LSL Interactive Sharing Session: Participatory Learning Culture

LSL Interactive Sharing Session: Participatory Learning Culture

Date & Time

18 November 2010, 00:00

Venue

NIE7-01-TR63A

Department

Learning Sciences Lab (LSL)
Office of Education Research (OER)

Category

Talk

Events Details

Overview

Join research teams from the Learning Sciences Lab at NIE
for an interactive sharing session on the idea of participatory learning
culture. Four projects will each prepare a brief overview that explains how
their work conceptually frames participatory culture, how their empirical
findings and/or works-in-progress illuminate challenges, opportunities, and
possibilities for synergizing the central thrust of schooling, and how these
insights contribute to the broader efforts of Learning Sciences Lab to build
bridges between learning in and out of schools. Following the project
overviews, we invite you to talk to the project teams, peruse our posters,
inspect illustative artifacts, explore our media tools, and meet like-minded
thinkers and prospective collaborators.

What is Participatory Culture?

Participatory cultures involve individual and collective
performances typically driven by curiosity brought by learners or
triggered by a learning environment; in either case, they revolve
around a need to know. Participatory cultures involve individuals in
a process that provides occasions to share and to reflect and
opportunities for feedback and evaluation. They also create pathways
for individuals to interact with a networked public, locally and globally.

 

Each project enlists design-based research to explore
various questions, such as the ones below.

How does the learning environment:

1.  Encourage collaboration, critical feedback, and peer sharing?
2.  Enable sharing of data, information, or knowledge?
3.  Invite participants to engage and interact in support of learning?
4.  Provide low barriers to production, distribution, and support?
5.  Create/use existing platforms for distribution, feedback?
6.  Support understanding in a discipline?
7.  Trigger continued engagement across different media and/or contexts?
8.  Engage youth in creating a learning experience for others?
9.  Envision the role of mentors, facilitators, and other practitioners?
10.Explore traditional constraints and affordances of authority and expertise?
11.Advance dispositions towards disciplines and towards technology?
12.Reconsider the design of formative and summative assessment?

Featured Projects

Generating Activities in Singapore (GenSing)

Sarah Davis

Technology-supported collaborative learning joined with
generative activity design and the technological affordance of anonymity have
the potential to restructure the social space of the mathematics classroom by
creating activities that thrive on the variety of answers students create and
by using those activities within an environment that allows focus to be placed
on ideas instead of identities, thereby allowing the possibility of powerful
mathematical discourses and the development of students’ critical thinking
skills.

Interdisciplinary Participation in Astronomy Concept Formation

Mi Song Kim

A little-understood feature of teaching and learning
science, in particular astronomy, is for school teachers to make connection
with concrete everyday experiences leading to students’ meaning-making
processes. Hence, we aim to explore interactive and participatory informal
learning environments in which concrete and everyday experiences are integrated
with learners’ scientific concept formation. In this presentation, we will
share a pilot study of design informal, inquiry-based astronomy education in
order to understand the concept of the solar system working with school
astronomy club students at a local junior college. In this pilot study, working
with a club teacher as a discipline expert, diverse ways of motivating students
to experience and understand astronomical concepts have been emerged
This calls for a new conceptualization of learning as participating in practice 
inspired by research on embodied cognition addressing bodily active engagement.

Students’ Personal and Social Meaning Making in Mobile-assisted Chinese Idiom Learning

Wong Lung Hsiang

We present “Move, Idioms!’, a mobile-assisted language
learning (MALL) environment that emphasizes learner created content and
contextualised meaning making. In learning Chinese idioms, students proactively
used smartphones to capture photos of the real-life contexts pertaining to the
idioms, and to construct sentences with them. Subsequently, in-class or online
sharing and discussions on the contexts took place, which would enhance the
students' understanding of the proper usage of the idioms. The learning design
is grounded in seamless learning that encompasses in-class formal learning and
out-of-class informal settings, physical world and cyberspace, and personal and
social learning spaces. We foresee such a personalized-to-social learning activity
process to be applied to the learning of other school subjects, such as science
and social studies.

Visual Participatory Culture

Steve Zuiker

Only very recently approved by OER, my project is an
interdisciplinary collaboration with two NTU reseearch centres: gameLAB and the
Singapore Internet Research Centre. In general, Visual Participatory Culture
(VPC) aims to catalyse a learning community for the visual arts in order to
advance new possibilities for learning and teaching both in and out Singapore
schools. Tapping interest in Anime and Manga among Singapore youth, we will
invite users to bring their imagined worlds to animated life through an
interest-driven, peer-based collaborative studio that enlists and extends
disciplinary discourses, practices and techniques of the visual arts. Such a
studio will enable us to advance a series of design studies in partnership with
art educators in primary and secondary schools that iteratively build a media
ecology organized around open, lateral, peer-to-peer interaction. We will
explore how digital media support learning and, in particular, how such media
give rise to participatory cultures. In this way, our work informs schooling
strategies that synergize formal and informal learning.