Jenny Cable at Let the Children Play let me know via twitter about this amazing post by Jeff Johnson over on his blog, about children and risk and how they need it. Super great, and perfectly relevant to my own studies. Awesomeness. Thanks Jeff, and thanks Jenny! Check it out!
Nerd Out!
Tuesday, January 10, 2012
dearest all y'all - happy new year!!
I think that if I ever had any readers occasionally looking at this thing, they have abandoned it as my posting is so sporadic. I'm continuing to do it though, because I still think it's interesting to document this crazy journey I embarked on. I have made some small changes to the blogs appearance to reflect I guess my own changes and processes.
It's hard to believe, but I will shortly be entering the final semester of my Undergraduate Degree in Early Childhood Education.
It's been an amazing, surprising and fulfilling experience, I have to say. Last semester was a very intense push, maybe the hardest one yet, as I crunched through some heavy coursework, worked on three different research projects, AND did all kinds of applications for going on to different kinds of schools. My favourite would be the Yeates School of Graduate Studies in Early Childhood Studies at Ryerson, where I can continue to look at some of the stuff that's gotten into my head over the last few years - play, risk, playgrounds, kids autonomy and other stuff like that. As I have increasingly become more and more wickedly nerdy about this stuff, and I'm not really finished thinking about any of it, I'd be delighted to keep on keeping on for a while.
So, there. That's what going on right now. I'll post again soon about this semester, to outline what I'll be up to and what's interesting. Until then - NERD OUT!
It's hard to believe, but I will shortly be entering the final semester of my Undergraduate Degree in Early Childhood Education.
It's been an amazing, surprising and fulfilling experience, I have to say. Last semester was a very intense push, maybe the hardest one yet, as I crunched through some heavy coursework, worked on three different research projects, AND did all kinds of applications for going on to different kinds of schools. My favourite would be the Yeates School of Graduate Studies in Early Childhood Studies at Ryerson, where I can continue to look at some of the stuff that's gotten into my head over the last few years - play, risk, playgrounds, kids autonomy and other stuff like that. As I have increasingly become more and more wickedly nerdy about this stuff, and I'm not really finished thinking about any of it, I'd be delighted to keep on keeping on for a while.
So, there. That's what going on right now. I'll post again soon about this semester, to outline what I'll be up to and what's interesting. Until then - NERD OUT!
Friday, October 28, 2011
new blog to watch out for
Sean Frey, performer and designer, has just started a new blog. He's worked with Jumblies Theatre for the last 6 years.
Wednesday, October 26, 2011
photos
I have been thinking a lot about ethics - up to my earballs in research projects as I am, and I decided to take down a lot of the really awesome photos I'd posted of the kids and the work we did together in Inukjuak. I really wanted to share those images with a folks, but more than that I want indigenous children to be in control of images of themselves. We are fed so many types of images, not under our control - by taking these photos down I want to give more control to the kids depicted in those images, and the beautiful work they created. There are still a few up - ones that are general enough that they don't wrest control away from the people appearing.
So much to think about!
nerd out!
So much to think about!
nerd out!
research
well folks...it's been a long time.
I've been running for a while now - last year was my third year at Ryerson in the ECE program, and it was deeply rewarding. I found a pretty big love of research, and got to put it to good use.
As I've posted before, I worked with Dr. Jason Nolan (part of our ECE Faculty) as a research assistant at the interdisciplinary research lab he directs, called the EDGE Lab. I did that for all of last year, and then got to run my own research project last summer when I got back from the Arctic, looking into Adaptive Design and the way people learn how to do it.
As the new year scooped it's way around, and I started back up into my classes, I got a nasty surprise. I had carefully set up my fourth year internship in an ACTUAL SCHOOL, to see what that was like - only to have it fall through when my police record check didn't arrive in time. I had to re-evaluate not only my semester, but my whole year, as not being able to do my internship this semester had some pretty major impacts on my academic timing. As you'll soon see, however, it all worked out for the busy busy best.
So - I re-evaluated and decided to do my internship in the spring semester, in a big block. It works better that way in a school setting anyway - since you're with the kids everyday and can build better relationships with that kind of time - but what that means is that I can't go back up to Inukjuak this year. Which will be hard, but Clea will go instead of me, and the continuity will continue in some form.
