I’m teaching a grad class right now called Teaching and Learning in the Digital Age. In the past couple of weeks, we’ve been reading about Connected Learning, “an educational approach designed for our ever-changing world. It makes learning relevant to all populations, to real life and real work, and to the realities of the digital age, where the demand for learning never stops” (see connectedlearning.tv). We’ve read the research report that conceptualizes this approach to youth learning in informal contexts and an e-book called Teaching in the Connected Learning Classroom that I was fortunate enough to collaborate on a couple of years ago with some really smart people (aka Antero Garcia, Bud Hunt, Nicole Mirra, Cliff Lee, and Danielle Filipiak). The latter book demonstrates how connected learning is a powerful construct for instructional design that’s actually being enacted in a diverse spectrum of classrooms.
Right now in my grad class, we’re unpacking and troubling received meanings of the much-used terms equity, access, social justice, and social action. To help us in this endeavor, tonight we read and discussed Christine Sleeter’s (2014) commentary in the “Scholars Speak Out” column for the Journal of Language and Literacy Education. Then we used this piece as an overlay for thinking specifically about the equity agenda that undergirds connected learning.
As a result, even in the space of week (and of a single class period!), our thinking is evolving. If you want to lurk or participate in our conversation as it unfolds over the course of the semester, please follow our class forum here.
We’d love for you to chime in.