575 Matching Annotations
  1. Aug 2018
  2. Dec 2016
    1. Although the learner may begin their experience watching from the sidelines, it’s important for the learner to get their hands dirty in the actual activities in order to truly master the skill and become a master themselves.

      I don't think that they are arguing that learners need to do the thing to learn it. What they are arguing is that people are always doing something, and if you look at what they are doing then you can figure out what it is they are learning. This is different than what you say here, which seems to be an argument against more transmissionist forms of instruction

    1. the difference between the developmental capabilities of an individual child versus their ability to handle more complex tasks through interactions and assurance of more capable individuals.

      what's his argument about why it's important to distinguish these?

  3. Sep 2016
    1. we are in­ terested in investigating whether differ­ ences in the social organization of ed­ ucation promote differences in the or­ ganization of learning and thinking skills in the individual.

      This seems like a question with an obvious answer to some of us now, but at the time it was sort of revolutionary.

  4. Jul 2016
    1. The higher aspirations and reformed ways urged on millworkers through education found their expression in resistance to the status quo by some farnilies.s

      so there's some good news for "missionary" education...

    2. But distinctions and divisions began to grow between mill-owners and local businessmen and professionals, on the one hand, and wage-earning millworkers, on the other.

      This historical relation between the townspeople and the millworkers--rooted in socioeconomics and religion--manifested in power dynamics that she's marking as relevant and important to language practices in present-day (for her, which was the 1960s and 70s). From her point of view, this matters for learning. What kind of story might she be able to tell without this backdrop?

    3. The Piedmont, a term used by outsiders and newcomers to the region, but never by local residents,

      This is an ethnographic choice, to use an "outsiders'" term to refer to the region


  5. Dec 2015
    1. eveninthatspace,whichisalotmoreopenandfreeforstudentsthantraditionalclassrooms,thattherearestillveryclear“teaching”goalsbeingimplicitlyandexplicitlycommunicated,andthatstudentsalsoreacttothemmuchinthewaythattheydotoregularclassroominstruction

      I think Rafi might have been trying to get at this a little bit in the discussion afterward too, when he was asking about points of tension (I forget the word he kept using - the edge?). I think these are questions that those of us thinking about learning in out of school spaces are still grappling with.

    2. hereisadistinctdifferencebetweenwhatis“taught”andwhatis“learned,”andthatthespaceandlearningenvironmentaffectswhatislearnedagreatdea

      I think this is the power of LPP as a theory. It decouples teaching from learning, instead places it as just another aspect of what is going on in the activity. Learning becomes participation in the activity, in parallel with whatever teaching is going on. Teaching certainly affects the activity, but is not primary in what gets learned

    3. onsthatstudentsweretaking,wheretheyreallylearningthatadultsinpositionsofpowerforceyoutoengageinreallysillyactivities,andthatthesociallyacceptedresponseinyourpeergroupistotrytoengageinitaslittleaspossible

      Sometimes I suspect that, in any teaching curriculum, you come up against this. But then, when I think about your FR09, I wonder what other ways I might ask about this situation

    1. oth guided and intent participation are found in both these sites, they are acted upon differently and seen atvarying levels of inten

      I also wonder if differents kinds of learning, or different content is made available depending on the kind of guidance?

    2. e you a map pamphlet that has each floor broken up and a list of what the observer can find on each floor. In a sense this is guided participation, righ

      I think the material artifacts that help structure activity are related to guided participation

    3. here this differs is when we think about BCCP in that children may be enrolled to attend BCCP because their parents have enrolled them and not by choice. While at the Whitney, individuals voluntarily attend the museum, but it could become mandatory if people go to the Whitney because of a class requirement, etc

      these help flesh out the comparison

    1. haveaskedthemhowtheybuildonthelearningdoneinthissettingathome,ifatall,butitdoesseemliketherewaspotentialforislandsofexpertisetoformherearoundthisareaofinte

      One of the kids that we interviewed in our study told us how his parents always stopped at the local skatepark when they went on trips anywhere; his interest in skateboarding also extended beyond just skating, to buying magazines, finger boards, and video games. His parents supported all of these. It would have been interesting to see how it came up in conversations, what kinds of connections to academic or other domains they might have made.

    2. tseemedthatinorderforislandsofexpertisetobecultivatedandsustained,parentsneededtobeveryinvolvedinandawareofthelearningtheirchildrenexperienceacrossmultiplesettings.Whathappenswhenparentsareunabletodothat?Howdoesthataffecttheirabilitytoformulateislandsofexpertiseparticularlyaroundtopicsthey’reinterestedinorpassionateabout?Forexample,ifaparticipantinBCALtakesupaninterestincookingandspendsmostoftheirtimeinthekitchentherebutisneveraskedaboutthisexperiencebytheirpare

      really great questions.

    3. likeparentsplayedaprettyhandsonroleinhelpingtheirchildrendevelopagreaterunderstandingofthesubjectmaterialathand.

      i remember it this way too

    1. t all three of the reso

      i also wonder what qualities of the resources and their distribution are important, depending on characteristics and goals of the setting

    2. drop in

      this is also a term for taking a turn in bowls--"dropping in" -- makes the analogy even more striking for me

    3. welcoming and inspiring to children

      also kids' role in designing the physical space would have an effect here

    4. BCCP

      yay, glad you're writing about this visit!

    5. mastery

      also just access, right? if they were denied a turn, or denied favored ways of skating them (e.g., snaked) this would also matter

    1. wonderhowmanymisunderstandingsariseduetoourdesirenottoshareourbroader“paths”withothers

      this really opens up the comparison for me. cool

    2. wouldgiveanobserverofmyselfweretheytowalkintothatclassroomwasofadisinterested,disrespectful,andunengagedstudent

      In my teacher ed courses I often tell a similar but opposite story, that of a student with his head on his desk and his hood pulled up, totally disengaged. To an outside observer the teacher was doing him a disservice by not engaging him, holding him accountable to participating in some way. The teacher's response was that he had so many troubles at home and in his personal life, that getting to class was a victory. At that moment in time, pushing him further would not help at all.

