Shared Purpose, More Network for Equity. . .

In the power point presentation, my slide is the representation of what I understand from my journey in this class. The principles of connected learning enlighten me about the concepts of connected learning itself. Each week Christina inspires us with new information, projects and also works that push our brain to work more effectively. I love that I could have the chance to see learning from a different perspective (Western culture). I also love the way we systematically learned each principle of connected learning every week.

As I started out my blogging (some initial blogging were made with big effort) with what I learn is that I should find people whose blogging could contribute to my personal interest. I then found that even if the content touches the same aspect as what I learn, it comes with the different perspective that contributes to the richness of my knowledge. Going through this course has broadened my narrow perspective about designing a good teaching. The idea of collaboration which I believe if being done effectively by teachers would generate better academic performance of students.

Thinking about my final make, starting out a space for connected learning take place is the only idea I have. Facing the fact that the community I belong to is not such a digitalized community has made me think of how to start out the connected learning by maximizing the facilities I could reach for. Minus technology does not mean impossible to create a connected learning. making more spaces for a connected learning takes place would be a brilliant idea. A community hub might be an effective way to work on connected learning. The video from UC Berkeley library and at birch school have inspired me in thinking about making space for the connected learning community and to design activities based on connected learning principles.

If the connected learning in digitalized form would provide information online and people are connected online, the space of connected learning community I plan is more about providing offline information within a space. However, it will use internet access to find more information online. I plan to integrate this connected learning concept into my small library for children in my community.


The video from UC Berkeley library gives me the idea of maximizing spaces around the community to start out a children community learning that can support everybody in the community to grow together. The places could be spaces at a school like a library, church or even places in the community where children could get together, starting meaningful dialogue and collaboration. I am thinking of such a space with some facilities such as a computer with an internet connection as another source of information besides the one they children get from teachers and books. This will help the children get used to using technology, especially to introduce the constructive usage of internet connection in helping them learn. By this, I mean, children will get motivated and informed to keep being progressive in learning.


Learning from At birch school gives me an idea to construct activities that can help children in my community strive in learning. These activities will then be based on the principles of connected learning. The ideas of grouping students based on their interest are interesting, the students would then have the chance to help their peers and also contributing in the group collaboration. These kinds of activities could be included in an extracurricular program to support academic performance of the students or could be applied in my own community learning.

This link will direct to my rough plan of integrating the concept of connected learning to expand the function of my small library into a community hub for children in my community (Timor Island, Indonesia).


My self-assessment of my progress in connected learning class

How well do you feel you met these expectations this semester?

If I could give number for myself on how far I have met the expectation of this class, I would rate myself as an eight in exploring the key principles of connected learning, documenting reflecting on my journey in connected learning and create and sharing work to support myself and others in this connected learning class as much as I can. In assessing myself in contribution to class discussion and engaging with others, I rate myself a seven.

Where do you think you could have improved?

I think I could have improved my ability to making more connections with some of my classmates’ work to my own work.

How do your successes and reflections on improvement inform your connected learning moving forward?

Even though some of the principles of connected learning are familiar concepts for me, connected learning itself is a totally new concept for me. However, I learn, how the principles getting connected to one another. I learned the importance of interest power in stimulating the learning of individual in a connected learning community to continually participate. This could improve as a passion that makes each individual grows fruitfully. The principle of shared purpose, in my perspective, is the reason or motive behind each individual’s best effort put in dialogue, collaboration participation to reach the purpose or goal. By doing this, there is synergy among the member of a connected learning community. Shared purpose enables everyone to contribute in their own way to reach the goals. The principle of peer supported makes it possible for every member to keep growing (no matter how slow it is) as the active participation of each member. This principle also makes everyone feels welcome and belong to the community. The principle of production center makes it possible for connected learning to be extended, besides it makes learning has authentic value by doing hands-on activities. Openly network is the principle to which the learning become extended and connected to another aspect (multidisciplinary). Finally, these all principles support the academic development of each individual in the connected learning community.

Based on this comprehension, though not entirely complete, I could count on myself to build a learning community, especially practicing it in a classroom in my teaching practice. The concept of connected learning enables students to explore their interest and all their possible capacity. Also, I have more chances to contribute and share experiences with other fellow teachers about teaching practice. By this, I mean expanding my network to provide a better teaching for my students.

Connected learning is the continuing repeating process, a process of being connected, collaboration, wobbling, participating and making. A process in which everyone in the network has possibilities to develop a growth mindset, develop an interest to become a passion, develop creative thinking and another aspect of life.

What else do you want me to consider when assessing your performance and participation over the past semester?

