2.+Philosophy

Philosophically, we believe in the social construction of know ledge and therefore support the creation of constructivist learning environments, both on and offline. Our movie is descriptive, rather than prescriptive, as we believe that individuals need to make the decision about, and be comfortable with, where they enter the learning continuum, from [|Resident to Visitor], as described by [|David White]. Initial inspiration for our movie framework came from [|Will Richardson's] writing about the "[|Seven C's]."

Richardson (2007) wrote, "Odds are pretty good that if you're talking about changes to teaching and learning that the new Read/Write Web is bringing about, many of the words you are using start with "C." There's a whole new world out there with a whole new set of skills our kids need to manage. I guess you could call it a "C change."

(Created using Wordle)

Using Richardson's 'Seven C's' as a starting point, we created our own list of descriptors including: Planning and research; connecting; communicating; collaborating and cooperating; understanding culture; creating; sharing; continual learning, and reflecting. (Created using MindNode Pro, SImpleDiagrams and stock.xchng)

Proceeding with the understanding that individuals have different needs and comfort levels with the use of digital technologies, our goal was to present a broad overview, with just enough information to tantalize and entice teachers to want to learn a little more about things that make sense for their personal learning and practice. This approach is based on the subjectivist belief that there are multiple realities and that individuals make sense of the world based on their prior experiences and knowledge ([|Willis], 2007). Our movie is a starting point - an invitation to the conversation that will allow us to illuminate teachers' lived realities and help them make sense of the digital world. Within this framework, knowledge is socially constructed through a dialogic process that honours the contributions of each individual.

The descriptors that we chose to include in our presentation are reflective of a [|constructivist] philosophy, in which multiple realities exist and learning occurs in a social context. In this setting, "knowledge and the world are both construed and interpreted through action, and mediated through symbol use" (Ackermann, 2004, p.16). Included in the social setting are opportunities for learners to collaborate, cooperate, communicate, and contribute to the creation of knowledge that 'lives' outside of the walls of the classroom. As noted by Ackermann, "knowledge is not information to be delivered at one end, and encoded, stored, retrieved, and re-applied at the other end," (p. 18). Rather, knowledge is construed as "experience to be constructed through interactions with the world" (p. 18) of people and things. Examples of creative contributions included in our movie are the "Stop Racism" and the "Global Warming" clips, developed by our students.

Knowledge Building, as defined by Scardamalia and Bereiter ( 2010), places learning within and beyond social constructivism if it embraces //intentionality// and is purposefully created to //benefit the community//, whether it be a small community of learners or the larger world community (p. 7). This interpretation of Knowledge Building (deserving of capitals K and B!) is exemplified in our movie by a variety of creative contributions as mentioned above. Hence, holding a social-constructivist stance toward teaching and learning may promote such Knowledge Building opportunities when, in addition to peer supported but individual knowledge construction, the context promotes collective advancement of community knowledge. We have high expectations for our digital content as we advocate for a social constructivist learning environment that //also// optimizes a greater conceptual understanding of learning where, "Knowledge Building is the creation and improvement of knowledge of value to one's community. You can have intentional learning without Knowledge Building and, in principle at least, Knowledge Building without intentional learning, but the two together make a powerful combination" (p. 8).

In short, our current understanding of Knowledge Building Theory is exemplified in our creation of this media project: it //was// intentional learning for us both and adds, we hope, to the cumulative resources available for Knowledge Building with and by our colleagues. Of course, it is assumed that such efforts toward Knowledge Building with students will also be encouraged through our efforts. An adjunct to this theory is that "one important product of knowledge creation is concepts and tools that enable further knowledge creation" (Bereiter and Scardamalia 2010, p. 1). In essence, this is what we desire for both our colleagues and our students: we hope that our digital artifact will enable such thinking, tinkering, and actualization.

Yrgö Engeström suggests that we should maintain a mixed world phenomenon which allows for a crisscrossing between the online and offline environments: //hybrid worlds//. He cautions teachers and others against the tendency toward digital and virtual learning becoming //closed worlds// wherein we are tempted to assume and treat such landscapes as complete: we can assume identities and play various roles; access and reuse information anytime, anywhere, with anyone; and feel we can //do// almost anything within it. As Engeström explains in a series of online interviews, we should never forget that this is merely an interface into the //other world//. He reminds us that, at this time at least, we still need to return to the //physical world// where we work and live with real people for the most part! Engeström compares the closed world of Narnia envisaged by C. S Lewis to the hybrid world of Harry Potter pictured by J. K. Rowling. To enter Narnia you pass through a closet or wardrobe into a bounded world: once you are there you remain there across a fixed boundary. In the different magical world of Harry Potter, the magician school, Hogworts, is placed within everyday society where students have to continually crisscross boundaries. Engeström concludes that we should not construct closed online Narnia worlds but hybrid Magician School worlds where we and our students have to continually cross boundaries to face real people in the real world. Hence, we allow for everyday //lived-hood// and //liveli-hood// as well as dwelling on the web and embracing the many magical opportunities it proffers.

 (From blog post, Inquiry Into Digital Learning #4a: What is Meaningful Learning? )

Therefore our constructivist philosophical approach toward pedagogy embraces the reality that we currently live and work in such hybrid worlds. As we return to the teaching profession and embrace the responsibility of leading learners, both colleagues and students, we propose utilizing the following three questions, taken from the RAT Framework suggested by Joan Hughes, to situate future inquiry efforts: (From PBS Teachers, Digital Media: New Learners of the 21st Century)
 * 1) Do you employ technology to **Replace** (but not change) text and other traditional materials?
 * 2) Do you use it to **Amplify** traditional methods, making them faster, stronger, richer, or more engaging?
 * 3) Or do you use it to **Transform** the classroom experience, changing, restructuring or reorganizing it in a novel way for learners?

References Ackermann, E. (2004). Constructing knowledge and transforming the world. In M. Tokoro & L. Steels (Eds.). //A learning zone of one's own: Sharing representations and flow in collaborative learning environments// (pp. 15-37)//.// Washington, DC: IOS Press.

<span style="font-family: Arial,Helvetica,sans-serif;">Bereiter, C., & Scardamalia, M. (2010). Can Children Really Create Knowledge?. //Canadian Journal Of Learning And Technology / La Revue Canadienne De L’Apprentissage Et De La Technologie, 36//(1). Retrieved from @http://www.cjlt.ca/index.php/cjlt/article/view/585

Hughes, J. (n.d). //RAT Framework//. Retrieved from PBS Teachers, Digital Media: New Learners of the 21st Century

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Richardson, W. (2007). The seven c's of learning: A new "c-change" in education. Retrieved from @http://www.springvillegi.org/webpages/ttalk/files/The%20Seven%20C.pdf

<span style="font-family: Arial,Helvetica,sans-serif;">Scardamalia, M., & Bereiter, C. (2010). A Brief History of Knowledge Building. //Canadian Journal Of Learning And Technology / La Revue Canadienne De L’Apprentissage Et De La Technologie, 36//(1). Retrieved from @http://www.cjlt.ca/index.php/cjlt/article/view/574

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"><span style="background-color: transparent; color: #000000; text-decoration: none; vertical-align: baseline;">White, D. 2009. Visitors and residents. Retrieved from [|__http://tallblog.conted.ox.ac.uk/index.php/2009/10/14/visitors-residents-the-video/__]

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Willis, J. (2007). //Foundations of qualitative research: Interpretive and critical approaches//. Thousand Oaks, CA: Sage Publications.