    3. y,“editing”myartclasstimeintoa“socializingandplayinggames”time,butitwasnotinconsistentwithmylonger,broaderlearninggoals

      interesting connection. pushes the idea of editing, which was focused on current activity in the Ma & Munter paper, to broader scales or pathways of particupation

    4. isthatasweconsideralearner’sobjectivesandtrajectories“across”timeandspace,wecangetamuchdeeperandricherpictureofwhatweobserveinanygivensetting.Ifwetakethisviewtoheart,wehavetounderstandthatalearnerhashisownmotivations,hisowngoals,hisown“path”,andthattheseextendfarbeyondanysingleobservationinanygivenspace.Ifwedon’ttakethatpathintoaccount,weriskmiscategorizingwhatweobserve

      nice summary

    1. nglish conversationgroup, I can’t help but wonder at how the interaction between the two sites would play out. Often times in English conversation group, students’ home countries do come up voluntarily and students do not mind saying something about it. So that this aspect is repositionto something pos

      cool - this is a big issue, as i'm sure you know. instructors who want to draw on students' FoK (not that they would necessarily put it this way) but in the process essentializing students by positioning them as spokespersons for where they come from or some defining experience. I like the proposal of a multisited sensibility in untangling that quandary.

    2. ere, her historyof previous participationand experiences helped me to gain a greater understanding this interaction.Within this same conversation, she repositionedOGS as place not only for international students but for American students who needed help studying abroad. Through this specific type of interaction at OGS and the later activity of sharing it among other international students, she was able to place herself not only as an international student visiting OGS tomaintain her F-1 statusbut as an NYU student who like everyone else, American or not, needed help with her visa to study abro

      I like how you complicate this story, taking different perspectives (your understanding as well as her contributions to other students' understandings) and also looking at her positional identity in relation to the event.

    3. pathwaysapproachallows me look at the interactions between many sites, instead of positioning them againstone anothe


    1. different train carts

      what about outside the setting of train riding?

    2. So where does this innate (or how Iobserved it on my transit observation to be innate) response come from in off

      This sentence is so interesting to me because the way you use the word "innate" here just sort of implies that it comes from somewhere not available in the setting, rather than "hard wired" into the biology or brain of the person

    3. nto our theories of learningbecause there is absolutely zero guidance on how a passenger should handle this situati

      in what way?

    4. 4thone being on accide

      i hate that

    1. ere is a bitof multi-sited sensibility that focuses on the histories of participation that students bring from different learning ecologies, I think this will be helpful particularly for this case study because it would help me better understand why this overwhelmed boy focuses more on the outcome of this assessment score than the process of demonstrating comprehension. Did he come from an environment that strongly promoted grades?

      What if you find the opposite, that it's just in math class that he is this way?

    1. a site for math, adifferent site for physics, another one for chemistry,and almost a different site for each subject,but it was my responsibility to make sense of the connections and to see the structure behind, allowing me to survive to tests and other requirements while spending just a little more than half of the time I was supposed to be there; nowthere is a different site for home, for school, for shopping, for each piece of grown-up life, and is still my responsibility to make sense of the connections, to finda way to create an experience that mimics the full being-here experience while only spending about eight months of the year here.And there was always the expectation for the next call to training session, the next holiday, the next time to walk away and trynottolook back, almost as looking now to my plane tickets and counting the days to go to Col

      interesting way to make the comparison

    2. my high school experience was, to some extent, a multi-sited on

      don't you think part of Vossoughi & Gutiérrez's argument is that, if we look that way, we can/should treat all learning experiences as multi-sited?

    3. kids my age

      in Colombia you mean?

    4. pointlessto take one observationas a sep


    1. erspective here pushes toward accepting and accounting for these cultural experiences away from OSSM as part of students’ learning anddevelopment at OSS

      also raises questions for how students come to understand their identities and home communities in relation to "educated" contexts and values

    2. ers built off of stories students told. However, more often in other classes these same (or similar experiences) were not taken up but instead marginalized as non-academic and thus not a sign of knowing or “real” intelligen

      good contrast

    3. how the two sites bothtake up and marginalizeparticular aspects of learner’s outside knowledge.

      good focus

    1. nd the overall interactions led me to see them as a local “community of practice”(Lave and Wenger, 1991) who formed around a common commute.
    2. Han

      haha. i see what you're doing

    1. would be interestingto have a researcher in there when the teacher is not to try to collect candid first impressions aboutthe book. Even though I would often come back to a noisy classroom,most of the time it did seem like my kids were looking at the book and talking about

      This is interesting, to look at the interstitial spaces of school activity

    2. I would then follow the kids throughout the rest of the day and see if they are talking about the book. Do they discuss it with their peers? Do they talkabout their feelings on being assigned this book? Finally, I would want to followsome students to other sites. Again, I would look to see if the student discusses this new book with anyone. Do they tell their parents about it?I would also be lookingto see how they interact with books in general. Do they have many books at home? Do their parents read to them? Do they often see their own parents reading? Do they read daily for pleasure? When do they do this? Where?Perhaps I might see that students that already have a positive relationship with books will not be so botheredby being assigned a boo

      I wonder what other kinds of things you might observe that you might not expect but could be connected to their reading practices in general or to this particular book

    1.  it  feels  forced  and  is  not  authentic,  I  never  actually  engage  in  reflection  during  those  intentiona

      so the focusing ideas i gave you guys to think about during your transit observations were doing the same thing. I "schooled" your safe space. I'm still thinking about how I want to think about that...

