Dadaab Wiki - User contributions [en]

Jair

2020-04-07T04:23:35Z

JK: /* Production 6-JK */

Hey I'm Jair Kallidumbil and I am pursuing my Masters of Education as well as a diploma in Postsecondary Education: Community, Culture & Policy.

I work at York University at the Centre for Student Community & Leadership Development [[http://scld.yorku.ca SCLD]] as the Manager of Student Life.

Looking forward to being on this learning journey with everyone.

[[File:Jair.jpg|200px|thumb|right|]]

== Production 1-JK ==

“Knowledge is not what some possess and others do not; it is a resourceful capacity of being that creates the context and texture of life” (Brayboy & Maughan, 2009). This statement summarizes a key pedagogical message in the Indigenous Knowledge and Story of Being article and something those of us that come from a different style of education (i.e. Euro-centric) can learn about Indigenous ways of learning.
Western education approaches learning in the static/stable state in that it treats the objects we learn about as inanimate and therefore their only use is what we need to learn from it. Learning to write, do mathematical equations, playing an instrument, all of these lessons happen in a structured and controlled environment where we are told what outcomes we are to achieve. Examples include learning to spell words like ‘the, stop, say’ or learning how to do fractions; we are told this is part of the curriculum for a certain grade and therefore its important for us to know it. These abstract concepts are taught in western education and students for the most part do not question it because it is in our textbooks and therefore we need to memorize how to do it. But we are rarely told why and this is how I feel Indigenous teaching differs.
Indigenous knowledge/teaching starts “at the beginning” and treats education as a living ecosystem so students can understand not only what they have to learn but also why and how. The article did a wonderful job of illustrating the contrast between how the bean could be used simply as a device to take measurements versus as a living tool that is part of the environment that the students live in and therefore is affected by all other things in the same environment. It helps students understand why the bean acted in the way it did and how it was affected by other factors.

By contrasting how Indigenous Knowledge differed from Western educational teachings, the article provided an example of Complexity pedagogy referenced in the Mitchell article and how students could engage in thinking and learning with difference and emergent insights. It showed students how technology does not have to purely be understood in colonial terms such as using a ruler. But instead it is all around us in the environment (i.e stars in the sky) we live in, and similar to any other technological tool, you just have to understand how to use it to learn.
The Brayboy and Vaughan article also inferred how Indigenous community teachings could also be understood to be a form of Social Constructivism and how social interactions and community processes help develop knowledge. As each Indigenous community differs in knowledge based on their lived experiences, they have the ability to come together to learn from each other while respecting their understandings. This is prevalent today in post-secondary education as well as globalization has had a major effect on reducing borders and diversifying the classrooms. Students now have the opportunity to learn from others who represent different backgrounds of various cultures and creeds to not only find similarities, but also to respect the differences. This ultimately allows learners to view a problem from various perspectives and ideally come up with a more holistic solution. Because as stated in the article, “consensus is often a bad idea when it comes to intelligent co-activity” (Mitchell, 2016).

If we allow ourselves to view learning through an Indigenous Knowledge lens, we can develop a better understanding of how our actions affect everything else and how all things are connected. This is a contrast to our western style of learning that although it preaches ‘teamwork’ and ‘collaboration’, in my opinion, the benefit of learning is purely self serving. We learn (memorize) how to read, do mathematical equations, and scientific formulas so we can get good grades and hopefully excel enough to a higher level of education that will make us more financially successful and contributing citizens to society. But by using an Indigenous Knowledge framework, we would be able to do more because we would learn to ask the why first not memorize the how. Using the technological tools we inherit from the earth and focusing on community as opposed to ourselves, we have the opportunity to create a little less hierarchical society and a little more balanced one where societal issues around human rights & equity, climate change, economic imbalance and other factors can hopefully be closer to solving than we are in our current state. “A healthy community is the purpose and litmus test of knowledge” (Brayboy & Maughan, 2009).

