Blog 1:
This past Sunday, I was able to attend my Vietnamese church and catch up on what activities they were planning. I found out that this year, we are combining our church with the Vietnamese church in New York - something we haven’t done in a while. I am also now participating in the children/youth Christmas choir and doing a teen skit. We are still in the process of deciding what the skit is and how we can best send the Christmas message to the audience
Blog 2:
I had a few ideas for the song we are singing, “Do You Hear What I hear?”. Since the age ranges from 5 to 18, I thought it would be a good idea to emphasize the different aspects our group brings. I suggested that the kids sing the first stanza, the teens sing the second, and we all sing the third together. Everyone agreed because it switches things up and adds texture to the song.
Dave’s Educational Blog
- Social constructivist and connectionist pedagogies, etc, are centered on the process of negotiation as a learning process
- There is an assumption in both theories that the learning process should happen organically
- In the rhizomatic view, knowledge can only be negotiated
- Horton and Freire (1990) argue, "If the act of knowing has historicity, then today’s knowledge about something is not necessarily the same tomorrow.
- Knowledge is changed to the extent that reality also moves and changes
- Information is the foundation of knowledge
- The rhizomatic viewpoint suggests that a distributed negotiation of knowledge can allow a community of people to legitimize the work they are doing among themselves and for each member of the group
- Knowledge can be judged by the old standards of “I can” and “I recognize”
- If a bit of info is recognized as useful to the community or proves itself able to do something, it can be counted as knowledge
- The community then has the power to create knowledge within a given context and leave the knowledge as a new node connected to the rest of the network
- Through involvement in multiple communities where new info is being assimilated and tested, educators can begin to apprehend the moving target that knowledge in the modern learning environment
Unwelcome Innovation:
- To better communicate the value and variety of people’s skills to employers so that its easier to connect with and improve job outcomes
- The conception, theory, and adoption of badge-based alternative credentialing initiatives starts back from 2011
- In 5 years, much has been written and even more time spent developing the theory and practice of alternative credentialing via badges
- The premise behind all of the badge and alternative credential projects is the same: that if only there were a new, unified way to quantify, describe and give evidence of student learning inside the classroom and out, employers would be able to value those skills and illuminate a path to job outcomes
- Badge adherents aim to address the “value” and portability of badges by attaching proof of skills to the badges themselves
- Same idea behind the e-portfolios
- Connecting students’ skills and ambitions to the pathways to a career is a big deal
(I double dipped by making 2 of my blogs of this week about the readings)