    2.  difficultly  focusing  on  the  present  interactions  and  participation  because  I  kept  reflecting  and  relivingthe  wild  experiences  I  have  had  on  public  transportat

      Maybe in the future you will be riding on a bus somewhere and then you'll be able to reflect on this ride ;)

    3. was  a  block  ahead  of  the  bus  so  that  he  could  get  on  and


    4. ity  work,  every  person  has  many  different  identities  that  all  exist  simultaneously.  Based  on  the  environment  and  circumstances,  different  identities  become  salient  but  the  many  other  identities  still  existand  influence  those  that  happen  to  be  salient.  This  brings  in  the  concept

      useful comparison

    5. unity  to  resist  reductive  conceptions  of  interactions,  culture,and  participatio

      great - you got the general idea and the motivation

    1. ernails and they sprang forwardonto my clothes


    2. I made a mini-loop in Manhattan before heading to Sunset Park, Brooklyn,where I live,using trainlines that I would typically not use.(I typically take the D train downtown from Broadway/Lafayette to 36thStreet before taking a bu

      Students had different strategies for how to do this observation, and a lot altered their regular commutes to fulfill the requirements of the assignment. I'm interested in this for some reason, but can't really articulate why. I wonder if I can make use of this strategizing for the course next time...

    1. tillwonderedeventhroughguidedparticipation,howdoesachildlearnthesebehaviorsandnotjusttherules

      but what kinds of guided participation? You speculate a lot here, but what kinds of guided participation did you see? For example, with the other adults riding with children, how did the "adults help structure" children's riding, and also how did children participate actively?

    1. happenwiththeSarnafamilymanytimesbeforeanditalwaysamazesme.Atdinner,duringprayerservices,atothermealsintheirhomewhenthey’rehostingstudents,bothheandhiswife,Michelle,trytheirbesttoincludetheirchildrenandencouragethemtoparticipateespeciallywhenthechildrenmakeaneffortto.Theyneverdiscouragethem.

      I'm fascinated by this as an example of intent participation. There's keen observation and listening in, and definitely intent to eventually become a more full participant. There's also imitation that is seeped in humor, which, as you imply, could be taken badly, but is not in this case. The kinds of participation and imitation that are valued versus shut down in a lot of more formal settings feel more rigid than this. What does it mean to treat seriously what, on the surface, does not seem like a serious form of participation?

    1. ss of renting the bike was a brand new learning experience for me, and a tourist actually ended up helping me! It struck me that in that way I was more ofa peripheral participant in thisactivity in my city than a visitor.

      This was a striking finding across a lot of transit observations, including Heidi and Oscar. I keep wondering about what kind of "context" a transit system is, that sprawls across a metropolitan area so that it contains or passes through such geographic diversity, maintains a systemic integrity, yet still produces such variable possibilities for expertise across newcomers and oldtimers.

    2. In many ways what is there in the terminal and surrounding areas is more forthem then the commuters

      Daniel focused on this issue in his FR, writing about grand central and its revitalization as a tourist attraction

    1. s definitelyvery subconsciousthough because I truthfully only realized it when Isaw “intent participation”as an option on the assignment. The words jumped out at me and I knew that I was the intent participator this ti


    2. icipation is more complex than simplymimicking, as Rogoff describes, because I literally had to do the action myself, at exactly the right time. I had to actually participate and not just mimic, which I see as doing an action in a simulation type setti

      this is an interesting contrast. you sort of had to learn what to pay attention too, since no one was telling you. When you're observing activity in the actual situation where it occurs, there's lots of "noise" - in classrooms we sort of strip the noise away and kids have less filtering to do to figure out what's important to pay attention to. Here you observe it in context, then have to perform it in context as well.

    3. howhe used his metro card

      my least favorite part of getting on buses here

    4. goff states, Iacted after I observed. Many, if not most,of my decisionsweremade only after I saw someone else do something.

      This is really interesting because I think your case is at a sort of shorter time scale than Rogoff's examples (e.g., Inuit boys learning to hunt from watching and listening to stories)

    1. official narrative t

      I wonder how much the red/green guy signs count as "official narrative" - they are guidelines for safety, which seems different from the field trip guides (although lots of the public square controversy was also about presumed safety, from the "wrong" kinds of people). Also people don't tend to really follow them.

    2. veryone there was ostensibly there for a transit purpose, but since many people had to wait 5-15 minutes for their train to come, the space also became a gathering place of sorts. High School students joked with each other and blew off steam after their day, commuters commiserated over train delays, and parents talked with their children as they waited.

      very neat - seems to fit what he called "interstitial" realms (28)

    3. ople who were in the space for no transit purpose

      I forget if I told you guys this already- last year we had a kid come visit from NC, and the 3-year-old was obsessed with trains, so we took them to Grand Central. The entire time my then-4-yr-old could not wrap her head around why we were there. She kept asking "where are we going?" and was incredibly frustrated when the answer was just "Grand Central."

    1. is could be seen as a contradiction to the “spaces”analysis I am working to formulate.

      how so?

    2. ill very limited in this spa

      maybe you want to say limited for what? I think you said this because you had some values about what you were hoping to see- making this explicit could help the analysis

    3. ial spaces are(re)produced(Ma and Munter 2014)through these material resources and social action

      For our part, you'd want to think about individual editing in interaction to produce the social space. so you'd have to zoom in a little, i think. similarly, i think for ecology of action you'd want to see how "conduct of participants" plays a role in the ecology - you do this with Mr. Ford's actions, but what are the students doing?

    4. ic space. Thispart of the shopbecomesa public space where they do not belong as newcomersbecause the ways they can participateare so limited, the activities are not inviting. Only those at the front of the room near the desk are produced within this public space, becausethey can fully participa

      be explicit here about Nespor's use of the idea of production and public space and how it relates to what you're trying to say. I'm having a hard to making the analogy. Dig into his concepts, past his findings

    5. s is reproduced through the understanding of the students; they must stay silent and listen. As Mr. Ford move to the other part of the room to movethe toolbox with the two oldtimers, his movements signify that active participation takes placein the other part of th

      interesting contrast

    6. Therefore, I needed to adapt my initial frameworks to incorporate the (re)production of spaces through material and social interaction. Both Ma and Munter (2014) and Nespor (2000) provided the vocabulary and initial frame to stretch Lave and Wenger(1991). Heath, et al. (2002) also provides some guidance in how to analyze the interaction between social and material contexts in order to “craft participation.”

