Intro: Welcome to the #lifelongKDG chat. Tonight we are chatting about Chapter 4: Peers. Introduce yourself by name, location, role, and share what collaboration looks like in your class or workplace.
Intro: Welcome to the #lifelongKDG chat. Tonight we are chatting about Chapter 4: Peers. Introduce yourself by name, location, role, and share what collaboration looks like in your class or workplace. #lifelongKDG
Steve from NJ. I teach game design and development. In my learning environment collaboration mostly happens organically. Kids always have option to work in teams and with tools like #minecraftedu the roles are often self selected. #lifelongKDG
Matt, Assistant Professor at @UNC_Colorado To me collaboration is working towards a common goal, like a good game of the board game Pandemic! #lifelongKDG
Hi - N from 🇨🇦, #edtech creator, cofounder, enthusiast. Collboration for me involves a lot of timezone math, google hangouts, and slack as the group I work with live in 3+ timezones (Canada is a wide country). #lifelongkdg
Q1: Mitch Resnick talks about how a classroom is set up can influence how students think, collaborate, and interact. How is your classroom set up to support these different modalities of learning? #lifelongKDG
Q1: Mitch Resnick talks about how a classroom is set up can influence how students think, collaborate, and interact. How is your classroom set up to support these different modalities of learning? #lifelongKDG
A1: My learning space is set up like a startup or game design studio - lots of resources available for students and flexible seating. It’s really an awesome space #lifelongKDG
Hello Everyone, Tom from San Francisco. K-8 STEM teacher that promotes Project Based Learning and runs an after-school makerspace program (based on Lego Mindstorm) #lifelongKDG
It's sort of interesting you mention startup space, as I've been thinking about those I've been in and some of the suggestions in the book. And they don't always line up well. I find so many places still end up feeling separated (just with invisible walls) #lifelongKDG
A1 A good teacher is a learning designer, and can design w/in the constraints of the classroom, and bell schedule. When I was in K12 I got rid of my teacher desk. #gamechanger#lifelongKDG
A1) I designed our Makerspace to have plenty of options. You can tinker alone, gather around a Lego table, or move the bean bags and stools to work with peers. I love how the kids take over when they come in! #LifelongKDG
I always think there's a tough balance to be had between making places feel collaborative and collective (large shared desk space) and letting people feel like they have ownership/control over something (*my* desk). Competing values and all... #lifelongKDG
A1) I designed our Makerspace to have plenty of options. You can tinker alone, gather around a Lego table, or move the bean bags and stools to work with peers. I love how the kids take over when they come in! #LifelongKDG
Q2: @mres mentions samba schools as inspiration for designing spaces where people unite around shared interests or complementary expertise. How can you support students with complementary skills and interests to work together in your classroom? #lifelongKDG
Q2: @mres mentions samba schools as inspiration for designing spaces where people unite around shared interests or complementary expertise. How can you support students with complementary skills and interests to work together in your classroom? #lifelongKDG
A2: My approach is quest / choice based. When developing games, students form design teams. Students can choose their role within the group (narrative, level design, coding, graphic design / animation, sound engineering, etc). #lifelongKDG
A2 Teachers can amplify student choice with quests, like on @classcraftgame that speak to kids' affinity spaces and interest powered learning #lifelongKDG
A2 - I found the word "peers" really restrictive in this chapter, as it seemed to be using only age (children vs adults). And I find schools suffer from the same (grade 2 vs grade 3). If we want to look at samba schools, we need to remove age as separator #lifelongKDG
Q2: @mres mentions samba schools as inspiration for designing spaces where people unite around shared interests or complementary expertise. How can you support students with complementary skills and interests to work together in your classroom? #lifelongKDG
A2) For Ss to feel comfortable being true to their interests and passions, they have to feel safe and supported. Ts need to build relationships with Ss to truly create a "culture of caring." #LifelongKDG
A2 Choice based quests works at the university level too: My teacher ed students learn via genius hour with @classcraftgame quests and have created some amazing exemplar work. Of course we use Lifelong Kindergarten as the adopted textbook! :) @mres#lifelongKDG
And to tie this more to the question - often these complementary interests and groups are easier to define when we allow for a larger mix of "peers" to be created, and thus more differentiation between interests and skill levels. #lifelongKDG
Q3: Let’s talk about remixing versus “copying” or plagiarism. How do you get students to understand the difference and value of sharing, modding and openness? #lifelongKDG
Q3: Let’s talk about remixing versus “copying” or plagiarism. How do you get students to understand the difference and value of sharing, modding and openness? #lifelongKDG
A3: whenever I have students learn (copy) from others the next step is to mod (remix) it to demonstrate understanding and make it their own. After that they typically design something from scratch (no pun intended) #lifelongKDG
A3 Also great convos to be had with students about laws around parody, satire, what its original, derivative, new art, big media conglomerates (sorry Disney!), @creativecommons@lessig#lifelongKDG
A3 - Like many teaching moments - modeling is big. Give up something of your own for others to remix to start it off. Lots of what people do/participate in falls under this, even if they don't realize it (fanfiction, public domain images...) #lifelongKDG)
Q3: Let’s talk about remixing versus “copying” or plagiarism. How do you get students to understand the difference and value of sharing, modding and openness? #lifelongKDG
A3) This can be challenging, even for adults. When collaborating, it important to understand your role as a team member. We can be proud of our contributions, but also need to be a source of inspiration, feedback, and advice to our peers #LifelongKDG
Remixing is also a great way to get over the "ahh, a blank page" syndrome. Since you start with *something*, instead of nothing. A few iterations later, what you produce looks nothing like the original. #lifelongKDG.
