Class Blogging Week 2: 1
Well, I am sitting in a gymnasium at Benilde St Margaret's at the State First Lego League Tournamnet and I am thrilled to find that the journalism department is running an insecure wireless network. Yeah! I can spend the day online, doing work, as well as cheering for the teams from Seward Montessori!!
The tournament is great! They have four competition tables setup with four big screen projections so that the audience can see what is happening. They're playing LOUD upbeat music during the 2.5 minute rounds when the kids are frantically working with their robots to successfully get them to perform the tournie tasks. It's great!
So, what about class?
Like Positive Pete said in his blog, Lonnie's suggestion that the end users should be consulted was the best suggestion of the night: it would be a way for Pedro and Jennie to focus on something other than their own experiences. If they established some focus groups they would have an opportunity to figure out some effective strategies through interviews. Also, I think asking some focus groups to look at some rapid prototyping examples of possible online pieces - including those with hot cognitions - would be a good approach: maybe getting themselves out of themselves for awhile.
Given how clear this idea seems to be I am surprised and dismayed at myself that it didn't occur to me before - I just started in on the first question regarding whether or not Pedro's concerns were valid and got into the whole conflictual piece.
I would be interested in Aaron giving his perspective on this point -
I found the case study frustrating in that we did not know why the FACE to FACE workshops were so successful. And this made any real discussion about putting the curriculum/workshop online even more difficult. In a sense, the success of the FACE to FACE workshops becomes beside the point in terms of thinking about design as it was unclear as to what inputs led to what outcomes that were to be duplicated.
And Professor Essex was really a twit about saying that if his measurements were good enough for NIH then they should be good enough for J - not good.
I also liked Esther's question regarding where the ID discourse fits into the history of education. As discussed in the RWD text, the ID language has its roots not in "education" but rather in military/corporate practice contexts. This past also explains much of the tensions between Learning Science types and straight ID types. As someone with a strong history background, this sort of disciplinary history was helpful.
They're now playing Joan Jett - good stuff! "Yeah me . . . singing . . ."
Well, I am going to pack up and go listen to my kid and his team do their presentation - they chose to do it on whaling. The Lego theme this year was Ocean Odyssey. I saw another group of kids who did a little history on how runoff from lawns in Minneapolis contribute to the "dead zone" at the mouth of the Mississippi in the Gulf. The whaling stuff is interesting, especially with all of the recent stories about whales, but I am old enough to be a little dismayed over how ineffectual efforts like Save the Whales and Free Willy have been in getting people to change their environmental habits. It's sad to think of all the SUVs being driven to this state tournament to talk about how our oceans are in danger -