Connected Learning Archives - Page 2 of 5 - Connected Learning Research Network

Rethinking the ‘Race Between Education and Technology’ Thesis

December 4, 2013

This year my research team has been pouring over qualitative data that we collected over a year-and-half period from Freeway High School (previously referred to as Texas City High School in earlier posts), the site of our fieldwork in the study of ‘connected learning.’ Several themes related to young people’s adoption of digital media, the role of technology in schools, social inequality, and the future of learning have emerged from our fieldwork. For instance, we have thought a lot about the social d Read More...

Julian Sefton-Green

What Counts As Learning?

November 11, 2013

I have recently contributed to a new issue of the Bank Street occasional papers. The issue is called “The Other 17 Hours: Valuing Out of School Time” and explores recent attention to the meaning and nature of learning during the time not spent at school. My essay describes some of the research I am involved with as part of the Connected Learning Research Network and examines how learning is constructed and enacted in six different kinds of families in London. By showing that who defines learning in d Read More...

Ugochi Acholonu

Junaid Khan

Sports for the Mind: How do you bring Connected Learning into the Classroom?

November 4, 2013

Ugochi Acholonu is a postdoctoral scholar for the Connected Learning Research Network looking at ways that formal learning environments can be adapted to support Connected Learning. Junaidullah Khan is a teacher at ChicagoQuest (a public charter school) implementing curriculum to support connected learning in his classroom. In this post they combine their perspectives to think about the theoretical and practical aspects of changing formal institutions to facilitate connected learning. Connected Learn Read More...

Matt Rafalow

“Join Team Apple!”: Co-Creation and Openly Networked Design on Sackboy Planet

September 23, 2013

On Sackboy Planet, players take advantage of the level editor’s openly networked design to collaborate on projects together. Team projects provide opportunities for people with diverse design skill sets, including logic, design, art, and music, to experiment with creative production around a shared purpose. While players may use the level editor by themselves to design their own creations, Media Molecule, the creator of LittleBigPlanet 2, included a feature in the level editor that permits more than one p Read More...

Rachel Cody Pfister

Hogwarts at Ravelry and the Connected Learning Core Values

September 3, 2013

Figure 1. A crocheted mandrake, inspired by the Harry Potter movies. It’s been nearly two years since I began fieldwork with Hogwarts at Ravelry, and, as the fieldwork winds to a close, I’d like to take a moment to step back and reflect on how the core values of connected learning make up the foundation of the group and allow it to become a thriving learning and social environment. By looking at Hogwarts at Ravelry, we are able to see that the core values of connected learning - equity, fu Read More...

Ugochi Acholonu

Encouraging Connected Learning Means It’s Okay for Students to Opt-out

July 23, 2013

One of the purposes of developing Connected Learning environments is to support the development of the Connected Learner. The Connected Learner can, and seeks to, effectively knit together his or her social networks, academic inclinations, and individual interests to form learning communities that develop his or her expertise in a particular domain [1]. However, for individuals to become Connected Learners, they must first value this approach to learning.

Lauren Weinzimmer

Gender and Connected (After-School) Learning: Understanding “Can-Do” Girlhood (Part 2)

July 2, 2013

In my previous post on this topic, I introduced Michelle, a Freeway High School (FHS) student who now attends an elite private university on the east coast. In that piece, I utilized the framework of “can-do” and “at-risk” girlhood (posed by Anita Harris in Future Girl) to compare the pathways of two students I analyzed through their after-school engagement – the second case study is below.

Lauren Weinzimmer

Gender and Connected (After-School) Learning: Understanding “Can-Do” Girlhood (Part 1)

July 2, 2013

Yong Ming Kow

To Geekdom! What Can StarCraft II Tell Us About Attaining Geek-hood?

June 10, 2013

Not long after I first participated in the StarCraft community, I fell in love with it. I admire its members’ activism, congeniality, and camaraderie. The players built the community infrastructure including organizations, learning ethos, social networks, and other programs. The StarCraft II community reveals one possible model of how peer-supported and academically relevant learning may manifest in grassroots and openly-networked settings.

Julian Sefton-Green

‘Making’ and Education Reform: Learning to Ride the Wave

June 6, 2013

At this moment in time, on both sides of the Atlantic, digital making and the maker movement is enjoying its time in the sun. A combination of policy concerns, technological developments, learning theories, social opportunities and articulate enthusiasts have come together and, although the maker movement is a bit of a minority sport, it seems to have broken through into the mainstream. In the UK, for example, there is a terrific program of support offering a range of activities from maker-faires to hacking Read More...

Connected Learning

Rethinking the ‘Race Between Education and Technology’ Thesis

What Counts As Learning?

Sports for the Mind: How do you bring Connected Learning into the Classroom?

“Join Team Apple!”: Co-Creation and Openly Networked Design on Sackboy Planet

Hogwarts at Ravelry and the Connected Learning Core Values

Encouraging Connected Learning Means It’s Okay for Students to Opt-out

Gender and Connected (After-School) Learning: Understanding “Can-Do” Girlhood (Part 2)

Gender and Connected (After-School) Learning: Understanding “Can-Do” Girlhood (Part 1)

To Geekdom! What Can StarCraft II Tell Us About Attaining Geek-hood?

‘Making’ and Education Reform: Learning to Ride the Wave

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