      This makes a lot of sense to me

    1. dtoknowagooddealaboutskating(oratleastshewasinvestedinherkidbeingabletoskate)

      this raises questions for me about parents' learning in supporting their kids' islands of expertise

    2. oughIwon’tfocusonthisnow,theyseemedtoeditthespacetheywereoccupying,claimingitasafamilyfriendlyzoneofsortswhereasthepoolseemedtobereservedformoreexperiencedskatersoratleastforadults,withtheexceptionoftheoneyoungska

      neat connection though

    3. dividualizedsportandactuallydoescontainaspectsofmoretraditionalteamsports

      this sort of points to reconceptualizing what we might mean when we say "individual" sports. I've heard arguments about swimming and track not being as individual as we make them out to be, even though in the doing (taking laps) there's not any interaction in terms of talk.

    4. OrangeShirt

      It's funny that you're calling him this because we used to call "Hal" "Hat" because, well, he wore a hat. But for publication we figured we should give him a real name, so it became "Hal"

    5. studentshadvaryingpreferencesforbeingattheskateboardpark.Itseemedthateachstudentwantedtolearnhowtoskate,besocial,orneededanafterschoolactivityuntiltheirparentswereavailable,buteachtodifferentdegree.Iflearningtoskatewasthesolepurposeofthembeingthere,kidswouldnothaveabandonedtheirskateboards,orlettheteacherwalkawaytoskateonhisown.

      good conjecture

    6. interestbutalsoextendedintoand/ororiginatedbeyondotherrealmsoftheperson’slife”(p485).Peopleweremotivatedtoparticipateinactivitiesnotforthesolesakeoftheactivityitselfbutbecausetheactivitymetpeople’spreferences.Preferencesarelongtermgoals,valuesandbeliefsthatmotivateapersontopracticetheirhobbyconsistently.Asactivityinthepracticecontinues,motivationandengagementebbsandflows,sometimesresultinginmoreparticipation,sometimesless.Thisistheperso

      nice summary

    1. y be “edited” after visiting and having a more pleasant experience, she is not likely to give it another chance. Ma & Munter also suggest that “As individuals engagein activity together, in the same arena, the ways they edit the space necessarily affect thepossibilities for others’ activity” which may help to explain why my experience observing this skate park may have been different than it would have been without the reviewers opinion shaping my activ

      The comparison between your experience and the reviewer really helps give shape to this idea

    1. rk, the skaters –embodied through Jared Moller –were a part of the planning and thus the social construction of the space from the beginning

      if there are no "true public spaces" I wonder what kind of public space this is, in comparison with the ones Nespor described

    2. hip, this park seems to embody some of the collaboration and amalgamation of neighborhood and “public space” (both with physical objects and with recognition of a skater’s contribution to the project) that Nespor urges in his article that schools work to

      this is a really nice analysis of this apparent relation and history of production.

    3. but also can define different and overlapping settings(I am also eliciting Lave’s grocery shoppers here and how their use of the store individually creates individual settings that potentially o

      could be an interesting focus

    1. oarder asked one of the younger participants“do you know ollie?” Throughout the rest of my time at the skate park, this older skateboarderwould come by and give tips on how to skateboar

      I love this anecdote, and how you see how small actions by individuals can change how a space is socially produced

    2. ere the friends using this recording as a way to invoke intent participat

      whose intent participation? interesting idea

    3. wasn’t sure if this was a tool for learning

      definitely seems related. also might point to a conjecture about lines of practice

    4. y mentioning the various names of tricks, marked the inclusiveness of the activity and becamea marker for the skateboard iden

      neat - did you hear enough to tell how these were being mentioned. Just to name tricks? To give instructions? To make comparisons? etc.

    1. access is related also to equal opportunity for enjoyment, for sense of ownership, for all kinds of use

      An important piece of spatial justice, I think is this idea from David Harvey that "the right to the city...is a right to change ourselves by changing the city" (p. 75 of the Taylor & Hall). So it's more than just access, but possibilities for participation and change, right?

    2. of compensation in the sense of taking skaters out of other spaces and then providing an isolatedspace for them as the reward fora trade-

      so then what is the relationship with spatial justice? try to be explicit

    3. park turned thento a place for media production, a place for practice, a place for social sharing, and a place for semi-structured teaching(see Figures 3, 4, a

      so then how do you see the relationship between individual edits and social production?

    4. the contextualization of the arena

      not sure what you mean by this?

    1. example  of  advanced  spatial  literacy.  Ma  and  Munter’s  concept  of  editing  also  seems  to  come  into  play  here,  as  the  skaters  continually  edited  their  activity  to  adapt  to  the  activity  of  ot

      This hints at how you see spatial literacy as related to editing, but could get more explicit

    2. tial  literacy  focuses  on  the  need  for  young  people  to  be  capable  of  translating  their  perceptions  and  understandings  of  space.  By  producing  new  ways  of  thinking  and  acting  in  space,  relations  between  people  and  environment  can  become  more  equitable  an

      nice summary

    3.  and  ledges.  Although  the  park  is  free  and  open  to  the  public  with  two  large  gateskept  open,  there  are  no  benches  or  areas  for  spectators  or  people  not  currently  skating.  This  gives  the  park  an  insider  feel,  just  for  the  skaters.  When  I  was  planning  my  observation,  I  intended  to  go  with  my  friend  who  regularly  skates  at  the  McCarren  park  so  that  I  would  have  an  in.  However,  he  canceled  on  me  and  as  a  non-­‐skater  I  was  left  to  lurk  awkwardly  in  the  corners  of  the  skate  park  during  my  observation.  This  made  me  very  aware  of  my  identity  as  a  non-­‐skater,  not  even  a  newcomer  to  th

      I think your telling of this gives a sense of the Ma & Munter arena/setting/activity relationship, in an implicit way.

