Enjoy this music as you read.
"We are all connected".
to the Internet: Digitally.
21st century life is connected by communication signals, many of them digits of 1 and 0 in the electronic world wide web:
the Internet.
The recent advent of co-editable software has afforded users the possibility of multi-directional information synthesis and transformation in real-time. This possibility has great implications for the millennial student in today's secondary school, who are now able to see and participate in real-time the working process of basic computer-tool based projects, such as a document, presentation, survey, and spreadsheet. Prior to this recent development, most computer projects were only available in groups as one-way transmissions between members.
From this, the question which has emerge presently is
How do millennial students (and teachers) respond to online collaboration and co-creation?
What are the most effective ways to use these tools throughout learning process?
To understand this question, I have investigated a teacher inquiry [INQUIRY I] which most closely relates to this question for critical review to inform my inquiry [INQUIRY II].
[ Inquiry I ] Post-investigation: I suspect there is something to the Cartesian dualism philosophy which Glen explores which may lend itself further to the discussion of collaboration in the cloud. Collaboratively finished projects online may be an expression of a part, or a whole, of learning. Are the parts in-progress also able to express and explain the whole, or must a project such as this only be understood holistically? Is this dialogue even useful or relevant to the learner and teacher today, or it is merely philosophical nostalgia?
[wayfinding]
the Internet.
The recent advent of co-editable software has afforded users the possibility of multi-directional information synthesis and transformation in real-time. This possibility has great implications for the millennial student in today's secondary school, who are now able to see and participate in real-time the working process of basic computer-tool based projects, such as a document, presentation, survey, and spreadsheet. Prior to this recent development, most computer projects were only available in groups as one-way transmissions between members.
From this, the question which has emerge presently is
How do millennial students (and teachers) respond to online collaboration and co-creation?
What are the most effective ways to use these tools throughout learning process?
To understand this question, I have investigated a teacher inquiry [INQUIRY I] which most closely relates to this question for critical review to inform my inquiry [INQUIRY II].
[ Inquiry I ] Post-investigation: I suspect there is something to the Cartesian dualism philosophy which Glen explores which may lend itself further to the discussion of collaboration in the cloud. Collaboratively finished projects online may be an expression of a part, or a whole, of learning. Are the parts in-progress also able to express and explain the whole, or must a project such as this only be understood holistically? Is this dialogue even useful or relevant to the learner and teacher today, or it is merely philosophical nostalgia?
[wayfinding]