We hope that the ideas we explored together in LCL can help everyone see learning in new ways, and provide a useful framework to approach learning - and other aspects of your life!
That’s why in this last activity of the LCL journey we invite you to share:
How might you use (or have you used) the four P’s in your practice?
Some possibilities to consider if you need help getting started:
Choose a concrete learning experience that you participated (as a learner, or as a facilitator, or both!) and look at it through the lens of the 4 P’s. What were people making? What motivated them? What was the role of peers? In which ways were they playing and experimenting? What would you change / rethink / remix, and why?
Pick an activity from your life: how might you approach that activity differently with the 4 P’s in mind? What specifically would you change, or do differently?
As Mitch sometimes says, remixing John Lennon:
“All we are saying, it’s give P’s a chance !”
We are using 4P as the foundation of some activities we are creating to young students. These activities are related to game creation in Scratch: game always create passion among children and the activies need teams (pairs) in projects. We try to make the activies fun and motivating (play).
These activities provides a basis to students remix looking for more improved projects.
This year we are having the 10th Young Engineer Chalenge (Desafio Jovem Engenheiro - DJE).
DJE is a totally online free challenge, directed to secondary students of all around Brazil, in teams of four. DJE proposes 6 challenges, weekly, each one proposed by a different area professor of University of Campinas (Unicamp). We try to propose very passionate themes they can solve playing by themselves. This year all challenges are related to the “Quality Education”, one of the UN Sustainable Development Goals.
Along this 10 years, we work with thousands of students. They proposed a lot of very creative and interesting proposals. It is interesting to know that among of the better proposals in these 10 years, we have a lot from students from public schools and small cities. It is interesting also to perceive that the better teams in the last years all have girls (some of them are 4 girls).
I’ve started pour the ideas of 4P’s one by one in my learning method since the beginning of this LCL Activity, the insight that Mitch shared is really effective and inspired me to be more flexible in how I handling my class activity.
In my class, I mostly teach 1-3 students in one session and we already have the exact curriculum lesson for every students. So I have to figure out how to make the assigned lesson to be more fun to do by the students.
So here how it works, Projects: I give them the project/material to do and guide them slowly. Passion: I try to motivate them by asking about their future goals, so I give them chance to think that the project they did at that time has meaning and related with their future goals. Peers: When they stuck while trying to finish the project, I’m not helping them directly but I let them to discuss with other student, so they can catch a new idea or combine both idea. Play: I make the environment of learning session to be fun by talking to them while they were working, I might ask about their idea of projects, mood, problems, hobbies, or everything to make them feel free and safe to share in this learning session.
That is my 4P’s experience, I hope I did it in a right way haha.
Everyone is invited to use and be inspired by this public playlist which gathers videos that are examples of the Dance STEAM idea, videos in which dancers dance a science, technology, engineering, math, or maker idea or project. Playlist started April 14, 2018.
The playlist is created as part of my ongoing project as a participant in LCL.
Purposes of Dance STEAM:
To enact complex sequences and systems (such as, computer programs, definitions of systems concepts, math equations, environmental issues, international conflicts), making them easier to understand and modify for basic learning, prototyping, experimentation, debugging, and/or improvisation. Dance STEAM can:
a. Illustrate for better understanding and to persuade others. Dance to make an analogy, story or different sensory approach can reach a wider group of people.
b. Work through issues and problems. Dance can inform science, math, and making, be a two-way interaction.
c. Generate new ideas and approaches. Dance as a relaxed, open-ended engagement with concepts and processes. https://youtube
As a learner and as a part of LCL community, I saw many creative, awesome, ideas and projects, people were creating nice projects using different materials, by exploring new tools/software or experimenting with old one. People are usually motivated by sharing ideas, feedback, families and friends. I’m motivated by new way of learning and the opportunity to participate in a great environment such as LCL .
Peers/participants are supporting each other, giving their opinions and observations. Also, peers are encouraging project’s ideas and creative thinking, they interact and remixing some projects by adding or modifying and share the new concept with the community. Given the opportunity to reflect and think, then play and experiment ideas will generate and provide new creative input.
I would like to rethink, remix and play with ideas because it’s a great way to get inspired, enjoy the learning process, improve my skills and the joy of learning new things.
I’m looking forward to approach the 3D Modeling design and improving my coding skills with the 4p’s. I will look for a collaborative way or tools, so we can learn together and help each other.
Happy Rethinking, Happy Remixing and Happy Learning
As a learner and coding instructor, I feel that the 4 p’s of passion, play, project and peers have had a lot of influence in my work. here are the details:
Project - In this case, I am required to be more creative in bringing out the ideas that are in my brain to create a new work on any platform.
Passion - I became more fluent in teaching because with the training that LCL gave on ‘making a project about something or someone you care about.’, it gave me an idea that I should pay more attention to my students about the process they are going through in learning coding.
Peers - In this training, I was given the awareness that we do not live alone on this earth, but we live side by side as humans. And don’t forget to socialize, such as remixing a scratch project, which will help draw out other people’s interest, that we want to interact with that person.
Play - In this training, I was reminded to, don’t forget to give yourself a reward, if you have worked hard through the day, we must also give ourselves a break in a useful way such as putting out our ideas in a game platform or something like that. .
I think thats the 4 p’s that influence me the most.
