In a recent post entitled Week 3: Rhizomatic or biological neuralogical network?, my colleague in CCK12 Matt Bury writes that he's "been pondering the analogy of distributed networks of learners, i.e. Connectivism, as rhizomes" and concludes that he "wasn’t convinced by it from the start." You can read the rest of Matt's thoughtful comments on his blog, but if I understand him correctly, he doesn't see a tight fit between botanical rhizomes and networks of people. Actually, he seems to prefer neurological networks, which appear to be structured much more like social learning networks. I, too, have found neural networks to be most helpful in understanding networks in general and neural networks in particular, and I heartily refer interested scholars to Olaf Sporns' book Networks of the Brain.
In this post I want to share what I have been doing lately with a collage journal and how I think it can be an excellent method for increasing students' interest in reading a daily newspaper which in turn will increase vocabulary. Three things to keep in mind:
Vocabulary is acquired through direct and indirect methods, although the majority of one's vocabulary is acquired through heard and read texts. Rare words are often the type of words that learners have difficulty knowing. Newspapers are an excellent source of rare words.Transmediation helps to deepen learning as the meaning made in one symbol systems often does not translate intact to another symbol system. This requires the learner to 'reread' and interpret.
I live in a suburb of Manhattan--about 20 minutes North of the city that is home to several state forests and multiple reservoirs. I spend a lot of time in both places: New York City and northern New Jersey.
Using knives, tweezers and surgical tools, Brian Dettmer carves one page at a time. Nothing inside the out-of-date encyclopedias, medical journals, illustration books, or dictionaries is relocated or implanted, only removed.
Everything with doodling gets my attention and then throw in Fibonacci well say no more-Just watch Vi's video. Here is part three of her series of 3 (I like going backwards)...
Vi (Victoria) Hart is a "full-time recreational mathemusician", a creator of mathematical videos on YouTube. She is the daughter of mathematical sculptor George W. Hart and his former wife Carol Hart, and has collaborated with MIT computer science professor Erik Demaine. As of January 3, 2012, Hart started working at the Khan Academy.
Abstract: Although several studies have shown that children use diverse ways to communicate, and many scholars have stated that early childhood education must include multiple routes to literacy, there is a lack of research using a multiliteracies lens to study how teachers and children use different modes (e.g., visual, gestural, sound) and media (e.g., book, screen, radio) to teach and learn in early childhood classroom settings. This qualitative case study took place in a kindergarten classroom where the teacher utilized multiple semiotic systems (visual, auditory, gestural, spatial, linguistic, and multimodal) in her classroom instruction and valued the children’s multiliteracies performance. This study investigated why and how the teacher utilized multiple semiotic systems in the teaching and learning process, and it explored how the teacher’s classroom instruction related to the children’s multiliteracies performance.
Serving as a participant observer, the researcher visited the case study kindergarten classroom four days a week for two months during the data collection period. Data sources included 29 entries of field notes, 29 entries in the researcher’s reflection journal, 29 videotapes documenting daily classroom interaction (two hours each in average), 17 audiotapes recording interviews with the teacher (15 to 20 minutes each), 564 photographs documenting the teacher’s and the children’s artifacts and teaching and learning moments, and documents from the school and the teacher. The data were organized, transcribed, coded, and analyzed.
Analysis of the data revealed that the kindergarten teacher’s rationale for utilizing multiple semiotic systems in the teaching and learning process included: 1) to structure rich learning experiences to engage the children in actively constructing knowledge, 2) to provide a meaningful context for the children to acquire content area knowledge, and 3) to help the children make literature connections. Data analysis also revealed that to incorporate multiple semiotic systems in her classroom instruction, the teacher utilized multiple semiotic systems in every lesson, provided step-by-step demonstration, and experienced the meaning-making potentials of different semiotic systems with the children. This study also demonstrated how the teacher’s use of multiple semiotic systems in her classroom instruction related to the children’s multiliteracies performance.
This study supplemented the current research on the use of multiple semiotic systems in early childhood classroom settings. It also extended the existing studies by presenting the pedagogy of teachers exploring multiple semiotic systems with children, and by making connections between a kindergarten teacher’s use of multiple semiotic systems in her classroom and her students’ multiliteracies performance.
Mills, Kathy A. (2011) "I’m making it different to the book” : transmediation in young children’s print and digital texts. Australasian Journal of Early Childhood, 36(3).
Link to pdf.
Abstract: Young children shift meanings across multiple modes long before they have mastered formal writing skills. In a digital age, children are socialised into a wide range of new digital media conventions in the home, at school, and in community-based settings. This article draws on longitudinal classroom research with a culturally diverse cohort of eight-year old children, to advance new understandings about children’s engagement in transmediation in the context of digital media creation. The author illuminates three key principles of transmediation using multimodal snapshots of storyboard images, digital movie frames, and online comics. Insights about transmediation are developed through dialogue with the children about their thought processes and intentions for their multimedia creations.
Sharing your scoops to your social media accounts is a must to distribute your curated content. Not only will it drive traffic and leads through your content, but it will help show your expertise with your followers.
How to integrate my topics' content to my website?
Integrating your curated content to your website or blog will allow you to increase your website visitors’ engagement, boost SEO and acquire new visitors. By redirecting your social media traffic to your website, Scoop.it will also help you generate more qualified traffic and leads from your curation work.
Distributing your curated content through a newsletter is a great way to nurture and engage your email subscribers will developing your traffic and visibility.
Creating engaging newsletters with your curated content is really easy.