Using language that is not my own native language academically is such a big challenge for me, especially to use it in learning a new skill, blogging skill, which is completely new for me. This is also my first online class which challenges me to manage my time effectively. Besides, as an international student who has not had enough network to participate with, I only shared and contribute to the discussion of the class based on my experience and what I have learned in my other class which I think have a connection to the topic.


A better blogger , , ,


I’m not asking for some all holy savior to come and coddle us into equality

I’m asking for you to understand our struggles and our hardships

To understand that if we have to learn with each other we should also learn about each other so we can bring each other up

– Excerpt from ‘Bored in 1st Period’ by Obasi Davis.

I intentionally start my posting this week with this beautiful quote as I find it so meaningful. It recalls me back to my experience when I first came to the State on August last year. I knew nobody here except my scholarship program officer whom I never met before and who is miles away in Washington DC. After two weeks arriving, I started my first class on fall semester 2016 at Arcadia University. In one course that I took that semester, there was an assignment required us interviewing people to collect data for an individual project. Those people should consist of a parent, a teacher, and a student. As a new person in a new place, I found this situation somewhat stressful. Fortunately, my teacher understood my dilemma at that time, therefore, as I consult about the project she tried to assign me to people that I could reach for the interview.

I learned an important thing about open networking from that specific moment. I learn what I myself define as bottom-up and top-down networking. The bottom-up networking person is me, the one who is searching for trusted sources to get involved with in order to grasp any idea and information, this is the idea that Bud Hunt mention as participates in purpose. The top-down networking person is my professor who with high accountability could understand my situation and offered a solution. More or less, this is the idea that I underline in the article How Can White Teachers Do Better by Urban Kids of Color? About the ‘Making invisible’ idea relating to the different conception of the teacher and one of her student. That a teacher should be able to look from different perspective.

In relation to equity, one characteristic of open networking as discussed in the vialogues is accessible. In my perspective, either it is online or offline open network, it should also be enlightening, trustful, and resourceful.

I describe the way I would work in open network in a process model as shown in the picture which I created using Canva. I see an effective open network as a continuing repeating process.



I like the idea carried by the opening sentence in this article In This School, Class Is A Workshop And Experiments Are Mandatory “Imagine a school where classes are organized not by subject but by project”. The idea of project-based learning is compelling. It provides students with some benefits.

By involving in project-based learning activities, the student will learn the skills that actually needed in the real world. They could choose whatever skill they enjoy working on and still gain the benefit of the skills. This is shown by the students at SLA Beeber, They know that the product they create would be used by the school. This gives a sense of rewarding for the students themselves. Also, by doing hands-on learning, students partake in the ability to adjust the approach based on their initial attempt. Students would also foster their interpersonal skill of team working. Furthermore, when students get interested in project-based learning, frequently, they will start thinking of making use of everything surrounding.

The idea of production-centered does not necessarily refer to the project-based learning itself. It can refer to any schools’ programs that cultivate students’ skills to create something beneficial for themselves and others early in their school years. I would consider a program launched by my previous institution, Sekolah Kristen Generasi Unggul, some years ago as a form of the production-centered program. The program is called Genu-Project. Starting from elementary school, based on their level, students are encouraged to create a product with vendible quality. For example, the students from third grade decided to make a bracelet and the students from fourth grade decided to make banana chips. Some other students in different groups decided to create a different product, such as; pencil holders, tissue box holders, gift box, paper photo frame and also artificial flower. These products then would be sold in the school expo, an intra-school program provided to facilitate students exhibit their product. Parents, teachers, and neighborhood schools are invited to join the exhibition. Often times, the products would be bought by parents to support the students. The program itself at the outset designed to cultivate the entrepreneurship skill among the student.

‘The Making’

  1. As the final project for a course that I took last semester,  my professor allowed the whole class to express our learning through creating something peculiar based on our interest. I decided to make a diary comic book telling everything I learned throughout the semester.
  2. Last month, I was craving for a traditional cake my mother usually makes during Christmas time, It is called ‘tar susu’. I tried to find the ingredients needed, although those are not exactly the same. Nevertheless, I made it and the cake tasted good. I shared some with my roommate who said: “It is delicious”.
  3. Continuing with my cooking and baking hobby, I tried to make gingerbread last weekend. I like the texture of the cake, it tastes sweet and moist.




My App

I did a slight conversation with some friends (Who are teachers as well) in my other class about using the application to enhance students’ learning and productivity. Each of them came with their own idea how app or technology could help students grow.