With no internship this fall, I was looking at having a leisurely academic time - until my profs heard about it, that is, and dangled in front of me some of the most un-pass-up-able carrots in the form of several fascinating research projects. Instead of working at an amazing school with amazing educators and kids, I'm the project manager of a pilot research project about outdoor play in child care centres, helping out as a facilitator and consultant on a project designing a game about privacy WITH CHILDREN AS CO-RESEARCHERS, on top of the ongoing research at the EDGE Lab about Adaptive Design and that sort of stuff. Yikes - but fun.
I got to go to Seattle to present on some of the stuff we've been thinking about and putting together at the EDGE Lab a couple of weeks ago, and got to meet my admitted hero Teacher Tom. My colleague and I spent a great afternoon with Tom, his parent co-teachers and the pre-K class - exploring boxes and scooter and super awesome floral beads that expand in water. It was a really wonderful time - oh, and the conference was pretty good too - although I did cause a bit of confusion for some folks, who were surprised that an undergrad was hanging out and presenting. I used to live in Seattle, many years ago, and got to see some very good friends that I hadn't seen for 10 years. That just made the trip amazing.
When I got back, I had to leap into a whirlwind of activity. I've decided to keep on keepin' on with this ol' academia thang, and am going to do graduate studies - but in keeping with all the re-evaluation that I've been doing this semester, I took a hard look at the plan I've been holding steady on, and threw it to the dogs. What I've realized is that I really like research, and I want to keep doing it. So - that's what I'll do. I'm gonna look into doing research about the things I'm really fascinated by these days - my favourite things that I've learned about during my courses in my undergrad and in doing research at the EDGE Lab. All our exploration about play and learning and learning environments, and autonomy and risk and child rights - they're all coalescing into some fun ideas that I want to keep chasing. Soooooooooo - that's what I'm going to do. I'm kinda thinking about looking into how children learn in informal spaces that they make for themselves - playgrounds and backyards and parks...oh my!
Anyway - more on that soon. I'm Mr. Poster Infrequently, so we'll see what soon actually means. Maybe I'll get back on here and tell some stories of what's going on in my crazy wonderful courses this semester!
Nerd out - :)
I've been running for a while now - last year was my third year at Ryerson in the ECE program, and it was deeply rewarding. I found a pretty big love of research, and got to put it to good use.
As I've posted before, I worked with Dr. Jason Nolan (part of our ECE Faculty) as a research assistant at the interdisciplinary research lab he directs, called the EDGE Lab. I did that for all of last year, and then got to run my own research project last summer when I got back from the Arctic, looking into Adaptive Design and the way people learn how to do it.
As the new year scooped it's way around, and I started back up into my classes, I got a nasty surprise. I had carefully set up my fourth year internship in an ACTUAL SCHOOL, to see what that was like - only to have it fall through when my police record check didn't arrive in time. I had to re-evaluate not only my semester, but my whole year, as not being able to do my internship this semester had some pretty major impacts on my academic timing. As you'll soon see, however, it all worked out for the busy busy best.
So - I re-evaluated and decided to do my internship in the spring semester, in a big block. It works better that way in a school setting anyway - since you're with the kids everyday and can build better relationships with that kind of time - but what that means is that I can't go back up to Inukjuak this year. Which will be hard, but Clea will go instead of me, and the continuity will continue in some form.
With no internship this fall, I was looking at having a leisurely academic time - until my profs heard about it, that is, and dangled in front of me some of the most un-pass-up-able carrots in the form of several fascinating research projects. Instead of working at an amazing school with amazing educators and kids, I'm the project manager of a pilot research project about outdoor play in child care centres, helping out as a facilitator and consultant on a project designing a game about privacy WITH CHILDREN AS CO-RESEARCHERS, on top of the ongoing research at the EDGE Lab about Adaptive Design and that sort of stuff. Yikes - but fun.
I got to go to Seattle to present on some of the stuff we've been thinking about and putting together at the EDGE Lab a couple of weeks ago, and got to meet my admitted hero Teacher Tom. My colleague and I spent a great afternoon with Tom, his parent co-teachers and the pre-K class - exploring boxes and scooter and super awesome floral beads that expand in water. It was a really wonderful time - oh, and the conference was pretty good too - although I did cause a bit of confusion for some folks, who were surprised that an undergrad was hanging out and presenting. I used to live in Seattle, many years ago, and got to see some very good friends that I hadn't seen for 10 years. That just made the trip amazing.