== Production 2-JK ==

== Production 3-JK ==

== Production 4-JK ==

'''Question: What is ‘embodied inquiry’ (Doerr-Stevens)? What literacies and competences are enacted through the process of embodied inquiry and making? And what do the authors mean by ‘messiness’ – and what are the opportunities and possible impacts of the process (described) for deeper/interdisciplinary learning?'''

Doerr-Stevens defined Embodied Inquiry as "expressing ideas through images, videos, words and music" (Doerr-Stevens, 2017). Its the idea that critical thinking can be expressed through a myriad of mediums that appeal to the various senses. This multimodal process departs from traditional static process of film making that involved 3 steps: pre-production, production, and post production. By using film making, the author was able to create "multisensorial experiences of mulitmodal composition and inquiry to provide situations of embodied learning not possible in print based learning alone." In essence, the film making process was to literacy, what experiential learning was to textbook reading. It provide a real time expression of thought and learning that wasn't dictated/memorized but rather lived.

Through embodied inquiry, creators can engage in the recursive composition process. This entails having am initial plan/goal of what the learning outcomes of the project will be and through the learning process, discover that these plans must change and adapted based on new information that was discovered. This can range from altering the research topic/focus, to change the number of controlled variables within the process, to changing the method on how the final product was to be presented (e.g. from a editorial expose to a documentary). This is what Doerr-Stevens is referring to as the 'messiness'. Embodied inquiry is an art form not a science and is a living process that should not be confined or restricted. It allows the creators to develop a pedagogical approach through creative and critical analysis of a subject of interest rather than an assigned topic with pre-existing conditions of inquiry. By following this form of pedagogy, it improves the chances of developing motivated learners who have an active interest in developing literacy based on the fact that they were afforded to freedom to explore and provided with the literacy tools to achieve their learning objectives. As opposed to students submitting work that is done to a minimum standard that they may forget once the assignment is complete.

This style of multimodal learning is contrary to the dominate form of standardized curriculum and testing which exists in school today. Granted, this system exist as it can be simpler to provide assessments and metrics on defined staging of learning. This then translates into other topics such as advocating on the benefits of technocratic literacy and developing functional skill from a secondary school educational perspective and then from there the impact it has on the massification of the post-secondary education system. Technocratic literacy is based on developing a standard set of literate behaviour and the process to reach this is by having a standard learning curriculum accompanied by standard testing to learn if students have met that criteria. Embodied inquiry and the 'messiness' does not fit so nicely into this system.

With the massification of education, the post-secondary sector has turned itself into a business with governments around the world recognizing the economic impact of exporting education and importing international students. In addition, it also provides political soft power for countries looking to create global partnerships. A component of making this happen is by adhering to global rankings and asessmemts in education and scoring highly on these standardized metrics. By doing so, countries via their post-secondary institution develop brands that are meant to demonstrate excellence in knowledge acquisition and application (via the graduate rates of employment) as well as continued high standards of living for a large portion of the population. With each stage comes more complexity however it goes back to the principle of standardized objectives and as Doerr-Stevens has shown through embodied inquiry, there needs to be more opportunity to learn and develop pedagogy, in a non-standard environment.

== Production 5-JK ==

[[File:Page_1.jpg|500px|centre|]]

[[File:Page_2.jpg|500px|centre|]]

[[File:Page_3.jpg|500px|centre|]]

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== Production 6-JK ==

'''The Journey of Bilbo Baggins in the Hobbit: From Book to Movie'''
Since I can't leave the house, I chose to show key scenes from the book & movie, the Hobbit and compare how images originally created by J.R.R Tolkien compared to the way they were portrayed in the films.

'''Thror's Map to the Lonely Mountain'''
https://cdn.knightlab.com/libs/juxtapose/latest/embed/index.html?uid=172c5616-7882-11ea-a879-0edaf8f81e27

'''Bag End'''
https://cdn.knightlab.com/libs/juxtapose/latest/embed/index.html?uid=73bbb430-7882-11ea-a879-0edaf8f81e27

'''The Shire'''
[http://www.example.com link title]

[[Media:<iframe frameborder="0" class="juxtapose" width="100%" height="1000" src="https://cdn.knightlab.com/libs/juxtapose/latest/embed/index.html?uid=c4ae2150-7884-11ea-a879-0edaf8f81e27"></iframe>]]

Jair

2020-04-07T03:51:48Z

JK: /* Production 6-JK */

Hey I'm Jair Kallidumbil and I am pursuing my Masters of Education as well as a diploma in Postsecondary Education: Community, Culture & Policy.

