8,238 research outputs found

    Mixing the Digital, Social, and Cultural: Learning, Identity, and Agency in Youth Participation

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    Part of the Volume on Youth, Identity, and Digital MediaHow do youth use media and technology as they learn to be participants in civic and democratic practices? We share two case studies -- one from a media arts production organization and one from a school board youth group -- that revolve around youth-adult interactions in learning environments that offer youth real opportunities to be influential in their respective communities. The cases feature youth and their involvements with digital media, pedagogical approaches, and engagements that enhance their participatory capacities. There are multiple channels through which these interactions happen, some with and facilitated by adults and others created and negotiated by youth. We describe how youth and adults establish learning environments for each other, negotiate the grounds for participation, and explore the possibilities and limitations of social and digital technologies in these processes, supporting the idea that this learning is something that young people do as agents in their development

    Los Angeles Unified School District Arts Education and Creative Cultural Network Plan

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    This paper describes the 2012-2017 plan for funding arts education in the Los Angeles Unified School District. This mission for this project is as follows: The Visual and Performing Arts are an integral part of the District's comprehensive curriculum and are essential for learning in the 21st century. All LAUSD students, from every culture and socioeconomic level, deserve quality arts learning in dance, music, theatre, and visual arts as part of the core curriculum

    Engaging all students in Internet inquiry

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    Almost 45 % of the world’s population is online. Research suggests that the prowess attributed to young people as a tech-savvy homogenous population is misguided. Many of our students are laboring to utilize the Internet and other digital technologies as tools for literacy and learning. Furthermore, teachers are struggling to create the instructional contexts necessary to integrate technology into the curriculum in meaningful ways or to develop the skills, strategies, dispositions and social practices that students need to experience success in a complex online environment. The article opens by considering the online reader as an Assembler, Fixer, Builder, and Responder. The key principles and instructional contexts necessary to scaffold online reading comprehension, Internet research and inquiry skills in the areas of creating authentic inquiry-based learning units; digging deeper with questioning skills; assessing online skills; scaffolding key stages within the Internet inquiry cycle; and encouraging peer-to-peer collaboration are considered

    Collaborative Peer Assessment using PeerLearn

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    In this chapter we introduce the PeerLearn methodology and its associated tools. We base the design of pedagogical workflows for students on the definition of rubrics (using PeerAssess) as the starting element that drives the creation of lesson plans (using LessonEditor). These plans run over our web platform (Peer-Flow). Students can evaluate one another following given rubrics and teachers can accept (or not) marks produced by a collaborative assessment tool (COMAS). Experimental results show that PeerLearn provide students with a highly satisfying new pedagogical experience and increased learning outcomes. © 2015 The authors and IOS Press.Peer reviewe

    Understanding Student Engagement During Simulations in IB Global Politics

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    There is ample discussion in academic and policy circles, as well as amongst the general public, about the ways in which classroom instructors can provide more engaging learning experiences for students. This research examines the ways in which students engage participating in classroom simulations as it pertains to the assigned learning outcomes of the “Power, Sovereignty, and International Relations” unit of IB Global Politics. This investigation examines the proposition that students report a strong level of engagement and connection to key concepts in the curriculum when they participate in simulations by using a mixed methodology of Likert-type survey items and an open-ended response on a single survey instrument. The results from this inquiry should not only inform classroom and administrative professionals about successful pedagogical practices, but also policy makers and those interested in improving instruction and engagement as a means for educational reform
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