Module 5 Prompt
What do you feel was the most impactful learning experience for you in this course? The most impactful learning experience was challenging myself to try experimental ideas that I hadn’t tried before. For example, the Change Maker project allowed me to do more than theorize about the bookmark I created; instead, I had to actually create and […]
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What is this artist saying about our society? Do you agree with the message? The artist is saying that technology, particularly cell phones, allow us to record and post our good deeds, which usually feature marginalized people. The camera angle even indicates that the person recording is higher than the person on the ground and […]
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What possibilities do you see with the maker movement in your own practice? Additionally, what challenges might you most expect? I tried something a few years ago called Genius Hour which allowed students the choice to research and explore something they chose. Overall, it went well, but I think if I retried it with more […]
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Based upon your understanding and interpretation of Chapter 5 of The Children’s Machine, how do you believe Papert would define/explain how learning occurs? Do you agree with his ideas and argument? Papert defines how learning is by identifying how learning has changed and how our understanding of learning has shifted. In his opening, he describes […]
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If you were to start a school from scratch, what would it look like? When responding to this consider Papert and discuss how he guided your ideas or how they are different/similar? I’ve often daydreamed about starting my own school. It typically happens when I am reflecting on change, autonomy, the system, etc. In 2016, I […]
Read MorePhilosophy of Learning
“My goal in relation to Schoolers—or to anyone who thinks that any form of learning is the right and natural form of learning—is to stir the imagination to invent alternatives. Piaget said that to understand is to invent. He was thinking of children. But the principle applies to all of us” (Papert, 1993, p. 34). […]
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