It is sounding like the review of NCEA might result in more generalised programmes of learning. e.g. A many-faceted learning area like social sciences, which currently consists of the likes of history, geography, etcetera, would become social science.
While this fills me with a lot of stress in terms of writing entirely new art programmes, I am also heartened.
This opens up opportunities in terms of place-based learning and dealing with wicked problems through a knowledge building lens. It also makes a lot of sense in terms of aligning with arts pathways, with most art schools in New Zealand taking a multi-disciplinary approach and many contemporary artists working across the traditional art disciplines.
While there is still much to be worked out, I am excited about the implications for broadening learning opportunities for our rangatahi.
As a follow up to my post last week, I just want to add a note about some pieces that fell into place for me at last week's toolkit.
Before the 'Quality sharing on Blogs' toolkit, I was idly reading through some of the resources the presenter had linked into their slides. I noticed Woolf Fisher had mentioned DLO's vs. DLA's. I am a naturally curious person so I asked what the difference was.
The presenter outlined it like so: A DLA is a digital learning artefact, something from a student's learning that they are proud of and want to show the world, but are not inviting further comment on. Whereas a DLO is a digital learning object, something that captures current learning and invites a conversation; or if I were to put it in knowledge building terms 'build on' the students work.
Wow.
This is just a small titbit that may not have been of any interest to other people in the toolkit, but it has just triggered a connection for me.
I can now see clear links between knowledge-building communities, which has been of huge interest to me in my teaching practice for the past four years, and learn-create-share which has formed the other string to my teaching inquiry.
I can see how I could leverage the affordances of blogging for knowledge building conversations with my students.
Oh, the possibilities.
