Lessons from the Community:
Multi-literacies and Technology-assisted pedagogy
La Clase Mágica
El Maga- A Mysterious Entity
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Multilingual
Invisible
Supportive
Transitory
Electronic
Responsive
Imagined
Open-minded
Sensitive
Authority
The Cosmic Fly
Builds on fanciful envisioning
Mediates El Maga’s
omniscience
Reinforces authority structure
Qui ckTime™ and a
TIF F (Unc ompres sed) dec ompres sor
are needed to see thi s pic ture.
Outline of Talk
1.
La Clase Mágica at a Glance
15 minutes
2. A Deeper Look
15 minutes
3.
Lessons Learned & guiding principles
15 minutes
Q.A.
10-15 minutes
Q.A
10-15 minutes
Q. A
10-20 minutes
An After School Educational Program
mediated by Maga
Community
University
Computer Club
Undergraduate Course
Magical world
Practicum site
5 after school sites
UCSD/Palomar College
Youth & adults
Students, researchers, staff
Design philosophy
. . . socially structured ways in which society
organizes the kinds of tasks that the growing
child faces and the kinds of tools, both mental
and physical, that the young child is provided
to master those tasks.
(Vygotsky quoted in Luria, 1979)
A designed experiment:
creating & studying learning
environments
1. Organize a particular set of arrangements
2. To achieve specific outcomes
3. Conduct research--everything is data
4. Tweak according to new knowledge
Research Initiative
 Learning & development
 Development of Learning contexts
 Technology based pedagogy
•Change infrastructure
•Undergraduate education
A social action project
 Narrows digital and
cognitive divide
 Facilitates social integration
 Converts community
resources to capital
Section #2: A Deeper Look
1. The theoretical foundation
2. Goals
3. A system of artifacts-(extended curriculum)
Theory inscribed in interactions
& materials posits the learner as:
Ready to learn
Willing & able
With intrinsic motivation
Multilingual and multicultural
The theory of play & education plus
technology make the context as:
A possible world
Dialogic
A space of flows
Non-hierarchical
The theory of culture in Vygotsky’s
terms posits content as:
Electronic
adaptable
Emergent
Multilingual-multilingual-multi perspectival
Technology as a mindtool
 used as knowledge construction tools that students learn with, not
from. In this way, learners function as designers, and the computers
function as Mindtools for interpreting and organizing their personal
knowledge. (Cummins, 2007, p. X)
 Mindtools (. . When they help learners. .) represent what they know,
necessarily engage them in critical thinking about the content they
are studying. (Jonassen quoted in Cummins, 2007, p. X)
3 Goals & the Kitchen Sink
1. Design optimal learning environments that enhance learners’
cognitive, social , and academic development
2. Provide quality and enlightened undergraduate education.
3. Facilitate social integration of under-served groups
Goal #1
Theoretically grounded system of
artifacts
 Levels hierarchical relations
 Mediate collaboration
 Structure learning & development
 Socializing mechanism
 Assesses development
On the ground effects of artifacts
 Link old knowledge to new knowledge
 Encourages dialogic learning
 Mediate collaboration among monolinguals
 Promotes literacy and language development
The Magical Mazes: primary artifact
QuickTime™ and a
TIFF (LZW) decompressor
are needed to see this picture.
New
Maze
Theoretically inform taskcard format
Title
Room in the Maze
Use community funds of knowledge to introduce the key
concepts of the game or activity
(play gets progressively more cognitively demanding)
Beginner level
Orientation to the
game
(Incorporate
instructions)
Accomplish 1st
level task
Reflection and Writing
practice
1. Chat online to
Maga,
2. HINTS BOX
to help others
Intermediate level
Advanced Level
2nd level
performance
instructions
Accomplish 2nd
level task
Reflection and
Writing practice
1. Chat online to
Maga,
2. HINTS BOX
to help others
3rd level performance
instructions
Accomplish 3rd level task
Reflection and Writing
practice
1. Chat online to
Maga,
2. HINTS BOX
to help others
Incorporating language & culture
HACIENDO CARAS/ MAKING FACES
Room #6a
Stop making faces! “¡Te vas a quedar así!” es lo que tus papás
te dicen cuando te enojas. Here is your opportunity to make many
carotas!! In this game you are going to practice making faces y aprenderas a usar
diferentes formas y tamaños: eyes, ears, nose, mouth, hair, body, extras.
PRINCIPIANTE
INTERMEDIO
Use the Facemaker
Practice sheet y practica
con las instrucciones to
get familiar con las formas
que usaras en el juego.
Termina el nivel
Principuante. Once you are
done with the beginner level,
play a game (Hint: Choice 3)
Continua Jugando el juego
hasta que completes 5
adivinanzas, that is 5
guesses in a row. Practice
again.
Para finalizar, escribe una
carta que tenga one strategy
que hayas usado para
obtener puntos. Write in
your letter algún secreto that
helped you remember lo que
tu cara hacia mientras que
jugabas el juego.
Cuando termines tu carta,
put it in the HINTS BOX.
Ahora programa tu cara
para que hagas at least
two faces o gestos que te
gusten. (Hint: Choice
TWO)
Write a letter, y en la carta
has un dibujo. Put the
letter in the HINTS BOX;
Cuéntales a tus amigos
las caras que hiciste.
AVANZADO
Juega con uno de los GAMES
using instructions para el nivel
“Intermedio”.
Ahora has un challenge
game, un juego
elaborado and ask al
asistente del Maga para
que lo haga.
Por ultimo, escríbele al
Maga and tell El Maga
cuál fue el juego más
difícil de recordar, that
the Maga’s assistant had a
hard time remember-ing.
(under-development)
Section #3:
Lessons Learned & Guiding Principles
 What have we learned over the last 20 years??
 What guiding Principles are discernable?
 Why is it important?
Lessons in Language & Literacy
 Bilingualism/biliteracy bears fruit
 Community vernacular preferable over standard variety
 L1 acts as building blocks to new knowledge
 The use of L1 & L2 enhances the Acquisition of L2 & Maintenance of
L1
 The use of L1 & L2 bridges between monolingual speakers
 Accumulates capital for future use in a world where bilingualism is
privileged
Lessons on Technology-assisted Pedagogy
 Makes possible constructed culture (especially Maga & Mosca)
 Supports change infrastructure--the linking of key developmental
spaces
 Facilitates construction, generation, dissemination of knowledge
 Facilitates representation of self as thinker
 Challenges foundational pedagogical constructs--(what, how and
when language and literacy are taught, what is legitimate knowledge,
Guiding Principles
T he targe t of i nstruc tion is fut ure de velopm ent, wha t a chil d ca n d o u nass isted
to m orr ow
Tec hn ology is a mi ndtoo l for construc ting know ledge and represe nting se lf & the
w orld
Mu ltiple know ledge sources fac ili tates unders tanding and par ticipa tion acr oss b orders
D ynami c dialogic lear ning envi ronm ents foster critica l thinkers a nd engaged lear ners
A tec hn ology-ass isted pedag ogy tra nsfers power to know to lear ners
L inking im portant contexts for h um an de velopm en t crea tes a c hange infras truc tu re
Why is this important?
 Participants become active, engaged students
 Able to take advantage of formal instruction &
other opportunities
 Are socialized to mainstream culture & more
 Have acquired many of the skills privileged in a
globalized world
The Question?
What is transferable to school?
The Answer:
What is transferable is the principles according the
contexts
Olga A. Vásquez
UCSD Department of Communication
[email protected]
http://communication.ucsd.edu/PeoplePages/Olga
Vasquez.html
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