yesterday and today I have spent time (and lots of it) researching, i have caught up on blogs, lastest news i.e. art, e-learning etc...which as always leads to one thing or another if the focus is not there (that is if im not too sure what i am researching and just hoping that some sort of 'ha ha' moment will occur) you can spend an awful lot of wasted time, going off in tangents and ending up nowhere! which I do often and is something i tell students not to do. anyway this is what I spent time looking at..going off on lots of different strands, but interesting ones all the same..
Bradford W. Mott et al. argue, in "Towards Narrative-Centered Learning Environments", that, by enabling learners to be co-constructors of narratives, narrative-centred learning environments can promote the deep, connection-building meaning-making activities that define constructivist learning. They do so by providing engaging worlds in which learners are involved in story-centred problem-solving activities.
One of the central tenets of constructivism, Mott et al. remind us, is that "learners should be engaged in active exploration and develop an understanding of a domain through challenging and enjoyable problem-solving activities." By exploiting the familiar structures of story and the practices of story-telling, narrative-centred learning environments enable this active engagement explicitly.
The significance of narratives is two-fold. First, by means of narrative experience learners are transported to other worlds in a manner that is compelling and real-seeming. Second, learners perform the narrative: they are active in drawing inferences and experiencing emotions, again in a real-seeming way. As such, according to Mott et al., narrative is an effective tool for exploring the structures and processes of meaning making.
They cite Bruner (1990), who defines narrative as "[a] unique sequence of events, mental states, happenings involving human beings as characters or actors". The meaning of these constituents of narrative "is given by their place in the overall configuration of the sequence as a whole - its plot or fabula."
The second shift is to move from the use of the phrase "meaning making" to that of "sense-making", in which insights from ethnomethodology, symbolic interactionism and Goffman's presentation of the self are incorporated.
In this way, narrative is taken as an aid to sense-making, by means of which the world and other people are made intelligible to oneself; and by means of which self-and-other make the world mutually intelligible for one another. This engenders a cycle of embodied interaction whereby worlds are brought into being and into play. Such worlds exhibit regimes of sense and order, which are performatively maintained and sustained, materially, in terms of the environment, and behaviourally, in terms of the body.
In short, the vocabulary of "meaning making" is shifted onto that of "sense-making" and "order-making", along with a vocabulary employing such notions as intelligibility, mutual intelligibility and world making, under a performative (constructivist, non-foundational) ontology and epistemology. The goal of this shift of vocabulary is to develop a clear understanding of what a performative approach to constructivist learning implies.
John Seely Brown http://www.youtube.com/watch?v=9u-MczVpkUA&feature=player_detailpage discusses 'tinkering as a mode of knowledge' heres what I remember from 'you tube' link. Create knowledge by experimentation..look at ways of fostering imagination...create, reflect and share based on a culture that usues peer learning! (Peer based learning communities). new types of learning environments where the teacher is seen more as the mentor, orchastrator etc. He mentions 'Tinkering' does the thing I have built work? and concrete things...ground truths ie why? 'Authority' is it as good as I think it should be? this is all about tinkering with ideas around us and being open to critism, ask good questions, find things we dont know..he uses as a metaphor 'architectural studio' to describe all working progress made public...
Isobel knowles You were in my dreams..
I though this was interesting concept by Isobel knowles... The germ of the idea for 'You Were In My Dream' began with the idea of putting a viewer's head onto an animated character via a live video feed. We were struck by the strange feeling you get from watching your disembodied head transformed into another universe. http://vimeo.com/isobelknowles/youwereinmydream although it looks strange...I like idea as a different approach to learning...you could become anything, a no. a letter, a character in history etc...
One of the central tenets of constructivism, Mott et al. remind us, is that "learners should be engaged in active exploration and develop an understanding of a domain through challenging and enjoyable problem-solving activities." By exploiting the familiar structures of story and the practices of story-telling, narrative-centred learning environments enable this active engagement explicitly.
The significance of narratives is two-fold. First, by means of narrative experience learners are transported to other worlds in a manner that is compelling and real-seeming. Second, learners perform the narrative: they are active in drawing inferences and experiencing emotions, again in a real-seeming way. As such, according to Mott et al., narrative is an effective tool for exploring the structures and processes of meaning making.
They cite Bruner (1990), who defines narrative as "[a] unique sequence of events, mental states, happenings involving human beings as characters or actors". The meaning of these constituents of narrative "is given by their place in the overall configuration of the sequence as a whole - its plot or fabula."
Allan Parsons...
In terms of the schema being developed through this blog, some slight vocabulary changes may be necessary. The first involves the performative dimension of narrative, noted by Mott et al.. The kind of environment being constructed could more precisely be defined as "narrative-performative learning environments", implying a constructivist approach to learning, as Mott et al. state. In this approach, we would argue that both museums and libraries potentially are "narrative-performative learning environments".The second shift is to move from the use of the phrase "meaning making" to that of "sense-making", in which insights from ethnomethodology, symbolic interactionism and Goffman's presentation of the self are incorporated.
In this way, narrative is taken as an aid to sense-making, by means of which the world and other people are made intelligible to oneself; and by means of which self-and-other make the world mutually intelligible for one another. This engenders a cycle of embodied interaction whereby worlds are brought into being and into play. Such worlds exhibit regimes of sense and order, which are performatively maintained and sustained, materially, in terms of the environment, and behaviourally, in terms of the body.
In short, the vocabulary of "meaning making" is shifted onto that of "sense-making" and "order-making", along with a vocabulary employing such notions as intelligibility, mutual intelligibility and world making, under a performative (constructivist, non-foundational) ontology and epistemology. The goal of this shift of vocabulary is to develop a clear understanding of what a performative approach to constructivist learning implies.
John Seely Brown http://www.youtube.com/watch?v=9u-MczVpkUA&feature=player_detailpage discusses 'tinkering as a mode of knowledge' heres what I remember from 'you tube' link. Create knowledge by experimentation..look at ways of fostering imagination...create, reflect and share based on a culture that usues peer learning! (Peer based learning communities). new types of learning environments where the teacher is seen more as the mentor, orchastrator etc. He mentions 'Tinkering' does the thing I have built work? and concrete things...ground truths ie why? 'Authority' is it as good as I think it should be? this is all about tinkering with ideas around us and being open to critism, ask good questions, find things we dont know..he uses as a metaphor 'architectural studio' to describe all working progress made public...
I though this was interesting concept by Isobel knowles... The germ of the idea for 'You Were In My Dream' began with the idea of putting a viewer's head onto an animated character via a live video feed. We were struck by the strange feeling you get from watching your disembodied head transformed into another universe. http://vimeo.com/isobelknowles/youwereinmydream although it looks strange...I like idea as a different approach to learning...you could become anything, a no. a letter, a character in history etc...
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