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autoethnography [2020/06/14 13:57]
76.23.135.43 [Protagonist] add more why quotes
autoethnography [2020/06/15 12:23] (current)
jgmac1106 change intro
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 ====== Agentive Apprenticeship Autoethnography ====== ====== Agentive Apprenticeship Autoethnography ======
  
-I am of the web. You can not look for a bifurcated line that separates my face to face and online interactions. Every aspect of my life, including how I learn and work gets shaped by the Internet. I share my story, sifting through links, chat logs, and reflections, to try to tease out what it means to learn within network community. This tale seeks to define a model of learning we are calling agentive apprenticeship. We begin by remixing Brownn, Collins, and Duguid's cognitive apprenticeship to account for our networked society.+I am of the web. You can not look for a bifurcated line that separates my face to face and online interactions. Every aspect of my life, including how I learn and work gets shaped by the Internet.I share the tale of how I exist as a learner in networked spaces. By sifting through links, chat logs, and reflections, to try to tease out what it means to learn with in connected community. 
  
-Specifically this narrative inquiry traces my learning and teaching from 2020-02-08 until 2020-05-31 when I engaged in a series of activities around writing, sharing and teaching poetry. The events that make up the plot drew across my professional responsibilities in teaching EDU106 New Literacies: Digital Texts ans Tools for Lifelong learning and two online communities where I hang out online: #IndieWeb and #CLMOOC. I utilize a layered approach to shape my story. In the first act we walk through the major characters and concepts. Then we take a deep dive into trying to define Innovation Systems and Agentive Apprenticeships with me as the backdrop and my reflections in the foreground. In the final act I make a pitch for a sequel by exploring what agentive apprenticeship means when building networked learning environments for schools.+Yet every story needs a point. That's my Western bias bleeding through. This tale seeks to define a model of learning we are calling agentive apprenticeship. We begin by remixing Brownn, Collins, and Duguid's cognitive apprenticeship to account for our networked society.Specifically this narrative inquiry traces my learning and teaching from 2020-02-08 until 2020-05-31 when I engaged in a series of activities around writing, sharing and teaching poetry. 
  
 +The events that make up the plot drew across my professional responsibilities in teaching EDU106 New Literacies: Digital Texts ans Tools for Lifelong learning and two online communities where I hang out online: #IndieWeb and #CLMOOC. I utilize a layered approach to shape my story. In the first act we walk through the major characters and concepts. Then we take a deep dive into trying to define Innovation Systems and Agentive Apprenticeships with me as the backdrop and my reflections in the foreground. In the final act I make a pitch for a sequel by exploring what agentive apprenticeship means when building networked learning environments for schools.
  
-This story comes to light because I blog and write a ton of poetry, loosely defined as doing weird stuff online. So I have a ton of links and blog posts to trace the plot lines of my path towards understanding and defining agentive apprenticeship. I use all of these artifactsblog posts, poems, chat logs, tweets and more as the set pieces upon our stage. The rising action climbs through the layered narrative inquiry. First I describe whatever I think a concept to mean. Then adding on some analysis and artifacts I search my websites, chat logs, and interwebz in general for stuff to add some illustrative flare. Finally we peel back the meta layer, listening to what might be our protagonist , or a one person Greek Chorus, Really not but in this last layer of action I reflect on when I first(ish) started to explore the idea.+ 
 +This story comes to light because I blog and write a ton of poetry, loosely defined as doing weird stuff online. So I have a ton of links and blog posts to trace the plot lines of my path towards understanding and defining agentive apprenticeship. I use all of these artifactsblog posts, poems, chat logs, tweets and more as the set pieces upon our stage. The rising action climbs through the layered narrative inquiry. First I describe whatever I think a concept to mean. Then adding on some analysis and artifacts I search my websites, chat logs, and interwebz in general for stuff to add some illustrative flare. Finally we peel back the meta layer, listening to what might be our protagonist , or a one person Greek Chorus, Really not but in this last layer of action I reflect on when I first(ish) started to explore the idea.
  
 My commitment to building a better and  more equitable world by protecting the internet as a global Commons of knowledge helped to shape this story. Today I work as an associate professor at Southern Connecticut State University  teaching classes on how to teach language arts classroom and frame my work as Digitally Engaged Scholarship. I can not separate my creative and research activity from my teaching and service. none of the three exist independent of each other. It's both mission driven and survival technique of working in today's precarious Higher Education World, My commitment to building a better and  more equitable world by protecting the internet as a global Commons of knowledge helped to shape this story. Today I work as an associate professor at Southern Connecticut State University  teaching classes on how to teach language arts classroom and frame my work as Digitally Engaged Scholarship. I can not separate my creative and research activity from my teaching and service. none of the three exist independent of each other. It's both mission driven and survival technique of working in today's precarious Higher Education World,
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 ===== The Main Characters ===== ===== The Main Characters =====
  
-Being an autoethnography I have no problem casting myself in the leading role. Benefit of beingthe script writer, director, and actor. Hopefully I am also not the only fan of this story, but that's likely. Such heavy involvement in this production could lead to a ton of bias. So I figure we open with a training montage, get the audience up to speed on how I got to where I am in defining agentive apprenticeship through autoethnography while hinting at the under currents that shape our heroes . Cue upbeat music. +Being an autoethnography I have no problem casting myself in the leading role. Benefit of being the script writer, director, and actos. Hopefully I am also not the only fan of this story, but that's likely. Such heavy involvement in this production could lead to a ton of bias. So I figure we open with a training montage, get the audience up to speed on how I got to where I am in defining agentive apprenticeship through autoethnography while hinting at the under currents that shape our heroes . Cue upbeat music. 
-==== Protagonist ====+==== Protagonist ===s
  
 We would open by contrasting two different scenes. The first a swank research conference, our main character would hunch over a table, endlessly scribbling feedback on student papers, watching as peers who teach 1 maybe two classes a year, can hob nob without abandoning students. Conferences at the end of the semester, when teaching a 4-4 load add so much stress. Our main character is a failed academic. He works at a university that teaches Indigenous, Black, and People of Color, not studies them. Well actually, he is in educator preparation, he teaches the white women who will teach the children of our Indigenous, Black, and People of Color alumni. No doctoral students, no massive federal grants, but a ton of administrative bloat as teachers and their schools of education get scapegoated, often rightfully so, for society's problems. We would open by contrasting two different scenes. The first a swank research conference, our main character would hunch over a table, endlessly scribbling feedback on student papers, watching as peers who teach 1 maybe two classes a year, can hob nob without abandoning students. Conferences at the end of the semester, when teaching a 4-4 load add so much stress. Our main character is a failed academic. He works at a university that teaches Indigenous, Black, and People of Color, not studies them. Well actually, he is in educator preparation, he teaches the white women who will teach the children of our Indigenous, Black, and People of Color alumni. No doctoral students, no massive federal grants, but a ton of administrative bloat as teachers and their schools of education get scapegoated, often rightfully so, for society's problems.
autoethnography.txt · Last modified: 2020/06/15 12:23 by jgmac1106