When I got back, I had to leap into a whirlwind of activity. I've decided to keep on keepin' on with this ol' academia thang, and am going to do graduate studies - but in keeping with all the re-evaluation that I've been doing this semester, I took a hard look at the plan I've been holding steady on, and threw it to the dogs. What I've realized is that I really like research, and I want to keep doing it. So - that's what I'll do. I'm gonna look into doing research about the things I'm really fascinated by these days - my favourite things that I've learned about during my courses in my undergrad and in doing research at the EDGE Lab. All our exploration about play and learning and learning environments, and autonomy and risk and child rights - they're all coalescing into some fun ideas that I want to keep chasing. Soooooooooo - that's what I'm going to do. I'm kinda thinking about looking into how children learn in informal spaces that they make for themselves - playgrounds and backyards and parks...oh my!
Anyway - more on that soon. I'm Mr. Poster Infrequently, so we'll see what soon actually means. Maybe I'll get back on here and tell some stories of what's going on in my crazy wonderful courses this semester!
Nerd out - :)
Sunday, August 28, 2011
Children and Tech Series - the penultimate post - final exam question
How much meaningful learning can one course have?
The breadth and depth of learning I’ve experienced in this course is kind of astonishing. I feel like I came into the course with an inkling of what the potential for learning using technology might mean, and I’m leaving with a tremendous host of skills and tools to use, not only in early learning contexts but in my own learning as well. This course hasn’t only given me practical tools and examples, but I’ve also been able to explore different ways of thinking and looking at both technology and learning.
Over the course of this class I watched myself loosen up a bit with technology in a way that I haven’t previously. Not only did I begin to game outside of class, but playing around with different media, programs and games in our labs really helped me to see the potential in different gaming environments and virtual worlds. Having been staunchly ambivalent about technology previous to this, I feel like I know have a much better sense of what makes good games, good online worlds, and good media environments. When I say good, I’m referring to virtual and online spaces where people, students and otherwise, can use technology to understand the task and themselves more clearly. This course has really helped me to unpack what kind of things are important to have in situations that foster authentic learning. Spaces where people become engaged with what they are doing and are able to make it their own are “good”. These “good” playful learning spaces are environments that people not only inhabit, customize to their own specifications, and take ownership of, but they also reinforce the transference of those characteristics and behaviours outside of that particular environment to other contexts and activities. Playing World of Goo, getting to know Flickr a bit better, and the truly transformative play that I experienced playing with Scratch – all that playing really helped me understand how to take ownership of virtual spaces, what made a game fun AND something that fostered questioning and learning, and how to think critically about technology and especially educational technology and evaluate it for fun AND learning potential.
Another really important thing I learned in this course is that it’s not as much what (although I will argue in a second that that is also important) but how technology is engaged with in a learning environment that makes the difference. In the first chapter of Jonassen, Howland, Marra & Crismond’s Meaningful Learning with Technology (2008) – ironically the last assigned reading in this course – the authors outline the basic requirements for meaningful learning. I deeply appreciate the clarity with which these characteristics are laid out for us. If the learning is intentional, active, constructive, cooperative and authentic, then it is meaningful (Jonassen et al., 2008). I really love this, because it incorporates some things that are dear to my heart – participation, child-directedness, engagement, reflection – elements that I feel are key to learning. I find myself now applying that criteria to other things, using that criteria to evaluate whether something is meaningful, whether it is technologically involved or not.
Reflecting on our readings and lab explorations helped advance my understanding regarding how the shapes of things influences how we learn. By shape, I’m referring to the expectations, hidden curricula, implied attitudes and assumptions that go into the environment and very architecture of the various games, online spaces, institutions and relationships that we engage with every day. Grimes’ Prezi presentation Playing By (and With) the Rules (2010) helped extend my thinking on commercial entities creating commercialized spaces to create commercialized children. Nolan and Bakan’s article Social technologies for young children: Cultural Play with Songchild.org (in press) about using the Web 2.0 user/producer phenomenon to engage children and educators back into the production of their own musical culture helped me think about how users can be incited to produce their own material by exploring the content of online environments and applications. Sharples, Davison, Thomas & Rudman’s excellent and thought-provoking Children as photographers: an analysis of children’s photographic behaviour and intentions at three age levels (2003) helped me think about how the limitations and affordances built into the structures of the tools we use influence our experience with those tools. To be honest, however, it was experimenting with Scratch that really got me going, though.
