ELA 200 Collaborate Week 8

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Reading Activities – Intro to Assignment 2:

Reading Activities – Intro to Assignment 2 ELA200; WEEK 8 Dr Ania Lian, Charles Darwin University, Darwin, Australia

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Abstract thinking

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Reading Information management Recording Making available for others at different time or place Acting on others To achieve all this we needed to have a culture that accepts writing as a valid method of communication Bureaucracy developed Creativity For all this to work texts had to be regular So we teach regularities and what happens when missing Regularity of form-function relationships regarding what people, who, when, why, how

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Teaching Reading - Terms Monological classrooms Dialogical classrooms Social Capital (selecting of addressee of the project that students engage in), Symbolic Capital (selecting symbols for the best impact) Educational Capital (students identifying forms of knowledge to be engaged for the best impact) -

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http://youtu.be/gdzmNwTLakg?t=39m55s

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On Gamification of learning; Excerpt from Ania Lian & Amy Cash paper 2015 “Digital Learning” pedagogy : epistemology and implications for Early Childhood education, In: A. Lian, Koo Yew Lie, P. Kell (2015), Challenges in global learning: International contexts and cross disciplinary perspectives (forthcoming). Cambridge Scholars Publishers, Cambridge. (attached in the posting) A good video on Gamification https://www.youtube.com/watch?v=- jfgxt4AZIc

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The differences we identified here are analogous to differences in models of reading that Schraw and Bruning (1999) identified among adult readers. In the monologically organized classroom, reading was seen as transmission, whereby “meaning flows directly from author to reader without changes in meaning” ( Schraw , 2000, p. 96). Making textual connections would seem to be a more transactive activity, but was mostly discussed by students in terms of their own failure to generate connections, which led us to wonder whether MOC (monologic) students may have seen connections as just a different kind of “right answer” that they needed to be able to provide. The DOC (dialogic) students ’ focus on ideas illustrates a transactional view, where readers actively interpret text ( Schraw , 2000). Our findings suggest that, not only are children capable of adopting a transactive model of reading at an earlier age than Schraw and Bruning (1999) hypothesized, but that a transactional view of reading may contribute as much to strong self-efficacy beliefs in young readers as it does in adults. From Dr. M. Aukerman (Stanford, USA) , 2013 paper

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12 Student or teams Examines relationships in a text in relation to other texts Does so to create an original text to engage others Text Text Text etc. Text By Ania Lian

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13 Student or teams Examines relationships in a text in relation to other texts Does so to create an original text to engage others Text Text Text etc. Text We produce texts We learn from the world In order to impact on the world

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Purpose Reference criteria explicating the purpose

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Purpose Reference criteria framing the purpose Exploratory activities need to address what why and how and when in relation to each of the capabilities

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Speech to text http://talktyper.com /

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Why are people screaming when he sings in Spanish? Does this have anything to do with the meaning? What is he drawing on? Is that in the words, or… in ??

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Educational Capital He knows both languages (shows he is a smart “global” guy) Social Capital Connecting Symbolic Capital Spanish counts! AND Your home language is in your bones

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The point of the lecture: These are texts or stories (values) which we bring with us into a reading context. We read texts using these parameters and YET, they are not inside of the text per se. In other words, we interpret texts through other texts. Of course a person who cann ot make these value-connections is a person who cannot read the song sung by the artist.

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