Showing papers by "Mary Kalantzis published in 2016"
TL;DR: The implications of big data in education are explored by way of example on data generated by student writing, highlighting the range of processes for collecting and interpreting evidence of learning in the era of computer-mediated instruction and assessment as well as the challenges.
Abstract: The prospect of “big data” at once evokes optimistic views of an information-rich future and concerns about surveillance that adversely impacts our personal and private lives. This overview article...
88 citations
TL;DR: This paper explored the complex and shifting dimensions of the social, cultural and bodily differences that impact on learners and their learning, and proposed an alternative and supplementary frame for social and learner differences.
Abstract: This paper explores the complex and shifting dimensions of the social, cultural and bodily differences that impact on learners and their learning. Our theoretical argument proceeds in five stages. First, we build a typology of terms used to classify demographic differences for the purposes of designing, implementing and evaluating the effectiveness of educational institutions and programs: material conditions (social class, locale and family); corporeal attributes (age, race, sex and sexuality, physical and mental abilities); and symbolic representations (language, ethnos, communities of commitment and gendre). Second, we address the paradigms of civic association that modern nation-states have used to negotiate these differences: exclusion, assimilation and an aspirational regime that we call ‘civic pluralism’. Third, we explore complications that render the demographic categorizations problematic. Fourth, we propose an alternative and supplementary frame for social and learner differences based ...
32 citations
TL;DR: This study looks at how students used a semantic concept mapping tool to re-present the content and organization of their initial draft of an informational text to influence the development of their rhetorical, conceptual, and communicative capacities.
Abstract: Once writers complete a first draft, they are often encouraged to evaluate their writing and prioritize what to revise. Yet, this process can be both daunting and difficult. This study looks at how students used a semantic concept mapping tool to re-present the content and organization of their initial draft of an informational text. We examine the processes of students at two different schools as they remediated their own texts and how those processes impacted the development of their rhetorical, conceptual, and communicative capacities. Our analysis suggests that students creating visualizations of their completed first drafts scaffolded self-evaluation. The mapping tool aided visualization by converting compositions into discrete persistent visual data elements that represented concepts and connections. This often led to students’ meta-awareness of what was missing or misaligned in their draft. Our findings have implications for how students approach, educators perceive, and designers support the drafting and revision process.
15 citations