    1. on I was given a map on which areas were considered to be difficult, and which areas were considered to be easy and for beg

      This could be an interesting way to conduct interviews, to give them a map and have them shade in the "hard" areas and the "easy" areas

    2. as not able to pick up on was whether or not they were discussing the tricks they had just s

      would be an interesting thing to find out

    3. rnal factors, such as parents, close relatives, and peers, do influence a child’s intere

      this is a good way to connect to islands of expertise

    1. without parental supportand encouragement, would the average 10 year old be able to actively participate in skateboarding at th

      In terms of Islands of Expertise, I might also want to ask about what other related activities they do, how else do his parents support his interest

    2. e space of the skatepark transformed,depending on who was present, but also based upon what the old-timers were up to

      really interesting - activity and setting in relation, but a clear power relation with these four guys

    1. his trick practi

      is it the trick or is it the physical element? I could imagine making a conjecture about the actual physical element - maybe they fixate on it in a variety of ways, both for lots of different tricks and for its different features (affords and/or constrains lots of types of tricks) and then develop an affinity for it and elements like it in other parks, and so on

    2. gallery” because there were several folks there who spent the entire time just watching other skaters, and (apparently) commenting on the others’ abilities, while not really skating so much themselv

      This is a nice contrast to our focus, which was on relative oldtimers supporting the learning of munchkins. I think this terminology highlights the fact that commenting is not always supportive

    3. ith park designers’ intentions, and sometimes creating new uses for a particular space. Either way, the skaters clamed the space as their own and used it fortheir own purposes, an

      how do these relate to ideas of editing and social production?

    1. someone ona mountain bike came through this area and proceeded, for the next 20 to 30 minutes,to ride back and forth near the spectator space watching the skaters. His participation,because of thephysical tools that he interacted with in this space, was somewhat different than mine, while all of use in th

      I like this comparison of your contribution to producing this space and the resources you brought to doing that, and someone else.

    2. oth articles, space and participation and inextricablylinked. Nespor describes participation that is too limited or non-existent and therefore creates boundaries around public spaces. Ma and Munter, on the other hand,see a skatepark as a publicspacethat is not limited to the same degree by ideological institutions (schools, governments, etc.). Instead, participationinside of the skatepark is encouraged, and skaters are given autonomy on how they want to participate.Although, it is important to mentionthat skateparks came out of differentpowerful stakeholders wantingto keep skaters off of public places, therefore attempting to relegate their pubic space to one the is “meant for s

      nicely nuanced comparison of the two pieces here

    3. ditions of practic

      I wonder what kinds of conditions are more or less conducive to this for these guys

    4. katerswere continually learning both how to get better at skating (through practice, peer critique, and watching other) and how to d

      I might ask a question about how these might be related to each other

    5. Therefore, “lines of practice” are what comes about w


    1. acces

      i think she does not have access to the same resources for participation, right? since she sits in a different place, is not allowed to do certain parts of the activity?

    1. However international students lack this coproduction as activities and resources are mostly prescribed to them.

      I think that Holland et al. would still argue that they participate in production, even if in a disempowered way. It may be that their local activities take on particular relations with this prescription in agentic ways

    2. tudents, I provided fakeimmigration documents as a focal point of our talks.These fake documents included: an I-201, an OPT/CPTapplication form2, and a print out of a part-time e-form3. These three documents representsome of the most common materials international students migh

      material documents, but nice way to get at all three categories of identity resources

    3. oretical Framework

      This section really does the work I was asking for after your presentation

    1. uman resources, in this case Allan’s knowledge

      How do you decide to call this a non-human resource (someone's knowledge) rather than than a human resource (Allan deploying this knowledge)?

    2. is clear that access

      I think, given your data, you can be more nuanced about this - what kinds of access?

    3. cipation schema involvedcollaborative participation.

      how is this different from Apprenticeship in Kirshner's terms? Or Joint Work? Where is this situated in his table?

    4. newcomers

      i think they are still oldtimers, but they become novices, or at least inexpert

    1. caltouchseemedtoplayasignificantpartinbrowsingbehavior,andmanyshopperswouldruntheirfingersacrossbooksorplayfullytapormovethebooksarou

      This is a neat sense in which books are part of material infrastructure. I don't know what to make of it, but it's interesting

    2. structure,2)Shorttermandlongtermpursuits,and3)Preferencebasedparticipationincollectivepractice.Materialinfrastructurearetheresourcesavailablefortheparticipant.Intheconfinesofabookstore,thisisofcoursethebooksthemselves,butalsothesignageandothersupportsavailabletoshoppers.Theparticipationinthehobbyofreadingcanalsoincludeshortandlongtermpursuits.Someshoppersmayfluctuateintheirlevelsofparticipationdependingonothercommitments.Forexample,astudentmayspendlittletimeinabookstorelookingforbookstoreadforpleasureduringtheschoolyear,butduringholidaysandvacationstheymayspendmoretimelookingfornewbooks.Finally,reading,especiallyforadults,isapersonalchoiceandonemustselfelecttoparticipate

      nice summary

    3. Inthisproject,theCoPisthefictionsectionofabookstore.Oldtimersarethosewhohaveexperienceatthestore,knowthegenerallayout,andcanfinditemseasily.Presumablytheseoldtimershavebeentothestoremanytimes.Newcomersarevisitingthestoreforthefirsttime,orhavenotbeenthereasignificantamountoftimes.However,newcomershaveaccesstoavarietyofresourcesandopportunitieswithinthebookstore.Theyareabletolegitimatelyparticipate,andmayeventuallygainoldtimermembershipwithintheCoP.Byvisitingthestoreagain,newcomersmaybegintofeelmorecomfortablewiththeirsurrou

      nicely explained

    1. thismechanicallowsexpertsandnovicediscussionstocoexistsidebyside

      this is neat, that there can be separate, equally valuable and legitimate, parallel ongoing activities that roughly approach the same goals although in different ways. This really contributes to a conceptualization of the "massive" nature of the guided participation in this context.

