Native Minds

SCOPE

  • Young adults, adults
  • EFL/ESL
  • Mobile platform

AIM

Build a mobile learning platform with the following features:

  • Technology to scale learning
  • Allow for student-centered and/or student-generated content
  • Immersive environment
  • Flexible, personalized learning
  • Allow for sustained engagement
  • Encourage fluency but also accuracy
  • Incorporates a safe, fun, and inspiring online community

Native Minds Slide

Week 3 homework

Q3- What does an ideal teacher do? How could just-in-time technology be used to do some of the same? How can we motivate more people to act as teachers for each other? 

Hmmm..well it’s hard to say what an ideal teacher should do because teaching and learning are so intertwined.  Also, as each learner is different with different needs, it’s hard to come up with generalized characteristics for what is a very personal experience and process for everyone. I guess based on my experiences, the characteristics of my best teachers have been those who have allowed me to develop personal relationships with them in some way. They had always made me feel that they had a vested interest in me and that they actually, truly cared about my successes, or failures.  They provided encouragement, and guidance, but were also honest.  Another characteristic was that they didn’t give me the answer, but they guided me appropriately by asking questions, listening, and generally creating an environment where I felt comfortable enough to express my doubts, concerns, and confusion without making me feel inferior.

So, I guess I would have to say that the ideal teacher would focus first on the relationship with the individual and then guide the learner through the learning process.  Obviously, people can still learn regardless of these qualities, but I feel that these qualities instill in the learner something deeper than knowledge acquisition, which allows them to then move forward more independently and with less guidance.  It also fuels those intangible qualities such as motivation and passion for something that many teachers wrestle with in their day to day interactions with students.

Because of the highly personal nature of this interaction, I’m fascinated by what form this could take in an online community and as the question above refers to, how it could be recreated in some form with just-in-time learning.  Perhaps that could in the form of the interface itself which, in its visual design, could create that environment of comfort and ease that might not be there necessarily in the physical presence of a person. It could also come in the language expressed on the site itself.  Language could be used that invite others to share, and the site or community gives feedback that leaves room for conversation and discussion rather than shutting it down. For example, I noticed that when a Scratch programmer shares something on the community, other users can show they like the creation by clicking on a heart.  The symbolic gesture of the heart, instead of thumbs up already takes on a different form in a user’s mind.  The relevance of this really hit home, when during a live feedback session with other students in my class, one of the students who really enjoyed my creation said, “Cool, I’m going to ‘love’ your program then” and proceeded to click on the heart. Just the word “love” versus “like” took on a completely different meaning, particularly when it was about something that I had just spent hours creating.

Finally, I think more people can be motivated to mentor by first setting up a solid foundation with a community-focused feel.  Again, I think the Scratch community does an excellent job of this by providing many options for people to communicate, connect, and learn whether they be external (such as discussion forums and Scratch cards) or even through the medium itself (where students are programming tutorials for other students using Scratch). Once that foundation is set, early adopters and those who have already shown an inclination to help others could be recognized and given opportunities to do more of that.  I also feel that the learning process would be deepened if these early adopters worked with those who had an actual need, so information learned would be remembered more readily, and thus could be later shared with others.

 

MLx..seeds of possibility

Environments

Hubway bike

Interpretation: A just in time environment for learning when you need it.

Weird flying babyChicken FeetElectric Trees

Interpretation:  An environment that stimulates, shocks, challenges, or inspires forces us to re-evaluate and reform what we think we already know.

www.brainpop.com

Intepretation: An environment with minimal, but essential, inputs that allows learners to self-discover concepts.

*This is an image from a game called Lure of the Labyrinth whose aim is to tacitly introduce learners to algebraic systems of equations and variable isolation by having learners figure out how to get food out from the vending machine.

Activities

Groupwork

Interpretation: Physically interacting with the learning material can be a very engaging learning experience.

Intepretation:  Actively reflecting and reconstructing what one has learned leads to more thoughtful and intentional learning.

Columns2Columns1Columns3

Interpretation: Making connections and seeing patterns in seemingly disparate information.

Interactions

dialogue

Interpretation: Spoken and/or written interaction, or dialogue, with others is critical for teaching and learning.

Interpretation: Peer to peer interaction + individual reflection (interaction with ourselves) = synthesis of diverse points of view and information and deeper learning.

Playing in the water

Interpretation: Our interaction with the environment engages all our senses which creates context and meaning for our learning.

Objects

www.pcadvisor.co.uk

Interpretation: Smart devices (phones, tablets, etc.) have been revolutionary for the learning process.  Their capabilities allow us not only to receive and transmit information, but also to interpret, collaborate, and create new knowledge conveniently, quickly, and personally. They also tap into our natural tendency to want to interact with the environment when we learn, whether it is through the tactile features of the phone itself or through the apps that extend that out into the real world.

Interpretation: Familiar and simple objects may be better for learning. People feel comfortable with something they can understand.  The simplicity of the object creates a kind of mental silence.  If there is too much noise, and too many options this can distract the learner from what is important and essential.

audiocamera

Interpretation: If the learning environment is online, then some kind of voice and video capture will be necessary to create a more personal experience for users.

Users

Creators/Designers/Builders + Engineers/Mathematicians/Scientists + Teachers/Learners

Interpretation: The Media Lab isn’t necessarily for everyone.  I think it might initially attract people who enjoy creating, designing, or building and have an interest or background in technical subjects.  However, that community could grow as people teach and learn from each other.

Adults/Children/Teens

Interpretation: Learning is a lifelong process.