While I had hoped the class I virtually participated in for a backchannel discussion on the chapter on meaning would focus on meaningful learning, I guess that was a lofty hope. Only teachers can truly make that connection, I suppose. This was the last chapter of Karl Fisch’s school project where the students in English classes read Dan Pink’s A Whole New Mind and then invited guests from Karl’s network were able to join in the back channel via a blog and commenting.
The students focused on deep conversations about life and the meaning of life. I was not disappointed though. The students opened the door to a witnessing about religious beliefs, and the conversation was allowed to happen, both in the inner circle and the backchannel where Vicki Davis and I were. I was a wee bit nervous about clearly stating my beliefs, but you know, when the Lord opens the door, you have no choice. Both Vicki and I shared our beliefs and how everything in life happens for reason, even if it is not clear to us at the time that things happen. I left the conversation thinking, WOW we are able to be witnesses to God’s love to a class–a public school class. Mind you there were still some students who questioned whether there is a higher authority in life, and if life has meaning at all. It was a truly interesting conversation. I hope you get a chance to read the discussion. (The picture above shows how I participated-I am in a studio at school. Vicki Davis I believe is at her desk in her classroom. Although we are only 471 mils apart, and she was south of me in Camilla, Georgia, the temperature was significantly cooler and more unstable where she was than me. She reported a terrible thunderstorm going on during the class, and cooler weather. I, meanwhile had rain and temps in the upper 60s. Notice she has on a turtleneck. I was wearing a short sleeved school shirt. I had FireFox open with several tabs including the MeBeam site with the class video, my video, and Vicki’s video, as well as Skype so I could privately talk to Vicki, and the a whole new window of the comments feed for the class, so I could follow along and see the video at the same time. I wish I could have enlarged the video of the class, but I didn’t see that as an option on MeBeam.)
Karl has been providing some reflection on the project as it goes, and you can find it on his blog. I’m really anxious to hear the final thoughts now that the book discussion has concluded.
send out the video, and asking participants internationally to join into the backchannel of conversation that would take place as we (the live audience of students and guests and blogger audience) via adding comments to a blog account set up specifically for the project. At the intro the students were shown visitors video feed (and wouldn’t you now I was answering a phone!) and simultaneously I could see the video of the inner circle of students the remainder of the time. For several consecutive weeks students and guests will gather each period of the day there are English classes, and talk about the chapters of the book. My first participation was on the chapter of “games.” I selected this chapter b/c I know in my heart that I learn most and best when I get to “play around” with the topic, be it information, hardware, software, or more. Interacting with it in the sense that it is a game or “play” allows me to take risks without worrying about failure or being rebuked by peers.
amount of time on “gaming” as it relates to video games, and I was not disappointed. What I did find, however, was that the backchannel where I was and the inner circle of participants on the video were surprisingly like-minded. There were those who were opposed to the violence of some games (like me) and felt like games dehumanized the actions–lot’s of talk about killing, blood, and guts. There were also those who supported the industry, saying it helps people, and the examples from the kids were simulations that assist soldiers to prepare for combat. I was astonished at the depth to which the kids defended their point of view, and found my self siding with both at times. Does that make me wishy-washy?
too, as I feel strongly that learning has to be meaningful. The chapter on “play” and “meaning” remind me of the Wow framework I studied a few years ago, that of designing lessons that address qualities to engage students. Read about it 
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