It seems to me that every element that went into the designing of both the Scratch program and the Scratch online community was thought through to bring about the most empowerment, the most community-building, the most collaboration, the most exploration and experimentation, and the most meaningful learning possible. From the intuitive construction aspect of the programming language, where creators can build programs using blocks of commands, to the sharing and downloading capabilities that the online community site affords, every aspect of Scratch reinforces the collaborative nature of it’s mix/remix approach to cultural production, learning and fun. The more I played with it, the more impressed I was with how democratic the whole thing was. I loved that I learned the basics by watching tutorials made by and with kids. I was entranced with how easy it was to incorporate new self-generated material into the already existing matrix. Most powerfully of all, the ability to download other peoples games to see how they put them together and apply that knowledge or those very codes to your own work, reminded me very viscerally of my own explorations as a child of two mechanics. My parents would hand me a broken object (I most remember an old fashioned wind-up brass alarm clock) hand me some tools, and I would take thinks apart to see how they worked. In the climate of advanced electronics we live in today here in North America, I find it fascinating that that kind of tinkering exploration has transferred in a way INTO the technology we can no longer take apart, without a lot of know-how. Scratch, and programs like it, create a bridge to take that physical tinkering into the virtual world. It was crucial for me to learn that that was possible, and how it was possible.
I could go on and on. The emphasis on meaningful learning in this course, and what that means, has seeped into many other aspects in my life. I think in new ways, about new things because of this course. I’m excited about blogging, and exploring blogging with young and preliterate children. I’m interested in how learning can make us more generous, and how technology and the shapes of things can promote generosity in people, and children in particular. I’m entranced by the idea of combining democracy and fun in play and learning, and overwhelmed by the potential for meaningful learning through technology. I feel like I’ve only really begun to learn, and that’s great. Thanks, Jason.
Words: 1140
References
Grimes, S. (2010) Playing By (and With) the Rules. Accessed at http://prezi.com/um0qdu9exxnp/playing-by-and-with-the-rules/
Jonassen, D., Howland, J., Marra, R., & Crismond, D. (2008) Meaningful Learning with Technology. New Jersey, Pearson Education, Inc.
Nolan, J. & Bakan, D. (In press). Social technologies for young children: Cultural Play with Songchild.org. Accessed at http://tinyurl.com/859rn8
Sharples, M., Davison, L., Thomas, G. & Rudman, P. (2003) Children as photographers: an analysis of children’s photographic behaviour and intentions at three age levels. Sage Publications 2(3). Accessed at https://cld419.blog.ryerson.ca/flickr/
The breadth and depth of learning I’ve experienced in this course is kind of astonishing. I feel like I came into the course with an inkling of what the potential for learning using technology might mean, and I’m leaving with a tremendous host of skills and tools to use, not only in early learning contexts but in my own learning as well. This course hasn’t only given me practical tools and examples, but I’ve also been able to explore different ways of thinking and looking at both technology and learning.
Over the course of this class I watched myself loosen up a bit with technology in a way that I haven’t previously. Not only did I begin to game outside of class, but playing around with different media, programs and games in our labs really helped me to see the potential in different gaming environments and virtual worlds. Having been staunchly ambivalent about technology previous to this, I feel like I know have a much better sense of what makes good games, good online worlds, and good media environments. When I say good, I’m referring to virtual and online spaces where people, students and otherwise, can use technology to understand the task and themselves more clearly. This course has really helped me to unpack what kind of things are important to have in situations that foster authentic learning. Spaces where people become engaged with what they are doing and are able to make it their own are “good”. These “good” playful learning spaces are environments that people not only inhabit, customize to their own specifications, and take ownership of, but they also reinforce the transference of those characteristics and behaviours outside of that particular environment to other contexts and activities. Playing World of Goo, getting to know Flickr a bit better, and the truly transformative play that I experienced playing with Scratch – all that playing really helped me understand how to take ownership of virtual spaces, what made a game fun AND something that fostered questioning and learning, and how to think critically about technology and especially educational technology and evaluate it for fun AND learning potential.