Choose a concrete learning experience that you participated (as a learner, or as a facilitator, or both!) and look at it through the lens of the 4 P’s.
When I was looking for an assessment solution for Early Childhood Education, I came across the Experience API or xAPI. Developed by the Advanced Distributed Learning Initiative (ADL), xAPI is “a data and interface standard that lets software applications capture and share learning “experience” data.” To help grow this standard, TorranceLearning took over from ADL in 2015 and began hosting the twice yearly held xAPI Learning Cohort (https://xapicohort.com/).
Currently sponsored by The Learning Guild the xAPI Cohort is a free 12-week learning-by-doing project-based team learning collaboration about the Experience API. Weekly web sessions guide the various teams through the standard, applications and industry offerings. Participants form teams (peers) based on shared interests (passions) and work together (play) on an xAPI project (projects).
I participated in a number of projects related to Early Childhood Education. I am attaching a link to a project I worked on that looked at using xAPI to capture the reflections in a Reggio Emilia/Montessori/ or Froebel based type learning environment. The level of learning supports, information, access to experts and systems the Cohort has in place makes it a most valuable learning experience. I could never have achieved the level of progress I made in an ordinary college class. They really have put together an amazing learning ecosystem that reflects the infinite possibilities of collaborative learning and creating.
I really love the Creative Learning Resources that were included in this week’s offerings. I am so excited to work my way through for ideas. I am so excited for all the doors that have opened for me through this class. I so appreciate the projects, reflections, resources and ideas shared by everyone. I feel I will need to come back often to visit again!
As a learner, I personally think projects are definitely a medium for giving insight into the material you’re going to learn. Passion is one of the factors that will keep my interest while studying or exploring. Peers could be someone that can broaden your imagination or knowledge. I love discussion or exchanging ideas with my peers in building something. Last, play will be having fun or enjoying exploring deeper the materials you have learned.
As code teacher for kids, sometimes other than just observe my students activity when learned, I implemented 4 P’s to encourage my students to make them used their imagination, help another students if see another students got difficulties. So that, my students not just learned based on what they read or try from lesson materials.
Yo use las 4P´s el año pasado cuando organice un taller para alumnos y profesores trabajando con Scratch y Makey Makey.
Fue un taller introductorio, pero logramos aplicar estos principios. Los alumnos colaborando con sus compañeros, los estudiantes enseñándoles a sus profesores, creando a través de las actividades off line y on line propuestas en el taller. Me gustaría poder hacerlo de manera permanente, así que sigo promoviendo su uso en la institución en la que trabajo y para eso debo seguir practicando.
Hice una actividad con mis alumnos la que no incluía usar Scratch, pero si trate de usar alguna de las 4 P´s, ellos debían preparar un discurso y presentarlo usando el prompter y sus compañeros les hacían comentarios acerca de su desempeño. Con esta actividad lograron jugar a ser distintos personajes históricos, creando un discurso y se vieron enfrentados a usar el prompter que no conocían y sus compañeros pudieron compartir sus opiniones formativas.
La motivación que los guiaba era bastante tradicional ya que era una tarea formativa. Los pares eran su audiencia y también comparten sus opiniones.
Los alumnos tuvieron que practicar en sus casas con el prompter y tuvieron que aprender su uso practicando ya que solo les di el link de prompter, tuvieron que probar la velocidad del texto ¿Qué cambiarían / repensarían / reinventarían, y por qué? creo que los haría más participes del proceso de elaboración del discurso, trabajando en pares.
En este momento estoy elaborando un proyecto laboral, donde al menos he logrado desarrollar las tres primera P: proyecto, pasión, pares ya que lo hago con una socia. Nos falta la implementación, es decir jugar. Tal vez cambiaría el considerar las 4 P´s desde el inicio, al menos pensar en las 4 P´s y cómo se relacionan con el proyecto laboral… Es un desafío usarlas en nuestra vida diaria, porque normalmente lo pensamos aplicados a la sala de clase…
I was on the teaching team for a project-based course called “Design for a Sustainable World” in college. We partnered with nonprofits working to address issues such as access to clean water and energy. Students worked with nonprofits as peers to understand their needs and explore design alternatives. The teams were quite playful as they prototyped water filters, solar-powered refrigerators, etc. Everyone involved was passionate about service to others.
If I were to remix the class tomorrow, I would turn the weekly blog posts into discussion forum posts. Doing so would encourage more interaction with peers and (hopefully) unearth new ideas in the process.
*** What were people making?** Infographics from a recent ThoughtExchange (software) program exercise regarding school district academic performance for the school year, ranging from scores and support services needed to next steps for strategic planning purposes and dissemination.
*** What motivated them?** Attempting to be data-driven and data-informed while making such alluring to the eye, the information must be digestible to the audience, resonate, and provoke action.
*** What was the role of peers?** Reflect and react. The question to all participants/viewers - what can you do to help in the effort of continuous improvement?
*** In which ways were they playing and experimenting?** The layout, theme/design/presentation, information communication, rollout plan, etc.
***What would you change / rethink / remix, and why? **
Consider the audience. For example, the experience was aimed at “parents.” While not wrong, now-in-days, family dynamics are different. Grandparents, mentors, etc., are serving in roles sometimes more significant than the parents with regard to influence, support, literacy, motivation, engagement, behavior, etc. So, perhaps broadening the pool a bit is best and deciding, based on that information, what is needed to communicate effectively.