I work at York University at the Centre for Student Community & Leadership Development [[http://scld.yorku.ca SCLD]] as the Manager of Student Life.

Looking forward to being on this learning journey with everyone.

[[File:Jair.jpg|200px|thumb|right|]]

== Production 1-JK ==

“Knowledge is not what some possess and others do not; it is a resourceful capacity of being that creates the context and texture of life” (Brayboy & Maughan, 2009). This statement summarizes a key pedagogical message in the Indigenous Knowledge and Story of Being article and something those of us that come from a different style of education (i.e. Euro-centric) can learn about Indigenous ways of learning.
Western education approaches learning in the static/stable state in that it treats the objects we learn about as inanimate and therefore their only use is what we need to learn from it. Learning to write, do mathematical equations, playing an instrument, all of these lessons happen in a structured and controlled environment where we are told what outcomes we are to achieve. Examples include learning to spell words like ‘the, stop, say’ or learning how to do fractions; we are told this is part of the curriculum for a certain grade and therefore its important for us to know it. These abstract concepts are taught in western education and students for the most part do not question it because it is in our textbooks and therefore we need to memorize how to do it. But we are rarely told why and this is how I feel Indigenous teaching differs.
Indigenous knowledge/teaching starts “at the beginning” and treats education as a living ecosystem so students can understand not only what they have to learn but also why and how. The article did a wonderful job of illustrating the contrast between how the bean could be used simply as a device to take measurements versus as a living tool that is part of the environment that the students live in and therefore is affected by all other things in the same environment. It helps students understand why the bean acted in the way it did and how it was affected by other factors.

By contrasting how Indigenous Knowledge differed from Western educational teachings, the article provided an example of Complexity pedagogy referenced in the Mitchell article and how students could engage in thinking and learning with difference and emergent insights. It showed students how technology does not have to purely be understood in colonial terms such as using a ruler. But instead it is all around us in the environment (i.e stars in the sky) we live in, and similar to any other technological tool, you just have to understand how to use it to learn.
The Brayboy and Vaughan article also inferred how Indigenous community teachings could also be understood to be a form of Social Constructivism and how social interactions and community processes help develop knowledge. As each Indigenous community differs in knowledge based on their lived experiences, they have the ability to come together to learn from each other while respecting their understandings. This is prevalent today in post-secondary education as well as globalization has had a major effect on reducing borders and diversifying the classrooms. Students now have the opportunity to learn from others who represent different backgrounds of various cultures and creeds to not only find similarities, but also to respect the differences. This ultimately allows learners to view a problem from various perspectives and ideally come up with a more holistic solution. Because as stated in the article, “consensus is often a bad idea when it comes to intelligent co-activity” (Mitchell, 2016).

If we allow ourselves to view learning through an Indigenous Knowledge lens, we can develop a better understanding of how our actions affect everything else and how all things are connected. This is a contrast to our western style of learning that although it preaches ‘teamwork’ and ‘collaboration’, in my opinion, the benefit of learning is purely self serving. We learn (memorize) how to read, do mathematical equations, and scientific formulas so we can get good grades and hopefully excel enough to a higher level of education that will make us more financially successful and contributing citizens to society. But by using an Indigenous Knowledge framework, we would be able to do more because we would learn to ask the why first not memorize the how. Using the technological tools we inherit from the earth and focusing on community as opposed to ourselves, we have the opportunity to create a little less hierarchical society and a little more balanced one where societal issues around human rights & equity, climate change, economic imbalance and other factors can hopefully be closer to solving than we are in our current state. “A healthy community is the purpose and litmus test of knowledge” (Brayboy & Maughan, 2009).

