Cultural Psychology and Thought and Language are very good ideas for the
seminar.
maria lins
-----Mensagem Original-----
De: "Phil Chappell" <phil_chappell@access.inet.co.th>
Para: <xmca@weber.ucsd.edu>
Enviada em: Sábado, 14 de Setembro de 2002 07:20
Assunto: Re: online seminar
> As a very interested seminar participant (doing post-grad work in TESOL),
I
> second the proposal for Thought and Language and Cultural Psychology. I
also
> think that some of the papers in Denzin and Lincoln (2nd Ed) related to
> paradigm discussions would help newcomers like myself find the place of
CHAT
> within the broader framework. Finally, the collection 'Mind Culture and
> Activity' put out by LCHC in 1997 has, I believe, a sufficiently broad
range
> of papers which could be used as exemplars first, of the kinds of
> applications CHAT can be used for, and second, of the true
> cross-disciplinary nature of CHAT.
>
> Phil Chappell
> ----- Original Message -----
> From: Vera John-Steiner <vygotsky@unm.edu>
> To: <xmca@weber.ucsd.edu>
> Sent: Saturday, September 14, 2002 4:03 AM
> Subject: Re: online seminar
>
>
> Hi,
> That is a good reading list, I would add Vygotsky's Thought and
Language
> at least for those interested in literacy
> -and Luria's Working Brain, and Cole's Cultural psychology,
> Vera John Steiner---- Original Message -----
> From: <david_eddy_spicer@harvard.edu>
> To: <xmca@weber.ucsd.edu>
> Sent: Friday, September 13, 2002 12:58 PM
> Subject: RE: online seminar
>
>
> >
> > I have wanted a chance to try Knowledge Forum and would welcome the
> > opportunity to do so in this context. I don't know Syllabase, and I
wonder
> > how Jim might compare the two. My hunch is that the conceptual
foundations
> > of KF--which make it more amenable to co-construction as opposed to the
> > transfer predicates of standard courseware--mean that KF probably has a
> > sharper learning curve but offers more for the time invested in mastery.
> >
> > I think Gordon's idea of strands is good, and I would also like to get a
> > "lay of the land". My particular interest is in CHAT & workplace
learning;
> > it would be great to convene with others sharing that interest, maybe
> > working as a special interest group within the course to come up with a
> > list of readings for the larger group and serving as facilitators when
the
> > general group discusses that particular area. But I would also want
other
> > strands to do the same so I can get a broader context for current
research
> > and practice.
> >
> > Perhaps a rough structure something like this might work, based on 14
> weeks
> > (October through January, with ample time off for holidays): 6 weeks on
> > seminal texts; 4 weeks within smaller, "strand" groups; 4 weeks devoted
to
> > the general group exploring one strand a week.
> >
> > I realize this kind of discussion will soon bore the pants off those on
> > xmca not interested in taking part, so we should think about when to
make
> > the move to a new venue. BUT, before this trundles away, it would be
great
> > to get some thoughts about "seminal texts" in particular, and how to
cover
> > these bearing in mind the concern Mike raised about overload.
> >
> > So, what would those on this list put down as representative
foundational
> > works that a seminar like this should cover and could cover in a handful
> of
> > weeks?
> >
> > Yrjo's group has a brief overview online:
> > http://www.edu.helsinki.fi/activity/6.htm
> >
> > Are these the works you would include as stepping stones?
> >
> > David
> >
> > -------------------
> > David Eddy Spicer
> > Doctoral candidate
> > Learning and Teaching
> > Harvard Graduate School of Education
> > http://gseacademic.harvard.edu/~eddyspda/
> >
> >
> >
> >
> > gwells who-is-at cats.ucsc
> > .edu To:
> xmca@weber.ucsd.edu
> > cc:
> > 09/12/02 11:58 Subject: RE: online
seminar
> > PM
> > Please respond
> > to xmca
> >
> >
> >
> >
> >
> >
> > I'm wondering whether we might not have takers for this
> > seminar/course who have rather different long-term interests. For
> > example, there may be some who are interested in bringing CHAT to
> > bear on work situations, others interested in out-of-school or
> > museum-type activities, and others interested in K-12 school
> > settings, etc. Would it be a good idea to see the seminar as having
> > two strands: one general and concerned with the seminal texts, and
> > the other with specific applications? If so, perhaps different people
> > might take responsibility for the different strands.
> >
> > As far as a discussion forum is concerned, I should like to recommend
> > the Knowledger Forum. I have been using it for a number of years in
> > both face-to-face classes and in distance mode. In both, I have
> > found it very satisfactory. It can be used at two levels: 1) it
> > simply provides a forum for threaded discourse, organized according
> > to specific topics ("views"); 2) it provides means for "rising above"
> > the post-by-post discussion to explore themes within the discussion
> > and to carry out a variety of analyses - by participants as well as
> > by the teachers - of issues that have proved of sustained or
> > profound interest. If you are interested, you can see how it has
> > served my student cohort in the introductory course for prospective
> > teachers (at the first level only, so far) by logging in at
> > http://knowledgeforum.ucsc.edu:27320/ First selct EDUC250_FALL02 as
> > the database and then log in with Username: visitor and Password:
> > guest
> >
> > If this is of interest, I could relatively easily create a new
> > database for the envisaged seminar/course.
> >
> > Gordon
> > --
> > Gordon Wells
> > UC Santa Cruz.
> > gwells@cats.ucsc.edu
http://people.ucsc.edu/~gwells/
> >
> >
> >
> >
> >
> >
>
>
>
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