Totally agree! This semester many students are writing fanfic using interactive fiction tools like @twinethreads remixing in images and embedding gifs. #lifelongKDG
Nice! Way back, with one of my best friends in HS, we started by collaborating on fanfic, before we moved to original stories. The ff community reminds me (to a degree) of the scratch community (although a bit more protective of their work). #lifelongKDG
A4: I establish at the beginning of the year the importance of working as a team. Most project done in my classes will involve peer collaboration in some way, as learning is not just a 1 to 1 experience. All grades in my classes take collaboration into account #lifelongKDG
A4: culture is set when expectations are clear and respect is modeled. The choice environment also creates a culture of sharing as kids help one another as they become experts in an area. #lifelongKDG
A4 - I find honesty becomes really important w/caring. You can be as positive as you want about someones work, but it won't feel honest/real if it's always glowing. Honesty and caring means being able to voice criticisms (constructively) and learning to accept them. #lifelongKDG
A4) You have to cultivate citizenship. Let Ss help establish the rules and norms. Everyone needs to support, encourage and reinforce the community values. #LifelongKDG
A4: when we leverage how kids learn in informal learning environments (youtube, on demand tutorials, etc) we can then also encourage students to give back to that learning communiTy by creating tutorials.
#lifelongKDG
A4 - Have you ever used "fish to fry"? A technique I learned from @OutwardBoundCan Each evening, people get a chance to bring up "fish" and you has them out then (instead of letting them rot) 🐟 😜 #lifelongkdg
Q5: Which kind of mentor/teacher role (catalyst, consultant, connector, collaborator) best describes how you see yourself in the classroom and why? #lifelongKDG
Q5: Which kind of mentor/teacher role (catalyst, consultant, connector, collaborator) best describes how you see yourself in the classroom and why? #lifelongKDG
A5 - looking back, the Ts that had the most impact for me, were probably catalysts - they encouraged me to continue on my own path, and were usually the ones who created opportunities outside of "regular" work (like offering to create an indep study). #lifelongKDG
Q5: Which kind of mentor/teacher role (catalyst, consultant, connector, collaborator) best describes how you see yourself in the classroom and why? #lifelongKDG
A5) I have a passion for teaching and learning that cannot be contained. I'm a catalyst, always looking to inspire exploration and reflection. #LifelongKDG
A5: Connector. I provide the environment, puzzles and hint toward goals we will get to but the journey is for the students. (I'll step in when students are way off target). My main goal is reminding students that being right the 1st is not the same as discovery. #lifelongKDG
Agreed. But, I almost think peers isn't the right word... maybe community is better, b/c it's more inclusive of people where there are as many differences as similarities between them. And I think you get more learning ops from community than a peer group. #lifelongKDG
Q6: “We need to provide children with appropriate mentorship and guidance - and help them learn, over time?” How can we find people and organizations that can provide the support and expertise they need? How can we create an environment that is conducive to this? #lifelongKDG
Q6: “We need to provide children with appropriate mentorship and guidance - and help them learn, over time?” How can we find people and organizations that can provide the support and expertise they need? How can we create an environment that is conducive to this? #lifelongKDG
A6: I LOVE bringing industry professionals to my class in person, via @skype, etc. game designers, VR content producers, youtubers, etc. - so authentic to learn from people in the field! #lifelongKDG
A6 @DWShaffer explained to me in https://t.co/4espEshaB4 how mini-mentorships is awesome, but difficult to scale (so many students and only so many teachers connected with so many professionals). He shared his https://t.co/m67BXxAMiq research and VIA platform too! #lifelongkdg
Hmm .... Is it? Often there are students who don't feel like they're part of the community. Communities often are based on similarities and highlight differences #lifelongKDG
A6 - Community!!!! But, even more so, make sure invites and environment welcomes people who are not parents. I find many environments for kids make those without kids feel excluded/unwelcomed/"wrong" for wanting to help. They can be mentors too. #lifelongKDG
Q6: “We need to provide children with appropriate mentorship and guidance - and help them learn, over time?” How can we find people and organizations that can provide the support and expertise they need? How can we create an environment that is conducive to this? #lifelongKDG
A6) You have to get out of your comfort zone and find the resources. Look for networking opportunities in your area. Talk to neighboring districts. Being close to Pittsburgh, we're fortunate to be a part of the @remakelearning network. #LifelongKDG
Not all communities are the same. But, I guess, not all peer groups either. I don't think of communities as being based on similarities outside of usually geographic location (although online communities change that). Maybe need to invent term "Passion groups"? #lifelongKDG
Term has been invented by @PaulGeeJames: Affinity spaces. More in the foreword he contributed to my book, and of course in his extensive research! #lifelongKDG
In reply to
@MusingsOnEdTech, @mrterborg, @PaulGeeJames
Outro: Thanks for joining us for the #lifelongKDG book study chat. Please reintroduce yourself with name, location, role, and what's another book you would recommend for a future twitter book study chat?
Steve from NJ here. I teach video game design and development. Currently on our 8th grade trip to DC. Would love to do a book study for #readyplayerone, GBL in Action by @matthewfarber or mindstorms by Papert #lifelongKDG