== Production 2-JK ==

== Production 3-JK ==

== Production 4-JK ==

'''Question: What is ‘embodied inquiry’ (Doerr-Stevens)? What literacies and competences are enacted through the process of embodied inquiry and making? And what do the authors mean by ‘messiness’ – and what are the opportunities and possible impacts of the process (described) for deeper/interdisciplinary learning?'''

Doerr-Stevens defined Embodied Inquiry as "expressing ideas through images, videos, words and music" (Doerr-Stevens, 2017). Its the idea that critical thinking can be expressed through a myriad of mediums that appeal to the various senses. This multimodal process departs from traditional static process of film making that involved 3 steps: pre-production, production, and post production. By using film making, the author was able to create "multisensorial experiences of mulitmodal composition and inquiry to provide situations of embodied learning not possible in print based learning alone." In essence, the film making process was to literacy, what experiential learning was to textbook reading. It provide a real time expression of thought and learning that wasn't dictated/memorized but rather lived.

Through embodied inquiry, creators can engage in the recursive composition process. This entails having am initial plan/goal of what the learning outcomes of the project will be and through the learning process, discover that these plans must change and adapted based on new information that was discovered. This can range from altering the research topic/focus, to change the number of controlled variables within the process, to changing the method on how the final product was to be presented (e.g. from a editorial expose to a documentary). This is what Doerr-Stevens is referring to as the 'messiness'. Embodied inquiry is an art form not a science and is a living process that should not be confined or restricted. It allows the creators to develop a pedagogical approach through creative and critical analysis of a subject of interest rather than an assigned topic with pre-existing conditions of inquiry. By following this form of pedagogy, it improves the chances of developing motivated learners who have an active interest in developing literacy based on the fact that they were afforded to freedom to explore and provided with the literacy tools to achieve their learning objectives. As opposed to students submitting work that is done to a minimum standard that they may forget once the assignment is complete.

This style of multimodal learning is contrary to the dominate form of standardized curriculum and testing which exists in school today. Granted, this system exist as it can be simpler to provide assessments and metrics on defined staging of learning. This then translates into other topics such as advocating on the benefits of technocratic literacy and developing functional skill from a secondary school educational perspective and then from there the impact it has on the massification of the post-secondary education system. Technocratic literacy is based on developing a standard set of literate behaviour and the process to reach this is by having a standard learning curriculum accompanied by standard testing to learn if students have met that criteria. Embodied inquiry and the 'messiness' does not fit so nicely into this system.

With the massification of education, the post-secondary sector has turned itself into a business with governments around the world recognizing the economic impact of exporting education and importing international students. In addition, it also provides political soft power for countries looking to create global partnerships. A component of making this happen is by adhering to global rankings and asessmemts in education and scoring highly on these standardized metrics. By doing so, countries via their post-secondary institution develop brands that are meant to demonstrate excellence in knowledge acquisition and application (via the graduate rates of employment) as well as continued high standards of living for a large portion of the population. With each stage comes more complexity however it goes back to the principle of standardized objectives and as Doerr-Stevens has shown through embodied inquiry, there needs to be more opportunity to learn and develop pedagogy, in a non-standard environment.

== Production 5-JK ==

[[File:Page_1.jpg|500px|centre|]]

[[File:Page_2.jpg|500px|centre|]]

[[File:Page_3.jpg|500px|centre|]]

[[File:Page_4.jpg|500px|centre|]]

[[File:Page_5.jpg|500px|centre|]]

[[File:Page_6.jpg|500px|centre|]]

[[File:Page_7.jpg|500px|centre|]]

[[File:Page_8.jpg|500px|centre|]]

== Production 6-JK ==

'''The Journey of Bilbo Baggins in the Hobbit: From Book to Movie'''

''Thror's Map to the Lonely Mountain''
<iframe frameborder="0" class="juxtapose" width="100%" height="600" src="https://cdn.knightlab.com/libs/juxtapose/latest/embed/index.html?uid=e46640da-7880-11ea-a879-0edaf8f81e27"></iframe>

https://cdn.knightlab.com/libs/juxtapose/latest/embed/index.html?uid=172c5616-7882-11ea-a879-0edaf8f81e27