Another really important thing I learned in this course is that it’s not as much what (although I will argue in a second that that is also important) but how technology is engaged with in a learning environment that makes the difference. In the first chapter of Jonassen, Howland, Marra & Crismond’s Meaningful Learning with Technology (2008) – ironically the last assigned reading in this course – the authors outline the basic requirements for meaningful learning. I deeply appreciate the clarity with which these characteristics are laid out for us. If the learning is intentional, active, constructive, cooperative and authentic, then it is meaningful (Jonassen et al., 2008). I really love this, because it incorporates some things that are dear to my heart – participation, child-directedness, engagement, reflection – elements that I feel are key to learning. I find myself now applying that criteria to other things, using that criteria to evaluate whether something is meaningful, whether it is technologically involved or not.
Reflecting on our readings and lab explorations helped advance my understanding regarding how the shapes of things influences how we learn. By shape, I’m referring to the expectations, hidden curricula, implied attitudes and assumptions that go into the environment and very architecture of the various games, online spaces, institutions and relationships that we engage with every day. Grimes’ Prezi presentation Playing By (and With) the Rules (2010) helped extend my thinking on commercial entities creating commercialized spaces to create commercialized children. Nolan and Bakan’s article Social technologies for young children: Cultural Play with Songchild.org (in press) about using the Web 2.0 user/producer phenomenon to engage children and educators back into the production of their own musical culture helped me think about how users can be incited to produce their own material by exploring the content of online environments and applications. Sharples, Davison, Thomas & Rudman’s excellent and thought-provoking Children as photographers: an analysis of children’s photographic behaviour and intentions at three age levels (2003) helped me think about how the limitations and affordances built into the structures of the tools we use influence our experience with those tools. To be honest, however, it was experimenting with Scratch that really got me going, though.
It seems to me that every element that went into the designing of both the Scratch program and the Scratch online community was thought through to bring about the most empowerment, the most community-building, the most collaboration, the most exploration and experimentation, and the most meaningful learning possible. From the intuitive construction aspect of the programming language, where creators can build programs using blocks of commands, to the sharing and downloading capabilities that the online community site affords, every aspect of Scratch reinforces the collaborative nature of it’s mix/remix approach to cultural production, learning and fun. The more I played with it, the more impressed I was with how democratic the whole thing was. I loved that I learned the basics by watching tutorials made by and with kids. I was entranced with how easy it was to incorporate new self-generated material into the already existing matrix. Most powerfully of all, the ability to download other peoples games to see how they put them together and apply that knowledge or those very codes to your own work, reminded me very viscerally of my own explorations as a child of two mechanics. My parents would hand me a broken object (I most remember an old fashioned wind-up brass alarm clock) hand me some tools, and I would take thinks apart to see how they worked. In the climate of advanced electronics we live in today here in North America, I find it fascinating that that kind of tinkering exploration has transferred in a way INTO the technology we can no longer take apart, without a lot of know-how. Scratch, and programs like it, create a bridge to take that physical tinkering into the virtual world. It was crucial for me to learn that that was possible, and how it was possible.
I could go on and on. The emphasis on meaningful learning in this course, and what that means, has seeped into many other aspects in my life. I think in new ways, about new things because of this course. I’m excited about blogging, and exploring blogging with young and preliterate children. I’m interested in how learning can make us more generous, and how technology and the shapes of things can promote generosity in people, and children in particular. I’m entranced by the idea of combining democracy and fun in play and learning, and overwhelmed by the potential for meaningful learning through technology. I feel like I’ve only really begun to learn, and that’s great. Thanks, Jason.
Words: 1140
References
Grimes, S. (2010) Playing By (and With) the Rules. Accessed at http://prezi.com/um0qdu9exxnp/playing-by-and-with-the-rules/
Jonassen, D., Howland, J., Marra, R., & Crismond, D. (2008) Meaningful Learning with Technology. New Jersey, Pearson Education, Inc.