    2. thismechanicallowsexpertsandnovicediscussionstocoexistsidebyside

      this is neat, that there can be separate, equally valuable and legitimate, parallel ongoing activities that roughly approach the same goals although in different ways. This really contributes to a conceptualization of the "massive" nature of the guided participation in this context.

    3. Thiswayofthinkingaboutlearningwillhelpusinterpretmanyoftheinteractionsin/r/learnprogramming,andtoconsiderhowsomedesignconsiderationshelpcreatespaceswherenovicesandexpertsalikeareinteractingmeaningfully,therebycreatingopportunitiesfor“legitimateperipheralparticipation.

      nice job of following up your summary with how it applies to your case

    4. difference

      I think you want to be clear that you are differentiating from Kirshner's categories, not from Rogoff's idea of guided participation, which doesn't really hold any assumptions about numbers, since it's a lens rather than a form

    5. Massive

      i like it

    1. hile Wenger discusses identity as the product of participation, Nasir & Cooks help to differentiate the two but respect the correlation by recognizing how identities are shaped by detecting three types of resources: relational (positive relationships), ideational (ideas about oneself in relation to the practice), and material (physical) resources

      So what is the stance you take? In other words, what is the relationship between identity and participation for you, and how does this affect how you treat the categories of identity resources?

    2. These were the guiding ‘resources

      I'm not sure I understand what the 'these' means here, or what you mean by resources (is this different than the identity resources you're talking about)?

    3. practice in the field from participation

      I'm not totally clear what the distinction you are making is, based on the quote. summarize your argument.

    4. physical access to participation is uniformed

      still not sure what this means

    5. ase, to gagethe sociocultural resources available to participants at Barry’s Bootcamp. Lave & Wenger proposedthat

      This is a difficult sentence, then transition for me. Are you saying you're using N&C's idea of identity resources to think about resources at Barry's? What is the relation between sociocultural resources and identity resources (they can't be synonymous, can they?)? Then, what is the relationship between that and what you're saying here about peripherality?

    6. Lave & Wenger’s lensof peripherality

      the lens is really LPP, right? peripherality is a part of that lens. I'm not sure it makes sense to talk about it as a lens in and of itself...

    7. identity and self-perception

      again, identity in general?

    8. identities

      i'd be specific that you're talking about practice-linked identities here, right?

    1. possess this “Starbucks Identity” are the individuals who have partaken in thisidea of a figured world

      I think it might make more sense to say that the others figure the world of Starbucks differently, maybe as just another coffee shop, rather than Starbucks

    2. in all the theories of learning

      most of them - just for this course though. If someone else were teaching it, you might have seen some different things.

    1. facilitation

      this seems slightly different from Kirshner's case to me, as "youth-led" for him I think was directed in relation to things like the object of meetings, what projects they do, etc. The meetings you describe seem to have goals that are designed by leaders (like you or board members), but led by volunteers in terms of the discussion. I wonder what difference this makes, in terms of the use of this category?

    2. , it is a way of understanding how people learn in interaction with each other, by looking at how those interactions are structured

      nice paraphrasing.

    1. feltempoweredandasenseofownership

      I think that these concepts are still sort of left tacit here - I get a sense of what you mean because of your examples (and your last sentence in the next sentence), but not totally what this means conceptually. We didn't read anything directly pertaining to this in the course, but I wonder if pieces for Azevedo's ideas about interest driven learning, or boyd's descriptions of teens making use of social media for their own purposes, or Holland et al.'s stuff on figured worlds, identity, and agency could have helped. Or maybe Nespor's discussion of public spaces (produced in the opposite way that you're describing here).

    2. Inthisstudy,thearenaofthecafeteriawassociallyproducedbythesettingandactivityoftheparticipantsthere.Participants“edit”thespacebyconstructingthesetting,forexample,bymovingchairs,leavingthecafeteriaorchoosingwheretosit.Thissettingprovidesresourcesforindividualparticipantstoeditthespaceandtransformittobeaplacetoeat,studyorsocialize.Thecafeteriaisreproducedandshapesthemeaningfortheactivitythatoccursthere.

      this is a nice way to ground the framing in your case.

    3. Teachersarealsopartofthiseditingprocessbystayingintheir“assigned”areaandbynotapproachingordiscipliningstudentsduringtheirlunchperiod

      This helps, but in the writing it feels a little tacked on

    4. studentscreatedthespacessociallyastheysawfit

      As I mentioned in my comments for the presentation, be careful how you use this phrase if you are going to cite Ma & Munter. What do you mean by this? It doesn't seem to match what we were saying in the article.

    1. Each ofthese three e

      this summary, the categorization, is really helpful.

    2. orance. This post is representative of funds of knowledge as networks, sharing resources and information. When chicas-pizza attempted to discredit the original tweet, the-perks-of-being-black shared their knowledge about the situation which validated the original tweet, and christel-thoughts shared their final analysis of the exch

      nice example and summary of how you're using it.

    3. ll et al., p. 154). I

      I don't remember if I said this before, but this summary of the FoK reading is really nicely done - detailed and nuanced in terms of what I think the authors in the chapter were trying to do.

    4. This presentation will explore the development of consciousness concerning social justice issues through participation on

      could help to include the role of FoK in this sort of summarizing sentence

    1. everyday, routine interactions

      I think this is a major difference between this and Kirshner's categories. I think his focus on events, rather than particular interactions.

    2. took a guiding role (Rogoff, 1995)

      Since you are so clear above that Rogoff's concept is not a form of guidance, this seems like a strange citation

    3. Rogoff’s (1995) theory of guided participation

      A lot of your language here is really close to Rogoff's, without quotation marks. Be careful of this. Either fully paraphrase, or quote. Don't borrow phrasing or sentence structure without marking it.

