Vygotskian Inspired Learning.
Socio-cultural-based learning centred model of education.
Oct 15, 2006
I put forward the idea that artistic environments can be constructed based on this view of literacy. Multiple literacys are intertwined which means it is possible to extrapolate from the theory to an all encompassing umbrella.
Picture this!
Teachers together with their students create an environment supportive of a community of learners. The atmosphere is instilled with excitement, full of fun and focused empowerment. Participants are accepted as being at various levels within a communal knowledge base that is dynamic, transformative and ever evolving. It is to become a creative environment thriving on group process and supported by experts who guide them. The experts may be students who vary in their levels of expertise. This evolves a combination which creates a wealth of productive creativity.
In an Authorship Hub students are asked to come together with teachers of various skills and ability levels. The aim is to learn and to publish a range of multi media projects. Teachers may feel confident in some areas of teaching but less able with types of software and processes. To be ahead of students in these areas is not necessary and not expected. Students and teachers are enthused about helping each other edit, polish and produce artistic statements. Students may feel daunted by script writing but enthused and proud to share their understanding of animation or sound processes. Others may be able to illustrate ideas proffered.
In this way scaffolding for learning is developed. This means that students and teachers move from areas where they feel comfortable to areas with which they are less familiar. Because all participants will be stretched toward their limit in this way high quality teaching and learning is expected to occur.
Within this hub no one student or teacher stands out as a polished professional but combined the talent pool is formidable. This is a pleasant depiction of what middle schooling could be like. The design encourages availability of various entry points to participation in the project. Scaffolding for learning takes authors from areas within which they feel empowered and confident to areas where although shaky and a little intrepidous, keen and eager to learn. Accompanied by avenues of publication, acknowledgement and support; reinforcement of learning would be achieved.
If you have experience with this type of community I would like to hear your thoughts.
