowledge.
  • Remember that writers have more authority when they can choose a topic that they are comfortable with.
    • Keith Hamon
       
      Building a sense of authority is key to good writing. Real writers always try to write from a position of relative authority. If they can't, then they ask good questions or keep quiet.
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  • Invite students to do whatever kind of writing they want to. The important thing is to write. Exactly how they write is less important.
    • Keith Hamon
       
      In QEP, we seek first to encourage student writing, build participation, regardless of the kind or quality of the writing. Those issues emerge ONLY after people are writing in a group.
  • Once students do their writing, it's time to use their texts to build community.
    • Keith Hamon
       
      This is a key: we must find ways to pull student ideas into the classroom. This invests the students in their own learning and connects them to the class, the content, and to each other.
  • Using Anderson's project as a model, you can jump start community building in the classroom this fall. The first days of school can be very scary. As teachers, we need to make students feel comfortable with each other as quickly as possible. Writing is the answer. Welcome students as writers, give them advice and encouragement, and watch discussions about writing blossom as students build connections and encourage one another to write. And you can do it all in about 15 minutes a day!
    • Keith Hamon
       
      This is why our QEP focuses so much on writing in social networks.
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    Laurie Halse Anderson… invites readers to spend 15 minutes writing every day during the month. She provides writing prompts, advice, and encouragement. All readers have to do is set aside 15 uninterrupted minutes and write.
Thomas Clancy

P2P Foundation » Blog Archive » The practice and theory of the gift circle in... - 0 views

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    "A Gift Circle can be autocatalytic."
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