    4. Central to the concept of guided participation is that more experienced members of a community support the participation of relative newcomers. This is of primary concern in this paper because the interactions of focus arefrequently asymmetricin terms of experience

      I am not sure I remember this as how Rogoff originally framed it. Either way, I'm not convinced it's productive to think of it this way. They are frequently asymmetric in your case, but you don't want to rule out that they might not be in many ways.

    1. the ideas of visibilityand invisibilityof resources i

      what are these ideas? summarize what your interpretation is of what L&W say

    2. In this respect, Resnick’s (1987) differentiation of individual cognition and shared cognition is not fully applicable, as it is more of a choice than a property of the system

      I don't think you've really responded to my critique from your presentation here. The point of shared cognition is not only about interacting with others in the moment to learn/think. see the last paragraph of that section. You could say that in terms of talking or interacting with other users there is not shared cognition, but that doesn't match what appears to be your enterprise of using the Resnick categories, which above you say is to "create a basic framework to understand public transportation systems as a learning environment." If you pick and chooses aspects of the framing, you need to say why you ignore important pieces.

    3. minimal mentation and mostly of the use and manipulation of tools

      I don't believe Resnick was saying that tool manipulation excludes mentation (cognition). In fact, she is clear in coupling "mental activities" with tool engagement (both in and out of school, actually).

    4. Legitimate Peripheral Participation allows for a deeper understanding of the role of resourcesand to characterizehow new users in the role of newcomers interact with other users and with resources in order to learn

      How, in relation to your next sentence, does LPP help do this?

    5. framing the experience of new users as learning, in this case out of school, particular features of the public transportation experience gain relevance while seen throughResnick’s (1987) highlighted differences between learning in and out of school

      I'm not sure this way of putting it makes a ton of sense, especially given your own critique of what you see as an unfair dichotomy between in and out of school settings. The original purpose of Resnick's address was to point out some differences in the literature that had been found between school learning and out of school learning, in order to inform new possible ways of thinking about designs for schooling. I'm not sure how it helps, in this case to use these contrasts to define riding public transportation as out of school learning. Does it buy you anything to do this? What does in school learning have to do with how you're looking at this case? Do these contrasts help you learn anything new about your case? Alternatively, does your case help you learn anything new about the contrasts?

      In your presentation I had the impression that you were raising these categories to do the former, but this sentence confuses the matter.

    1. Unfortunately, this ideal doesn’t always come to fruition.

      you might say something about your hunches about this, in relation to the forms of guided participation. One possibility is to compare to Kirshner's findings/arguments/design principles about the forms of guided participation in youth activism - do these give any more insight into what the experienced volunteer could have done differently? or you and the board member?

    2. The Limmud NY conference is planned and run entirely by volunteers –I am the only full-time staff member. Throughout the year, volunteers on the conference Steering Committee are expected to attend and participate in meetings, which are either run as a neutrally facilitated space or as a space of joint work, depending on the meeting leader and purpose. Steering Committee members do their work under the supervision of the volunteer conference Co-Chairs, and these relationships are either framed as apprenticeships or joint work, depending on the experience level of the volunteer and the supervisor.

      I wonder if this might be better expressed in some sort of chart or table?

    3. Basically, it is a way of understanding how people learn in interaction with each other, by looking at how those interactions are structured.

      This is a nice paraphrase of the quote.

    4. As such, the organization is challenged to build a culture that embraces a communitarian ideal, where participants feel individually responsible to create their own experience, and to recruit prospective volunteers and train new volunteers into this culture each year.

      this sets up the problem you're trying to address nicely

  6. Nov 2015
    1. itney failed at creating a resource that facilitated immediateapprehendability. For visitors who were there tosee the art, the lack of having these cards might have disallowed for their full participationand understandingof what the artwork represent

      i wonder what the balance is between apprehendability and information overload? in other words, not piling so much information on visitors (another kind of fatigue) but at the same time making it available for folks who want it

    2. What is this


    1. thefundofknowledgesharedbyvisitorsofvaryingmuseumexperience.

      I'm not sure what this means - visitors took their cues from seeing what others did. What is the fund of knowledge here? Where does it come from?

    2. thisfundofknowledge

      in what way is the text a fund of knowledge? go back to the definition of FoK (page 140 of the Moll et al.). I think you are confusing resources for learning with FoK. Think back to the question I ask for this assignment - "what resources for learning, including visitors' funds of knowledge, are made available in the museum exhibit, and how did you see them getting assembled for learning (or engagement)?" - how does this text engage (or not) visitors' FoK?

    3. itwouldmakelittlesense

      it would make little sense to whom do you think?

    1. ion, while the Intrepid shows pieces more on the factual side of history granting some age-based authority to the conve

      this is a really neat contrast - how might this position visitors and the FoK they bring differently?

    2. the conversations about the pieces and the discussions were much more like peer conversations in the Whitney and sounded closer to storytelling in the Intrepid

      this is interesting. examples of these would have been helpful

    3. still creating a Fund of Knowledgeforthe visitors

      I think you might be using FoK as synonymous with resources here? but I was asking about the FoK visitors bring with them - I asked, "what resources for learning, including visitors' funds of knowledge, are made available in the museum exhibit, and how did you see them getting assembled for learning (or engagement)?"

    1. mers, or experienced users as they may be seen, are almost never looking at signs or maps, as they have already internalized the information and moves they need to get to their destinations spending the minimum

      although I remember you describing in an earlier FR oldtimers going to a new space?

    2. r could be enlightened and included as part of the general analysis in a proper wa

      not sure what this means. can you elaborate?

    3. mework provided by Lave and Wenger (1991) and theLegitimate Peripheral Participatio

      give a summary of how you understand this - remember, you are writing/presenting to an audience who does not necessarily know this.

    4. Resnick’s (1987) highlighteddifferences b

      what are they?

