Lessons from the Community: Multi-literacies and Technology-assisted pedagogy.

Lessons from the Lessons from the Community:Community:

Multi-literacies and Technology-assisted Multi-literacies and Technology-assisted pedagogypedagogy

La Clase Mágica

El Maga- A Mysterious Entity

• MMultilingual• IInvisiblenvisible• SSupportive• TTransitory• EElectronic• RResponsive• IImagined• OOpen-minded• SSensitive• AuthorityAuthority

The Cosmic Fly

Builds on fanciful envisioning

Mediates El Maga’s omniscience

Reinforces authority structure

QuickTime™ and aTIFF (Uncompressed) decompressorare needed to see this picture.

Outline of TalkOutline of Talk

1. La Clase Mágica at a Glance1. La Clase Mágica at a Glance Q.A. Q.A.15 minutes15 minutes 10-15 minutes 10-15 minutes

2. 2. A Deeper Look A Deeper Look Q.AQ.A

15 minutes15 minutes 10-15 minutes 10-15 minutes

3. Lessons Learned & guiding principles Q. A3. Lessons Learned & guiding principles Q. A15 minutes15 minutes 10-20 minutes 10-20 minutes

An After School An After School Educational Program Educational Program mediated mediated

by Magaby MagaCommunity Community

Computer Club Computer Club

Magical worldMagical world

5 after school 5 after school sitessites

Youth & adultsYouth & adults

UniversityUniversity

Undergraduate CourseUndergraduate Course

Practicum sitePracticum site

UCSD/Palomar CollegeUCSD/Palomar College

Students, researchers, Students, researchers, staffstaff

. . . socially structured ways in which society organizes the kinds of tasks that the growing child faces and the kinds of tools, both mental and physical, that the young child is provided to master those tasks.

(Vygotsky quoted in Luria, 1979)

Design philosophy

A designed experiment: A designed experiment: creating & studying learning creating & studying learning

environmentsenvironments

1. 1. Organize a particular set of arrangementsOrganize a particular set of arrangements

2. To achieve specific outcomes2. To achieve specific outcomes

3. Conduct research--everything is data3. Conduct research--everything is data

4. Tweak according to new knowledge4. Tweak according to new knowledge

Research Research InitiativeInitiative

Learning & developmentLearning & development

Development of Learning Development of Learning contextscontexts

Technology based pedagogyTechnology based pedagogy

•Change infrastructure

•Undergraduate education

A social action A social action projectproject

Narrows digital and Narrows digital and cognitive dividecognitive divide

Facilitates social Facilitates social integrationintegration

Converts community Converts community resources to capitalresources to capital

Section #2: A Deeper Section #2: A Deeper Look Look

1. The theoretical 1. The theoretical foundationfoundation

2.2.Goals Goals

3. A system of 3. A system of artifacts--(extended artifacts--(extended curriculum)curriculum)

Theory inscribed in interactions & materials posits the learner as:

Ready to learn

Willing & able

With intrinsic motivation

Multilingual and multicultural

The theory of play & education plus technology

make the context as:

A possible world

Dialogic

A space of flows

Non-hierarchical

The theory of culture in Vygotsky’s terms posits

content as:Electronic

adaptable

Emergent

Multilingual-multilingual-multi perspectival

Technology as a mindtool

used as knowledge construction tools that students learn with, not from. In this way, learners function as designers, and the computers function as Mindtools for interpreting and organizing their personal knowledge. (Cummins, 2007, p. X)

Mindtools (. . When they help learners. .) represent what they know, necessarily engage them in critical thinking about the content they are studying. (Jonassen quoted in Cummins, 2007, p. X)

3 Goals & the Kitchen Sink

1.Design optimal learning environments that enhance learners’ cognitive, social , and academic development

2. Provide quality and enlightened undergraduate education.

3. Facilitate social integration of under-served groups

Goal #1Goal #1

Theoretically grounded system of artifacts

Levels hierarchical relations

Mediate collaboration

Structure learning & development

Socializing mechanism

Assesses development

On the ground effects of artifacts

Link old knowledge to new knowledge

Encourages dialogic learning

Mediate collaboration among monolinguals

Promotes literacy and language development

Introduces social, academic & cognitive skills

The Magical Mazes: primary artifact

QuickTime™ and aTIFF (LZW) decompressor

are needed to see this picture.