''Bag End[[<iframe frameborder="0" class="juxtapose" width="100%" height="392" src="https://cdn.knightlab.com/libs/juxtapose/latest/embed/index.html?uid=73bbb430-7882-11ea-a879-0edaf8f81e27"></iframe>]]''

<iframe frameborder="0" class="juxtapose" width="100%" height="392" src="https://cdn.knightlab.com/libs/juxtapose/latest/embed/index.html?uid=73bbb430-7882-11ea-a879-0edaf8f81e27"></iframe>

https://cdn.knightlab.com/libs/juxtapose/latest/embed/index.html?uid=73bbb430-7882-11ea-a879-0edaf8f81e27

File:Page 7.jpg

2020-02-24T00:11:39Z

JK: JK uploaded a new version of File:Page 7.jpg

File:Page 7.jpg

2020-02-24T00:07:13Z

JK: JK uploaded a new version of File:Page 7.jpg

Jair

2020-02-10T00:49:58Z

JK: /* Production 4-JK */

Jair

2020-02-09T23:46:48Z

JK: /* Production 4-JK */

Sesame Street

2020-01-27T23:46:09Z

JK:

''''''1) When was your technology/media tool invented?''''''

The concept of Sesame Street was first conceived of in 1966 by Joan Ganz Cooney and Lloyd Morrisett . After collaboration and workshopping, it finally aired for the first time on November 10, 1969 on PBS. [https://www.sesameworkshop.org/who-we-are/our-history(Source)]

[[File:Sesame_street.jpg|200px|thumb|none|alt text]]

'''2) When was it first used in education (and how)?'''

“Sesame Street” was developed with education in mind during the Civil Rights movement of the 1960’s. Looking to create a television show that provided “a pre-school education model that could reach a great number of inner-city children”, television executives collaborated with a variety of educational professionals and network staff to make a show that utilized the best of what television had to offer - high quality writing, high quality sets, and the ability to be in every home every night with the whole family tuned in. [https://www.history.com/this-day-in-history/sesame-street-debuts]

The show utilized television's addictive trait to educate families with regards to developmental psychology, early childhood education, and cultural diversity. It also provided an additional way to add foundational and accessible education to the masses that could be a enjoyed by children of all ages as its original target audience of pre-school children expanded to include all children. One of the shows purposes was to provide children in lower socio-economic situations an equal opportunity for education.

[[File:Neighbourhood.jpg|200px|thumb|none|alt text]]

'''3) How did the technology/media tool (re)reshape educational practice and teaching/learning – or transform literacy learning and/or social-institutional-classroom organization?''' ''(Changing roles in classrooms, changing positions of authority, power relations, modes of exclusion or inclusion, ideology and modes of social action or creativity)?''

Sesame Street taught cultural literacy and social literacy alongside reading and writing (letters, numbers, etc) as well as social norms such as etiquette politeness. The shows setting allowed inner city children to see themselves depicted on the scene in a neighbourhood disconnected to time, super diverse, and similar to their own neighbourhoods. Children didn’t have to be viewed in terms of access and privilege. The shows format allowed for learning and enjoyment from all socio-economic backgrounds It also acknowledged the stresses of children and their needs to be acknowledged and listened to in a healthy manner (challenging the Freire method) while its diverse cast allowed for racialized people to see themselves as worthy educators.

Sesame Street was a more palatable form of delivery that could delivered before higher thinking was even capable. It taught a lesson before children even recognized what it was (internalized values at a young age). One of the shows strengths was Consistency - the ideas stayed the same, but the components and that actors changed over time. It was progressive and experimental in how it utilized pedagogy, but technocratic in its unilateral approach approach to values and what should be taught. Revolutionary in its approach to societal issues that connected Oral, Cognitive, Artistic approaches to education by live demonstration.

The commercialization of Sesame street made it come from the screen into the home with children identifying their ‘friends’ from Sesame Street that they learned from. Learning was no longer confined to inside a classroom and in textbooks. It was an early example of experiential education pedagogy that challenged societal stereotypes of educators (racialized citizens), fears (monsters were seen as friends), and communities (sesame street neighbourhood resembled city borough not sunny suburbia). In addition, the show leveraged popularity of celebrity to increase ratings and support for public broadcast program (also provided good PR for celebrities).

