Opportunities to Learn in Practice and Identity

Greeno, James G.; Gresalfi, Melissa

doi:10.1017/cbo9780511802157.009

Cited by 94 publications

(102 citation statements)

References 25 publications

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“…Since then, notable works such as the New Literacy Studies (Gee, 1991(Gee, , 2008Street, 2003), Multimodal Literacy (Jewitt & Kress, 2003), Social Literacies (Street, 2014), and Multiliteracies (New London Group, 1996;Cope & Kalantzis, 2015) have been influential in redirecting views of literacy towards a plural ensemble of "literacies" -or literate behaviours that are "increasingly multiple, multimodal and mediated through new technology" (Burnett, Davies, Merchant, & Rowsell, 2014, p. 1). These theorizations of new literacies share a central commitment to the importance of developing in learners both the ability and disposition to critically frame, evaluate, understand, make-meaning, and use multiple forms of text in socially generative and productive ways across diverse communicative and learning contexts.…”

Section: La and 21c Literaciesmentioning

confidence: 99%

“…For many, knowing "where they stand in class," if they are "below the average" or "at the edge of the network" made them more "determined… to increase [their] level of participation," to "work harder," "be more active," and "improve" their learning behaviours online. Further, students often alluded to the inherent "fun" and "interesting" nature of the visualizations as stimulating a form of game-like learning (Gee, 2008) through "healthy peer pressure" and informal "competition" that drives them to engage with learning in more substantive ways: "the spider web would like, for me, it looks like a mini game, so that it's a race to get to the center and to get as big as you can" (St12, 3R7). Higher-performing students in the classes even called for a more formalized "ranking system" or "hall of fame," asserting that this "leads to advancement and constant usage of WiREAD" (St25, 3R7).…”

Section: Motivational Value Of Peer-referenced Visualizations: Healthmentioning

confidence: 99%

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Learner Dashboards a Double-Edged Sword? Students’ Sense-Making of a Collaborative Critical Reading and Learning Analytics Environment for Fostering 21st Century Literacies

et al. 2017

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strategies and outcomes. However, use cases and empirical understandings of student experience, especially in the K-12 schooling sector and in Asian education contexts, remain relatively scarce in the field. Our paper addresses this knowledge gap in two ways. First, we present a first iteration design of a computer-supported collaborative critical reading and LA environment, WiREAD, and its 16-week implementation in a Singapore high school. Second, we foreground students' evaluative accounts of the benefits and drawbacks associated with WiREAD's LA dashboard, which pointed to a number of potentialities and perils. Positives included 1) fostering greater self-awareness, reflective, and self-regulatory learning dispositions, 2) enhancing learning motivation and engagement, and 3) nurturing connective literacy among students. The motivational value of peer-referenced LA dashboard visualizations for stimulating healthy competition and game-like learning was identified alongside the perils of these serving to demoralize, pressurize, and trigger complacency in learners. This paper aims to shed light on the pedagogical complexities of designing LA that considers learners as a critical stakeholder group.

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Section: La and 21c Literaciesmentioning

confidence: 99%

Section: Motivational Value Of Peer-referenced Visualizations: Healthmentioning

confidence: 99%

Learner Dashboards a Double-Edged Sword? Students’ Sense-Making of a Collaborative Critical Reading and Learning Analytics Environment for Fostering 21st Century Literacies

et al. 2017

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“…A situative perspective serves as a useful analytical lens to study PST learning for several reasons: First, considering learning as a trajectory of participation encourages a focus on learning as a process occurring over time, which reveals both consistencies and changes in the direction of the trajectory (Greeno & Gresalfi, 2008). For example, a PST, who repeatedly designs and uses some hands-on activities to deliver canonical science ideas at the beginning of the program, comes to design intellectually challenging tasks that prompt students to engage in scientific sense-making at the later stage of the program.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Preservice Teachers’ Learning to Plan Intellectually Challenging Tasks

Kang

2016

Journal of Teacher Education

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This study explores how and under which conditions preservice secondary science teachers (PSTs) engage in effective planning practices that incorporate intellectually challenging tasks into lessons. Drawing upon a situative perspective on learning, eight PSTs' trajectories of participation in communities of practice are examined with a focus on planning throughout student teaching. Data include 32 sets of teaching artifacts, interviews with PSTs, interviews with methods course instructors, and interviews with mentor teachers. The analyses show that instructional tasks observed at the beginning of lessons link to the ways in which PSTs engage in the three interrelated processes of (a) framing instructional goals, (b) constructing a lesson scenario, and (c) addressing problems of practice. The consistencies and changes observed in the PSTs' trajectories of planning reveal the dynamic, responsive, and contentious nature of planning situated in local contexts. Three implications for designing productive learning opportunities for PSTs are discussed.

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“…Theoretically, we embrace the doubts of situativity theorists (e.g., Greeno & Gresalfi, 2008) about the validity of scores from any individual assessment of knowledge. But we choose to pragmatically sequester that concern, because we also agree that policy makers and program evaluators need measures that are aligned to common standards (and largely independent of particular curricular approaches) in order to provide valid evidence for documenting the impact of policies, tracking long-term improvement, conducting studies that generalize beyond the sample, etc.…”

Section: Evidential Validitymentioning

confidence: 99%

Participatory Assessment of 21st Century Proficiencies

Hickey

Honeyford

Clinton

et al. 2010

Innovative Assessment for the 21st Century

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The explosion of new social network technologies has highlighted the awkward relationship between new "Twenty-first century" media practices and existing educational systems. Traditional content standards, achievement tests, and accountability pressures threaten nascent efforts to foster equitable, transparent, and credible participation in these practices. The current push to design external tests and standards to assess these new practices may actually exacerbate this problem, due to the fundamentally social nature of these proficiencies. Large-scale standardization and testing of aggregated achievement of these proficiencies should be done cautiously and in isolation from classroom-based efforts to foster worthwhile participation. Likewise, within classrooms, more interpretive efforts are first needed to define social contexts that foster worthwhile social participation in these practices before individual proficiency is assessed. To foster both participation and proficiency while also meeting existing and future accountability goals, a design-based participatory assessment framework with multiple levels of increasingly formal outcomes is introduced.Keywords Formative assessment · Social media · Twenty-first century skills New media technologies are resulting in new communities based on new forms of communication, learning, and self-expression Shirky, 2008). Many of these communities are organized around creative expressions, including traditional expressions (e.g., AllPoetry) and newly popularized forms of traditional expressions (e.g., fan fiction at FictionAlley and music remixes at ccMixter). 1 These communities exemplify "affinity spaces" (Gee, 2004) that feature low barriers to entry, support for creating and sharing, informal mentoring of newcomers, and a strong sense of social connection. Media scholar Henry Jenkins and his colleagues D.T. Hickey (B) Learning Sciences Program, Indiana University, Bloomington, IN, USA e-mail: dthickey@indiana.edu 1 For convenience and space considerations, references will be omitted throughout for resources that can be readily identified and located via popular search engines.

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Opportunities to Learn in Practice and Identity

Cited by 94 publications

References 25 publications

Learner Dashboards a Double-Edged Sword? Students’ Sense-Making of a Collaborative Critical Reading and Learning Analytics Environment for Fostering 21st Century Literacies

Learner Dashboards a Double-Edged Sword? Students’ Sense-Making of a Collaborative Critical Reading and Learning Analytics Environment for Fostering 21st Century Literacies

Preservice Teachers’ Learning to Plan Intellectually Challenging Tasks

Participatory Assessment of 21st Century Proficiencies

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