• None

• Set up Slack account and introduce yourself via Slack in the #intros channel.
• Fill out the Profile Survey.
• Be sure to carefully read syllabus and alert instructor if you choose the individual pathway.

• Rose, M. (2001). The working life of a waitress. Mind, Culture, and Activity, 8(1), 3–27. https://doi.org/10.1207/S15327884MCA0801_02
• Driscoll, M. (2005). Chapter 1: Introduction to theories of learning and instruction. Psychology of learning for instruction (pp. 1–29). Pearson. Available on E-Reserves.

• Slack Discussion: React to “Working Life of a Waitress” in your assigned group Slack channel.
• Submit Version 1.0 of your Personal Learning History (Living Document).

• Yilmaz, K. (2011). The cognitive perspective on learning: Its theoretical underpinnings and implications for classroom practices. The Clearing House, 84(1), 204–212. https://doi.org/10.1080/00098655.2011.568989
• Driscoll, M. (2005). Chapter 2: Radical behaviorism. Psychology of learning for Instruction (pp. 29–69). Pearson. Available on E-Reserves.
• Sherin, B. (2017). Constructivist learning. In K. Peppler (Ed.), Sage encyclopedia of out-of-school learning  (pp. 143-145). Sage.

• With your group, create an infographic (or related visualization) for behaviorist, cognitivist, and constructivist perspectives and share to Slack in the #sharing channel.

• Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32–42. https://doi.org/10.3102%2F0013189X018001032
• Cognition and Technology Group at Vanderbilt. (1990). Anchored instruction and its relationship to situated cognition. Educational Researcher, 19(6), 2–10. https://doi.org/10.3102%2F0013189X019006002

• Submit Process Letter #1 (described in syllabus).

• Esmonde, I. (2016). Power and sociocultural theories of learning (p. 6-27). In Esmonde, I., & Booker, A. N. (Eds.). (2016). Power and privilege in the learning sciences: Critical and sociocultural theories of learning. Taylor & Francis. Available on E-Reserves.
• Lave, J. (1991). Situating learning in communities of practice. Perspectives on Socially Shared Cognition, 2, 63–82. Available on E-Reserves.

• Slack Discussion: Discuss perspectives presented by the articles in your assigned group channel on Slack.

Available on E-Reserves:

Note: Choose two of the following to read, based on emerging interests:

• Expansions on theory:
  • Family Learning (Brahms)
  • CHAT (Roth)
  • Apprenticeship (Hay)
  • Learning Pathways (Kirshner et al.)
  • Everyday Expertise (Zimmerman)
• Theory enacted in specific settings:
  • Fifth Dimension (Cole)
  • Computer Clubhouses (Rusk & Resnick)
  • La Clase Magica (Vasquez & Telles)
  • YouMedia (Pinkard)

• Slack Discussion: Discuss perspectives presented by the articles in your assigned group channel on Slack.

• No new readings this week.

• Refine and revise the infographic concept maps created in the previous weeks to include situated/sociocultural theories. Post revised version to Slack in the #sharing channel.
• Report / check in with group on Learning Community Analysis (This template can help jump-start analysis and discussion).
• Submit Process Letter #2 (described in syllabus).

• Freire, P. (1987). Chapter 1. Pedagogy of the Oppressed.
• hooks, b. (1994). Chapter 2: Engaged pedagogy. Teaching to transgress: Education as the practice of freedom (pp. 13–22). Routledge.
• Stommel, J. (2017). If bell hooks made an LMS: Grades, radical openness, and domain of one's own. https://www.jessestommel.com/if-bell-hooks-made-an-lms-grades-radical-openness-and-domain-of-ones-own.
• Hall, T. (2017). Critical Race Theory. In K. Peppler (Ed.), Sage encyclopedia of out-of-school learning  (pp. 167-172). Sage.

• Slack Discussion: Discuss perspectives presented by the articles in your assigned group channel on Slack.

• Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 31(2), 132–141. https://doi.org/10.1080/00405849209543534
• Nasir, N. I. S., & Cooks, J. (2009). Becoming a hurdler: How learning settings afford identities. Anthropology & Education Quarterly, 40(1), 41-61.

• Slack Discussion: Discuss perspectives presented by the articles in your assigned group channel on Slack.

• Rogoff, B., Callanan, M., Gutierrez, K. D., & Erickson, F. (2016). The organization of informal learning. Review of Research in Education, 40(1), 356-401. https://doi.org/10.3102%2F0091732X16680994

• Slack Discussion: Discuss perspectives presented by the articles in your assigned group channel on Slack.

• Choose one of the following:
  • WWE Fandom and connected learning
  • YouMedia Chicago and connected learning
  • Starcraft gameplay and connected learning
  • Civic engagement (via Harry Potter knitting) and connected learning
  • Fashion design programs and connected learning
• Ito, M., Gutiérrez, K., Livingstone, S., Penuel, B., Rhodes, J., Salen, K., Schor, J., Sefton-Green, J., & Watkins, S. C. (2013). Part 2: Connected learning. In Connected learning: An agenda for research and design (pp. 32–87). Digital Media and Learning Research Hub. Available on E-Reserves.

• Submit Process Letter #3 (described in syllabus).

• No new readings this week.

• Report / check in with group on Learning Community Analysis.
• Submit Personal Learning History 2.0 (as annotations in original document).

• Informal Learning: Barron, B. (2006). Interest and self-sustained learning as catalysts of development: A learning ecology perspective. Human Development, 49(4), 193–224. https://doi.org/10.1159/000094368
• Critical Perspectives:
  • Kumashiro, K. K. (2000). Toward a theory of anti-oppressive education. Review of Educational Research, 70(1), 25–53. http://ezaccess.libraries.psu.edu/login?url=https://www-proquest-com.ezaccess.libraries.psu.edu/docview/214114515
  • Paris, D. (2012). Culturally sustaining pedagogy: A needed change in stance, terminology, and practice. Educational Researcher, 41(3), 93–97. https://doi.org/10.3102/0013189X12441244
• Sociocultural Theories of Learning: Rogoff, B., Paradise, R., Arauz, R. M., Correa-Chávez, M., & Angelillo, C. (2003). Firsthand learning through intent participation. Annual Review of Psychology, 54(1), 175–203. https://doi.org/10.1146/annurev.psych.54.101601.145118
• Explore LOPI Website, including videos.

• Slack Discussion: Discuss perspectives presented by the articles in your assigned group channel on Slack.

• Informal Learning: Crowley, K., & Jacobs, M. (2002). Building islands of expertise in everyday family activity. Learning conversations in museums. Lawrence Erlbaum Associates.
• Critical Perspectives: Harris, A., & Leonardo, Z. (2018). Intersectionality, race-gender subordination, and education. Review of Research in Education, 42(1), 1-27.
• Sociocultural Theories of Learning: Lave, J. (2008). Epilogue: Situated learning and changing practice. In A. Amin & J. Roberts (Eds.), Community, economic creativity, and organization (pp. 283–296). Oxford University Press. Available on E-Reserves.

• Slack Discussion: Discuss perspectives presented by the articles in your assigned group channel on Slack.
• Complete SEEQ (Student Educational Experience Questionnaire)

• None.

• Final Paper with embedded annotations
• Meta-Reflection on Learning and Self-Assessment.
• Learning Community Analysis.