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So I presented a prototype of my mapping project yesterday at Publishing Makerspace, a project supported by the Scholarly Communications Institute and housed here in FHI. Using “backcasting,” a technique much like Grant Wiggins’s “backward design,” after I presented, participants were invited to brainstorm about potential final outcomes for the project. Then, we worked backwards from final goal to intermediary steps. If you zoom in to the images, you’ll find some sample recommendations. They were split into five categories: “Publishing Format,” “New Uses of Data,” “Data Collection,” Outcomes–Pedagogical,” and ever-popular “other.” But what great recommendations! I thought was a great approach to the genre of the works-in-progress presentation.
Plateaus v Quagmires: Quick Notes on Surface Learning, Deep Learning, and the Power of a Good Night’s Sleep
Last night I was about ready to throw laptop, Mac, and all against the wall…and today I was able to continue mapping, slowly but surely! Yesterday’s frustration made me think about plateaus in learning. Just as we all know the joy of accomplishment, we all know what it’s like to reach a plateau–to look around and experience the feeling that we’ve come just as far as we’ve can, and don’t feel able to go further. But that’s different from being stuck: instead, I decided to spend my plateau time enjoying the view and thinking about what I’ve learned so far.
This also recalls Ken Bain’s What the Best College Teachers Do. Bain distinguishes between the strategic learning many of our students, and all of us have engaged in at some point–learning for the test, learning proficiently, yet not going deeper. (So your Italian disappears after your trip; you can’t stick a handstand anymore after yoga teacher training; and OMG, what happened to your math–sound familiar?). In contrast, deep learning is lasting, interrogative, and exploratory–it takes longer. The benefit is depth, the trade-off is time. I’ve learned so much so quickly in the past two months and have been exposed to so many new things (I use the passive deliberately here) that I want to guard against the superficiality that can accompany strategic learning.
“A little learning is a dangerous thing,
Drink deeply, or taste not the Pierian spring.”
One of my goals for this map is to get students to see not only the limited nature of Old New York, as rendered by Wharton, but to get them think about their own lives–how far have they traveled to get to college? How frequently do they get outside their comfort zones? Do they hope to travel, and why or why not? Where Prufrock “measure[s] out his life with coffee spoons,” Newland Archer, a man with the world at his feet, measures his in a very few city blocks. Here’s a photo of the map we started to create in QGIS today, which demonstrates this clearly: most of Newland Archer’s activities are represented in the polygon in the map to your right. For Wharton insiders, Ellen Olenska’s house is toward the top left (about 10 o’clock from the polygon below) and that dot in the middle of the Hudson marks the lovers’ ferry ride back to New York after Ellen’s arrival from Washington.