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Assignment 14

Summarizers: Jun Chen, Joel Clawson, and Jennifer Tamez

Rogoff, B., Matsuov, E., & White, C. (1998) 'Models of Teaching and Learning: Participation in a Community of Learners.' In D. R. Olsen & N. Torrance (Eds.), The Handbook of Education and Human Development – New Models of Learning, Teaching and Schooling, Blackwell, Oxford, pp. 388-414

1. what did you find

1.1. interesting about the article?

People found the following things interesting:
  • The comparison between the "community of learners" method and the adult-run and child-run methods of instruction is interesting.
  • The phenomenon that the "community of learners" method is hard to newcomers to grasp is interesting.
  • The idea of children managing their own learning is interesting. But there is a risk that children do not grasp what is going on and not engage in the assignment. It is interesting to see that child-run education is encouraged for classes on all topics. The success of it depends on the interests of the children.
  • The CoL model is same as the collaboration model that we practice in class.
  • It is interesting that this paper talks about how we learn and the process of learning.

1.2. not interesting about the article?

A couple of people found that the paper is a bit repetitive.

There are some issues people think the authors should have addresses but they didn't: 1) a definition of learning and the evolution of learning theories. 2) efforts involved in implementing a "community of learners" environments.

There are also some issues people would like to know more about: 1) what group ages were targeted for the child-run education? 2) how to improve our current education system?

2. what do you consider the main message of the article?

Most people answered around CoL model and participation. The CoL model, which involves all participants, is considered as a completely new approach, better than adult-run and child-run model of instruction. The CoL model views learning as a process through which learners participate in the community and transform and learn through this process. It is important to understand the educative process. The article compares the CoL model with the adult-run and child-run model and presents the benefits of involving all the participants in the CoL model.

3. analyze your own educational experience and

3.1. provide a rough estimate in percentage points for each category and

  • Adult Run: Average range of about 70%-90% with an outlier of 30%
  • Child Run: Average range of about 0%-10% with an outlier of 40%
  • Community: Average range of about 5%-30%

3.2. one example for each category (in case you have encountered all three approaches)

  • Adult Run: Most standard classes from elementary to high school
  • Child Run: Art classes, music practice, Master's thesis, independant research, creative writing without guide lines
  • Community: Military school, college/graduate school, family learning

4. which technologies are used / can be used /should be used to support

4.1. adult-run education

Most of the examples given were what are common in most classes: students taking notes, slide lectures, writing on the blackboard (whiteboard), course websites, and videos/filmstrips.

4.2. child-run education

There were two main categories that the technologies fell under. The first is objects to manipulte such as Legos and related "toys" along with projects like Arts and Crafts. The second is the Internet and other search tools for learning through media.

4.3. community of learners education

There were a variety of answers with most including computers such as online forums, the Swiki, and the PiTA board. Labs were also given as well.

5. analyze our course from the three dimensions:

5.1. adult-run education

Almost everyone's answers referred to the lectures in class. The understanding was that there is a professor, Gerhard, who provides lectures, Power Point slides/presentations, readings, research issues and assignments. All these aspects were mentioned when analyzing our course from an adult-run education.

5.2. child-run education

Almost everyone aggreed that the independent research project and group project provided the class with the framework of child-run education. It was also mentioned that active discussions and being able to express our own opinions and experiences in both classes and assignments also bring in the aspects of child-run education to the class.

5.3. community of learners education

Group projects, PiTA board role playing and group projects were referred to, but everyone sahred the thought that the discussions were a major part of our class and the community of learners education. Collaboration within the class and the opportunity to hear diverse opinions in discussions were brought up because it provides a cross functional perspective.

6. which possibilities do you see to effectively integrate adult- and child-run education?

Every answer to this question was different. I have provided a list of examples to include everyone's opinion.
  • It has to be done slowly because it will require an entirely new way of thinking that is outside of our current cultural programming.
  • We should be open to our child like tendencies...We should listen to children and put ourselves in their place to understand and become our own epistomologist...The adults have a lot to learn from the children.
  • By definition, these methods seem to be on opposite end of the spectrum...The "piecemeal" method from the article was referred to as having debatable value but being used.
  • Cooperative learning environment is a general framework for effective integration of the two sides.
  • Our class is an example of the possibility of integrating the two approaches.
  • Balanced & well prepared lectures for adult-run education...Planned and weighted homework/research projects with lecture materials for child-run education...Use computer, audio/video, slides to support visual learning.
  • Continued advances in technology that allow the design of robust systems that allow children to participate but not be overwhelmed by the problems of the real world.

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