    5. public transportation

      i think you should probably just be specific abotu what public transportation you're talking about

    6. levels

      do you mean to imply some sort of stage theory or hierarchy in your use of the word "levels"?

    1. ut trajectories in education fieldsbecause this idea of ‘sizing up’students iswhat schooling is often based on.Students often times identify themselves as ‘not good at math’at early ages and this stigma becomeapart of their identityand self-concept. This helps to shape their learning trajectories in math education as peripheralparticipants, no

      so what can the findings of your study tell us?

    2. sse

      what do you mean by assess here? Find out what they are? Find out what access they have to resources?

    3. Purpose

      so what is the purpose of this study/presentation?

    4. Almostall of the interviewed members measured their participation through frequency

      so this is an ideational resource that circulates, about frequency of attendance as a measure of something

    5. relational resources, their positive/negative view of themselves in relation to the activity,

      relational resources are "interpersonal connections to others in the setting" (p. 45), so it doesn't quite make sense for them to be either positive or negative, right? similarly, ideational resources are about how participants view themselves in relation to the activity, and how they understand aspects of the activity. I don't think there are objectively positive or negative categories. So get specific - what are different ideational and relational resources you see here? You give some examples - do some analysis of all of your data, develop some categories

    6. Through guided participation,

      remember, guided participation is a lens, not something that is there or not there (as per the quotation you used above). So, what kind of guided participation do you see? One possibility is to use Kirshner's categories

    7. mpts from Theodorakis(1993) study on participation in exercise linked to ‘role-identity’ as he described; “Sample itemswere: "I would feel a loss, if I gave up exercising during the next two months"; "To participate in theprogram of this gym during the next two months, is an important part ofmyself"; and "I am the type of person oriented to participate in the programof this gym during the next two months,””and formulated them tomimic questions rather than a likert s

      to find out what?

    8. their ideational and relational resources

      It's more like resources they have access to, right?

    9. participation in the three ways

      This phrasing doesn't quite make sense to me. What does it mean to participate in resources for identity development?

    10. stigma’s surround identity


    11. findings

      i wouldn't call them findings until you've done analysis. these notes are just notes.

    12. hat is, when students had access to ideational resources for identity development, they set goals that supported particular kinds of learning,” which indicates why Barry’s is an interesting point to observe learning since the goals and outcomes of the partic

      I think this is a runon sentence. Also I'm not sure what the connection you're making is.

    13. 36-37

      I'm pretty sure I've said this before - these are not the right page numbers. also page number needs to go right after the quotation

    14. (pg. 58)

      page number needs to go right after the quotation

    15. remain negligible to the community

      This does not seem quite right to me. Peripheral participants are still legitimate (by definition of participation), so how can one be negligible?

    16. sociocultural undertones in the rigorous atmosphere

      I'm not quite sure what you mean by this. "Sociocultural" is typically used to describe a way of looking at things; we don't usually say certain contexts are more or less sociocultural

    17. a competitive nature in the social structure

      Is there evidence for this? Or your experience of it?

    18. Rogoff

      minor point, but can you indent your paragraphs? This is really hard on the eyes

    19. evels of participation

      what do you mean by "levels"? Do you mean to suggest a hierarchy? L&W don't imply a hierarchy when they say peripheral vs full participation (although using LPP doesn't preclude hierarchy)

    20. assesse

      i'm not sure why you're using this assessment language (assess here and evaluate next). I think the lens is a way of describing how learning happens, not to discover if learning has happened.

    21. suggested that‘Peripherality suggests thatmultiple, varied, more-or-less-engaged and -inclusive ways of being located in the fieldsof participation defined by a community’ demonstrating the need to identify these entrypoints in learning conditions in order to understand learning in this envi

      This sentence does not totally parse.

    22. access to participation is uniformed throughout the class

      but don't you think that people who come with different levels of experience/background knowledge have different kinds of access? Like, in math class, you could provide the same instruction to everyone, but that doesn't mean everyone has the same access, right?

    23. Treadmills and benches are stacked right next to each other, so it very much becomes a competitive environment where participation in the athletic world becomes essential for successful competition of the class

      i'm not sure what you this sentence means

    1. Results

      these results are describing your study as an intervention study. You are claiming that the observations and interviews you did caused changes. I would avoid this, since there is not actually evidence of that causal link. Focus your results section on analysis of your observations - what did looking at your data through the theoretical lenses tell you about what was going on? You do some of this work in previous sections, and you have done some of this analysis in previous FRs.

    2. weakestintheschool

      weakest according to whom, by what metric? I think the authors you cite in this proposal would not accept this statement as given

    3. observinghowstudentsinteractedwithadultstaffinmultipleactivitysystems

      This doesn't quite match my understanding of the multi-sited sensibility described in the Vossoughi and Gutiérrez. Just looking across settings isn't all it is. Remember their emphasis on the meanings learners make, and what is important to them. When you center the study around kids' interactions with adults, you are making it about adults. If you say that students are empowered in these settings, then I'd argue that their interactions with adults are NOT important to their activities in these spaces.

    4. TheoreticalFramework

      This section should summarize your interpretation and use of the concepts. As I say in the assignment, you should be writing this so that people unfamiliar with the study or the field can understand it.

    5. Purpose

      This section reads like findings. the purpose of the "Purpose" section should be to explain the purpose of the study. What are you trying to find out, and why is it important to find it out?

    6. teacherwasinchargeofstudents

      in what way? according to whom? What is your evidence of this?

    7. SUMMARY

      you are trying to do too too much here. Remember you have 10 minutes to present. You have also essentially been doing observations/data collection for about a month. I expect you are making guesses based on hunches rather than arguments based on really thinking through your data using the theoretical framing.

    8. inked

      linked to what?

    1. diverse  perspectives  and  varying  issu

      this is particularly important given the goal of socio-political consciousness, right? be explicit about that

    2. ity  to  add  to  that  fund  of  knowledge  or  simply  further  distribute  it  to  othe

      transform through the shuffling and collaging practices?