Nolan, J. & Bakan, D. (In press). Social technologies for young children: Cultural Play with Songchild.org. Accessed at http://tinyurl.com/859rn8
Sharples, M., Davison, L., Thomas, G. & Rudman, P. (2003) Children as photographers: an analysis of children’s photographic behaviour and intentions at three age levels. Sage Publications 2(3). Accessed at https://cld419.blog.ryerson.ca/flickr/
Children and Tech Series - Post #12
community building through technology
In my previous career, I prided myself on my ability to help build community. As a community artist, working with students in schools, kids in afterschool programs, and community members of all ages in drop-in situations and other venues, I thought a lot about using different artistic tools and media as bridges to bring diverse people together. My background in this work has biased me towards a collaborative form of working and learning, towards a certain openess and tendency to share. All that experience has been incredibly valuable in early learning contexts and the other educational contexts that my new field of early childhood education has put me in. It has also deeply informed my engagement with interpersonal dynamics.
However, it wasn’t really until I started studying my new field that I began to use technology as a means really build community, to look at technology in a critical and thoughtful way and choose to use it as another community building tool. I began a blog called the people garden in my first year of ECE here at Ryerson, and that’s where things changed for me.
I had kept blogs before, but they had been primarily archival and documentary in nature – a holding place for my work as an artist. While I was building the people garden, I set out one day to see if there were any other blogs out in the blogosphere that were by and about men working in early learning contexts. I was lucky, and found two key blogs that began a process of what’s now become a global community building project for me. I found Look at My Happy Rainbow, the blog of a male teacher reflecting on his surviving and enjoying his first year as a kindergarten teacher. His stories were warm and funny and interesting, and made me very excited to be a guy working with kids. I also found Teacher Tom’s blog – and felt like I fell down a rabbit hole. Teacher Tom’s writing about his work in a lab school in Seattle was a revelatory find, and I wrote him and told him so.
He responded, and we kept a loose dialogue going on each others blogs and via personal email messages. The more I read, and as I developed as an educator, I realized that Tom had become a mentor – a cyber-mentor – to me, and has inspired me on a continuous basis to be the best educator I can be.
Through Tom’s blog, I have connected with other bloggers working in our discipline, all over the world. I now am connected, professionally and personally, to educators in Australia, the US and Canada, to a Canadian teaching in Belgium for a year, and a host of others. I have been able to weave a virtual community, not dependent on geography or space, but instead on interest and passion and inspiration.
The profoundly transformative potential for community building using technology happened, and is still happening, to me. Before it did, I never even considered it as a possibility, and I’m pretty grateful for it.
In my previous career, I prided myself on my ability to help build community. As a community artist, working with students in schools, kids in afterschool programs, and community members of all ages in drop-in situations and other venues, I thought a lot about using different artistic tools and media as bridges to bring diverse people together. My background in this work has biased me towards a collaborative form of working and learning, towards a certain openess and tendency to share. All that experience has been incredibly valuable in early learning contexts and the other educational contexts that my new field of early childhood education has put me in. It has also deeply informed my engagement with interpersonal dynamics.
However, it wasn’t really until I started studying my new field that I began to use technology as a means really build community, to look at technology in a critical and thoughtful way and choose to use it as another community building tool. I began a blog called the people garden in my first year of ECE here at Ryerson, and that’s where things changed for me.
I had kept blogs before, but they had been primarily archival and documentary in nature – a holding place for my work as an artist. While I was building the people garden, I set out one day to see if there were any other blogs out in the blogosphere that were by and about men working in early learning contexts. I was lucky, and found two key blogs that began a process of what’s now become a global community building project for me. I found Look at My Happy Rainbow, the blog of a male teacher reflecting on his surviving and enjoying his first year as a kindergarten teacher. His stories were warm and funny and interesting, and made me very excited to be a guy working with kids. I also found Teacher Tom’s blog – and felt like I fell down a rabbit hole. Teacher Tom’s writing about his work in a lab school in Seattle was a revelatory find, and I wrote him and told him so.
He responded, and we kept a loose dialogue going on each others blogs and via personal email messages. The more I read, and as I developed as an educator, I realized that Tom had become a mentor – a cyber-mentor – to me, and has inspired me on a continuous basis to be the best educator I can be.
Through Tom’s blog, I have connected with other bloggers working in our discipline, all over the world. I now am connected, professionally and personally, to educators in Australia, the US and Canada, to a Canadian teaching in Belgium for a year, and a host of others. I have been able to weave a virtual community, not dependent on geography or space, but instead on interest and passion and inspiration.
The profoundly transformative potential for community building using technology happened, and is still happening, to me. Before it did, I never even considered it as a possibility, and I’m pretty grateful for it.
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