NJY Thrive Reflection

A quick note for future reflections In the classroom, the main purpose of collaboration is for deep learning. In real-life, situations often put us to test how well we collaborate in time of "crisis".  This week, I managed three "crisis" and it has to be resolved through collaboration. Interestingly I played very different roles in all these situations.  In the first scenario, I am the leader with a team of experts. In the second scenario, I was as lost as my team members, who are very diverse in experience. Third, I was the novice under an expert or more competent others. A work-life experience of a homogeneous high achiever group As a leader with an expert team, I work together to coordinate decision-making rather than making decisions; the crisis was resolved with a stroke of luck. So in the classroom, in a heterogeneous group of high achievers, the leader just has to be a listener to help coordinate decisions to resolve a learning problem.  A work-life experienc...

Knowledge building by Scardamalia has research findings over 30 years. The principles are very apt to Design and Technology and coursework-based subjects. While Knowledge Forum is mainly text-based, it can be transformed into a visual form.  How can peer feedback promote community participation, idea improvement, student agency, designerly discourse and trend-setting? While the current argument looks at the process of knowledge building rather than the outcome (which is deem not possible by some critiques in schools), we do see students design products that impressed industrial players and design education. Can D&T/NFS/ART take the lead then? Aren't these subjects about knowledge creation which is argued to be much needed in the knowledge society? The current roadblock is the assessment of individuals in design which is very different from the concept of community knowledge.