[[File:Crowd.jpg|200px|thumb|none|alt text]]

'''4) If possible, try to connect your analysis to the literacy paradigms (de Castell & Luke, or Multiliteracies).
'''

Sesame Street occupies an interesting space in relation to the literacy paradigms. On one hand, by utilizing music, rhythm, movement, and oral traditions, Sesame Street makes heavy usage of modes that were used well before literate culture. On the other hand, Sesame Street also leans heavily into the Progressive paradigm: the focus on these artistic forms and exploration through movement and music is highly Progressive, yet the elements of pushing written culture remain (through segments, song, and didactic skits that teach viewers the Alphabet and different numbers in order to read).

The shows teaching was in a more nuanced structure that used multimodality to teach in the first place without structure, and in a more palatable structure: viewing your education and hearing your concerns aired, versus the technocratic ideal of standardized education being prescribed. By taking education outside the classroom and textbooks, was an example of progressive literacy paradigm and applied learning. However, wasn’t too progressive to cause controversy (due to being publicly funded). Sesame Street provided technocratic foundational learning with a standard curriculum and demonstrated how they could be used in everyday life

It also provided a Utopian look at society where every'one got along and was accepted, even those who were different (e.g.. Oscar, Telly, Cookie Monster, etc.). "Using the power of media and our beloved Muppets to meet children’s development needs with critical early education, social impact programs, and a large dose of fun!”

[[File:Celebrate.jpg|200px|thumb|none|alt text]]

File:Celebrate.jpg

2020-01-27T23:44:31Z

JK:

2020-01-27T23:17:26Z

JK:

Jair

2020-01-15T01:24:28Z

JK:

Hey I'm Jair Kallidumbil and I am the Manager of Student Life at the [[http://scld.yorku.ca SCLD]]

[[File:DragonWatchers web2.jpg]]

== Food ==

== Movies ==

== Basketball ==

== Geek Stuff ==

File:DragonWatchers web2.jpg

2020-01-15T01:22:59Z

JK:

Jair

2020-01-15T01:21:41Z

JK:

Hey I'm Jair Kallidumbil and I am the Manager of Student Life at the [[http://scld.yorku.ca SCLD]]

== Food ==

== Movies ==

== Basketball ==

== Geek Stuff ==

Jair

2020-01-15T01:18:52Z

JK:

Hey I'm Jair Kallidumbil and I am the Manager of Student Life at the [[http://scld.yorku.ca SCLD]]

Jair

2020-01-15T01:15:37Z

JK: Created page with "Hey I'm Jair Kallidumbil."

Hey I'm Jair Kallidumbil.

5855: Cultural Studies of Technology for Education

2020-01-15T01:15:03Z

JK:

Cultural Studies of Technology for Education / Winter 2020

'''Author Index Page'''

----
----

[[Kurt Thumlert]]

[[Your Name]] Once you do the double-brackets thing and hit save, a page will be created. Click on the red link you created, simply start writing - add content - and once you hit save, you have "created" your author bio page (link will turn blue to show that it is active).

[[Melissa S]]

[[Bernardo]]

[[Vima]]

[[Abdi]]

[[Grace]]

[[Alice]]

[[Alysha]]

[[Charles]]

[[Anthony]]

[[Jair]]

----

To start editing this wiki, just login and hit "edit". Here is a video tutorial that can help you. https://vimeo.com/200086367

But basically, to create a new page, you just use the two brackets [[example]] and click "save page".

Consult the [//meta.wikimedia.org/wiki/Help:Contents User's Guide] for information on using the wiki software.

* [//www.mediawiki.org/wiki/Special:MyLanguage/Manual:Configuration_settings Configuration settings list]
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* [//www.mediawiki.org/wiki/Special:MyLanguage/Localisation#Translation_resources Localise MediaWiki for your language]

Your Name

2020-01-15T01:11:28Z

JK: Created page with "'''Jair''' Testing"

'''Jair'''

Testing