New Maze

Theoretically inform taskcard format

Title Room in the Maze

Use community funds of knowledge to introduce the key concepts of the game or activity (play gets progressively more cognitively demanding)

Beginner levelOrientation to the game(Incorporate instructions)Accomplish 1st level task

Reflection and Writing practice 1. Chat online to

Maga, 2. HINTS BOX

to help others

Intermediate level

2nd level performance instructionsAccomplish 2nd level task

Reflection and Writing practice 1. Chat online to

Maga, 2. HINTS BOX

to help others

Advanced Level

3rd level performance instructionsAccomplish 3rd level task

Reflection and Writing practice 1. Chat online to

Maga, 2. HINTS BOX

to help others

Incorporating language & culture

HACIENDO CARAS/ MAKING FACES Room #6a

Stop making faces! “¡Te vas a quedar así!” es lo que tus papás te dicen cuando te enojas. Here is your opportunity to make many carotas!! In this game you are going to practice making faces y aprenderas a usar diferentes formas y tamaños: eyes, ears, nose, mouth, hair, body, extras.

PRINCIPIANTEUse the Facemaker Practice sheet y practica con las instrucciones to get familiar con las formas que usaras en el juego.

Ahora programa tu cara para que hagas at least two faces o gestos que te gusten. (Hint: Choice TWO)

Write a letter, y en la carta has un dibujo. Put the letter in the HINTS BOX; Cuéntales a tus amigos las caras que hiciste.

INTERMEDIOTermina el nivel Principuante. Once you are done with the beginner level, play a game (Hint: Choice 3)Continua Jugando el juego hasta que completes 5 adivinanzas, that is 5 guesses in a row. Practice again.Para finalizar, escribe una carta que tenga one strategy que hayas usado para obtener puntos. Write in your letter algún secreto that helped you remember lo que tu cara hacia mientras que jugabas el juego.Cuando termines tu carta, put it in the HINTS BOX.

AVANZADO

Juega con uno de los GAMES using instructions para el nivel “Intermedio”.

Ahora has un challenge game, un juego elaborado and ask al asistente del Maga para que lo haga.

Por ultimo, escríbele al Maga and tell El Maga cuál fue el juego más difícil de recordar, that the Maga’s assistant had a hard time remember-ing.

(under-development)

Section #3: Lessons Learned & Guiding

Principles

What have we learned over the last 20 years??

What guiding Principles are discernable?

Why is it important?

Lessons in Language & Literacy

Bilingualism/biliteracy bears fruit

Community vernacular preferable over standard variety

L1 acts as building blocks to new knowledge

The use of L1 & L2 enhances the Acquisition of L2 & Maintenance of L1

The use of L1 & L2 bridges between monolingual speakers

Accumulates capital for future use in a world where bilingualism is privileged

Lessons on Technology-assisted Pedagogy

Makes possible constructed culture (especially Maga & Mosca)

Supports change infrastructure--the linking of key developmental spaces

Facilitates construction, generation, dissemination of knowledge

Facilitates representation of self as thinker

Challenges foundational pedagogical constructs--(what, how and when language and literacy are taught, what is legitimate knowledge, who holds it and how is it communicated

Guiding PrinciplesGuiding Principles

The target of instruction is future development, what a child can do unassisted

tomorrow

Technology is a mindtool for constructing knowledge and representing self & the

world

Multiple knowledge sources facilitates understanding and participation across borders

Dynamic dialogic learning environments foster critical thinkers and engaged learners

A technology-assisted pedagogy transfers power to know to learners

Linking important contexts for human development creates a change infrastructure

Why is this important?

Participants become active, engaged students

Able to take advantage of formal instruction & other opportunities

Are socialized to mainstream culture & more

Have acquired many of the skills privileged in a globalized world

The Question?

What is transferable to school?

The Answer:

What is transferable is the principles according the contexts

Olga A. VásquezUCSD Department of Communication

[email protected]

http://communication.ucsd.edu/PeoplePages/OlgaVasquez.html