Quote: "When we build, we do more than create content. Thanks to new technologies, we also create context by building within a particular environment, often providing links or creating connections and juxtapositions to give meaning to the content. Learning now, therefore, goes far beyond a simple transfer of information and becomes inextricably bound wit? the context that is being created." I think this quote is exemplar of this chapter as it explains the importance of context in the learning process.
Question: Should the 3 dimensions of learning be used mainly through technology moving forward or also in non-technological realms like construction projects, posters, etc.
Connection: In EDSS530 there has been a lot of attention paid to where you put information. Instead of just submitting our assignments, we are posting our ideas and thoughts on our blogs, twitter, google+, and other places.
Epiphany/Aha: An epiphany I had for this chapter is how important it is to know where to share information in addition to where to find it. If you do not locate a good place to store information it does not necessarily do much good, especially in a world of vast amounts of information.
Quote: "Geeking out asks the question: How can I utilize the available resources, both social and technological, for deep exploration?" I chose the quote, which is in the form of a question because of a few keywords I find important. These words include: "social" "technological" "resources" and "utilize" "exploration". All of these keywords are discussed at some point during this book, and all play an important role in developing a new culture of learning.
Question: How can we ensure adequate access to technology so all students can participate in the stages of learning that is described in this text? How can resources be shared?
Connection: I feel like throughout EDSS540 we have been pushed to interact with a wide range of technology, and share with others our progress. We have used the resources available and done a lot of exploring. I had never used diigo, for example, but spent time learning about it for my 20% project.
Epiphany/Aha: Much of the ideas in this book rely on students having access to technology. In cases where students do not have access, many of the concepts in this book become difficult to fully implement. I then think of the question I posted above, of how can we promote equal access to technology?
Quote: "New research shows, however, that games can in fact aid and enhance learning. We go even further: In our view, mmos are almost perfect illustrations of a new learning environment." I chose this quote because I think games are a good analogy to the new culture of learning, and are so popular with students already. I think the students desire to be engaged would be very high when utilizing games as a tool.
Question: What about students that do not particularly like computer games? What types of analogous learning opportunities would be available to them?
Connection: One of the connections I see in this chapter to EDSS530 is the element of competition involved in achieving badge statuses. For many, this is a motivation to learn new things in order to get the newest badge first, or to finish all of the tasks in order to complete the "game". Not only does this harness competition but the element of fun and play. I remember people attempting to score baskets at the front of the room during class as well.
Epiphany/Aha: An aha moment I had in this chapter was seeing how students are already engaged in the type of learning this book advocates for, in other contexts outside of school, such as computer games.