Innovative Learning Blog
Meta-Cognitive Process/Sense Making:
I take my time reading each paragraph for an article this dense. For clarity, I read some paragraphs and sentences several times before moving onto to the next one. However, I skim read as much as I can and often skimming over parts that seem redundant or irrelevant to me in regards to understanding the article.
For note taking, I type phrases and words derived from the article and I type them on a word document so that I can store the information and refer back to them as talking or writing points. I cite each phrase so I can remember what part of the text I extracted the words or phrases.
I had some connections to some parts of the article. It was so dense that after awhile, I got lost in the text and I had to be satisfied with what I got out of it. I mainly connected this article with business because it talked about informational systems and seemed to be talking more in terms of the business world than the education world.
Page 63 (4th paragraph): "One human may wish to judge a moment of information use by a standard he or she calls accuracy, while another may with to judge expediency or familiarity or comfort."
I connected with the quote above. Sense-making seems like it's derived and applies to business, although I see how it also applies to education. One of the richest and most successful companies in the world, Google, makes all their money from sense-making, which to me is understanding how people make choices.
I used to do sales and I made my money from sense-making. I had my clients pegged down to five categories: quality, availability, expediency, price, and familiarity. Clients usually weighed heavier on one, two or three of those five categories and some wanted to have their cake and eat it too. Within a few minutes of meeting a new client I could determine what was the determinate factor in buying from me. The author of this article explained how sellers need to view business from the lens of the buyer and not the seller in regards to how clientele use their informational systems and buy their products.
Page 64 (4th paragraph/line4): "When one presents users a long list of services and has them check off which ones they want, one has constructed a world for the users."
This quote speaks to me because I've felt like this as an end user before when using web 2.0 tools. Sometimes I feel people create great web 2.0 tools but they don't build it with me in mind and so I have no input on how the website is constructed. The author talks about how most sellers of informational systems think that their "...system is the essential order and the person/user bends to it rather than the other way around."
In other words, if a web 2.0 company really wants to make sense of how I use their products they must view me using their products not from a bird's eye but from eye.
To teach it to a high schooler, I would take excerpts from the article and plug them into either PowerPoint or Prezi to present the information. Ideally, each student would have their own computer device or at least one device per group to view the slides. An Animoto video would be very effective at creating a hook, which exposes less text and more visual images to help the students conceptualize the article.