This is a great reflection:-) It shows that you are able to dialogue with
someone else about your learning process and that you have begun to act on
your learning to see if there are ways you might change these patterns.
Your NG participation and your TI participation is beginning to show greater
depth. I think with the kind of realization you show here you will be able
to continue to change and to participate more as an engaged, interactive
learner. I hope that occurs and I hope that you want that as well.
Sue
> ----------
> From: Georganne Shibata
> Sent: Monday, November 18, 2002 2:53 AM
> To: Talley, Sue
> Subject: self progress analysis
>
> Doc Sue:
> Looking over the class threads I realize how limited my input has been. I
> really only have about (3) offerings (How does learning Happen/9-4); (NG
> Question/Week of Sept 23/10-2)
> Lectures as Learning/10-2).
> In retrospect from all 3 of my classes I am now admitting just what type
> of "learner" I really am. Maybe my age has pretty well determined my
> learning preference for this OMAET program especially with all the
> technology required. I feel the "safest" as an observational learner as
> described in HPL /109, 146). Reflecting back on my childhood upbringing
> our home culture was more of an observation gallery where the motto:
> "children should be seen and not heard" was not only followed but extended
> to school and church. In the beginning this was logical to me since I was
> the youngest child as my only sister was 6 years older and did most of the
> talking for me. My mother was 37 when I was born and was working outside
> the home and was quite involved with various "community" organizations
> (PTA, Girl Scouts, Postal Auxillary, and Church). I seemed to be in a
> world of adults more than with my peers. Not knowing otherwise I a!
> ccepted this and now realize that this was quite the norm for my
> particular ethnic culture as explained in HPL/146-147. To this day i find
> I get most of my everyday knowledge through reading, listening to news and
> dialogue, and just observing. I guess I like watching people. Growing up
> I was quite shy as a child and so I had made myself a secret hiding place
> where only I could observe other people (adults and children) as they
> passed by busy with their daily schedules. It was like watching the "world
> go by." I still preferr to learn by just watching and listening. As we
> all have come to realize in this fast pace society; does anyone really
> hear us?
> Georganne Shibata
>
> _____
>
>
>
Education Technology
learning course on implementing technology with education to teach outside of the ''box.''
Monday, December 09, 2002
It is so nice to hear this from you, Georganne. Somehow I knew that you
would make the leap with some reflection and some "gentle nudging".
Sue
> ----------
> From: Georganne Shibata
> Sent: Tuesday, December 3, 2002 7:01 PM
> To: Talley, Sue
> Subject: ZPD It Clicks!
>
> Professor Talley...
>
> I have "revised" my ZPD (adding text-my text) and by re-thinking these
> past 2 weeks of where "everything" is coming ToGETHER; I suddely feel I
> know what learning FEELS like.
>
> Needless to say I have been very hesitant to express my viewpoints even in
> my assignments. I guess for fear of having the "wrong" answer; but like
> it was emphasised in VirtCamp there really is no "wrong" answer. There
> isn't. That's what makes this program dynamic because it lets the
> students explore beyond the theories and concepts (scaffolding) and
> formulate our own ideas to try out in the classroom or workplace. This is
> what allows diversity the richness within a COP/COL.
>
> Thank you for your "gentle" nudges and support.
>
> Georganne
>
>
>
Sunday, December 08, 2002
December 8, 2002 (FOOD FOR THOUGHT)
It's the day after December 7th (Pearl Harbor Day)...
"Be the change you wish to see in the world" (Gandhi) Anything is possible when you look within
"What would you attempt to do if you knew you could not fail?" (Gandhi) Faith is a state of mind.
"Dwell in possibility" (Emily Dickinson) ...the ultimate optimism
