<![CDATA[Ms. Alvarado's Digital Portfolio - EDL 630]]>Mon, 18 Jan 2016 03:17:02 -0800Weebly<![CDATA[Closed Reading: Situated Learning]]>Sun, 16 Nov 2014 05:05:29 GMThttp://rvlearns.weebly.com/edl-630/closed-reading-situated-learningPictureSituated Learning

Quote: As a way in which the related conflicts are played out in practice, legitimate peripheral participation is far more than just a process of learning on the part of newcomers. It is a reciprocal relation between persons and practice. This means that the move of learners toward full participation in a community of practice does not take place in a static context. The practice itself is in motion (116). 

Newcomers need to participate and share information in order to have a meaningful context of learning. As a result, I agree with the author that states that the practice of participation is in constantly evolving. The relationship of practice and interactions, allows the newcomer to move towards mastery, which is the practice of situated learning activity.

Question: Some skills are transferable for certain real world situations. What specific examples can educators provide to demonstrate the application of situated learning in the classroom? 

Connection: 
As a result of situated learning and social media like Twitter, Youtube and Pinterest, it lead to a more meaningful method as a newcomer for my 20% project. In my experience, with EDL 630, I continue to expand my personal learning network (PLN) and made the effort to continue the involvement, so that I can have a thoughtful learning experience through technology.

Epiphany: When the doorway of communication is open, then the process of "peripherality" exists, in the case where individuals gain further information through ongoing involvement.  

The experience of closed reading allowed me to read excerpts carefully and re-read and comment on my own ideas about the text. As I reflected on my own comments, I was able to add on more comprehensible input based on the text. In addition, I allowed Angela Acuña to be a collaborator on my Google Doc. The sharing of documents allowed me to have an open two-way communication of ideas and connections based on the texts. It was much easier to continue to add more comments on my own Google document after I had commented on her Google Document of personal understanding of the excerpts. This learning experience solidified the fact that as humans, we learn better from sharing information with others. As a result, the ability to collaborate can allow students to develop a deeper comprehensible input of complex tasks in class. 

Click the link below to view Google Document on Closed reading: Situated Learning
http://goo.gl/F4EA5V

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