One of them saidI believe that technology can be used to enhance student learning especially for struggling learners, learners with visual or hearing impairments or as an advanced instruction strategy for gifted students. Often apps help to increase student engagement and motivation.  Apps have also been used to enhance communication and to open a world of discovery for students who were previously dismissed as nonverbal learners”. She added that technology could provide a digital communication tool for real-time parents access to daily student’s homework and classwork.

Another friend (A French teacher) added that the current applications have helped students learning French, such as; translating app. Her student uses YouTube app to ‘flip the classroom’ and learn grammar concept from their phone. Further, she said that she would like to see an app that helps students speak and listen more effectively in French, in which technology could help students as effectively as possible and not distract them.

Also, a friend (a kindergarten teacher) said that she likes it when technology can be incorporated into an independent center. She is sure it would increase engagement. It is a good supplement to students’ learning and also can complement a well-rounded curriculum.

Sugata Mitra proposed that Learning is a product of educational-self organization. If we allow the educational process to self-organized, then learning emerged. Not making learning happen but letting it happen. The teachers set the process emotion and stand back to watch the learning happen. This idea then brought him to the program called Self-Organize Learning Environment (SOLE) program. Inspired by the program, I would like to create an app that sparks students interest and curiosity. The application would connect all my students based on their grade. The students are allowed to learn whatever they are interested in and eventually lead them to create something from the learning as the product which will be seen by other students. For example, if a student is interested in art, then the application would provide as many kinds of art based activities resources that support the students learning. After that student are encouraged to create an art piece based on the level of difficulty. That product would appear on the home screen of the application. The product could be an oral or written presentation, an experiment, or whatever the students find comfortable to express their learning.

I name this application FindYou. through this application students can explore  as many sources based on each of their interest and the would be guided to produce something based on their learning. Everyone who share the same interest in using this application would have the opportunity to see the product of others of the same interest. By doing this, students would improve their curiosity to produce more. The idea that each of their product is shown in the show case make them feel rewarding.


Unpacking Interest

Watching No bells, No walls, especially Norma’s presentation, reminds me of one of the class I took in my previous semester. It is called differentiating instruction. In that class, my professor applied this kind of project, the passion project. On our initial meeting, she initiated to get to know us, making a connection with us by doing an activity that eventually reveals our learning profile and our interest as well. During the semester, she let us do our assignment in the way that we enjoy the most. Consequently, the whole class did enjoy it. That is the only class I have ever had in my life in which my teacher let me do my learning based on my interest. I enjoyed it, I got engaged and did my learning my way as well as got inspired to apply it next year when will get back to my country and teach.

I like the idea of students taking the ownership of their own learning introduced by Birch School. By working with their interest, the students not only developed the best effort they can but they will also have the sense of accountability toward what they designed. However, it is still unclear for me on how the interests of the four students in a group being accommodated so that there is no one undervalued in regard to the difference of the grade and age. Additionally, our previous reading about the project done by Liberty school describing that students will be guided by the teachers who share the same interest and make the process of learning will be more advance. The idea of connecting the learning with students’ interest would eventually lead the students to create their own passion project which will be meaningful for them.


A letter for all the racist people;

Please, stop being racist. I know there is love alive in each of our hearts, don’t let it die. Try to make our heart the fertile soil, where the love grows fruitfully so that we can share it with others.

Peace from the one who has the same color of blood and bone like you do, and the one who needs the air to breathe just the same like you do need the air, don’t you.



Being A Connected Learner

I really enjoy the video of hip hop and education by Dr.Chris Emdin. There are some points I got from the video that bridges me to construct questions on my role as a connected learner and on how to design connected learning and equity. The first point is about being informative. Being a connected learner requires take and give, hence it is important that I myself make sure that my existence would be a benefit for other members. This also resonates with me as actively engaging with the world outside either directly or indirectly so that I could bring something to the community. The second one is being creative, this echoes to me the same as the idea to act locally while thinking globally. The last one is being resilient. Connecting with the idea of wobbling, connected learner, as me perhaps, would come to a point when things seem messing up and I become lost control, knowing nothing about where to continue or to start again. Nonetheless, there is no other choice rather than keep progressed no matter how slow it might be.

My concerning question regarding with me as a connected learner

  1. What is the ultimate quality of being a connected learner?
  2. How would students with less knowledge about technology adapted connected learning in a different way?
  3. How should I start a connected learning with less access to technology?
  4. How would I control the connected learning among my students without technology?
  5. How would I assign connected learning activity in a school as well as involving other schools?
  6. How to develop a self-directed learning among my students?
  7. What strategy I can use to ensure that my students get connected to each other?
  8. What strategy should I use to make sure the effectiveness of connected learning?
  9. Should connected learning be applied in each subject or in interdisciplinary principle?
  10. How can I connect with my fellow teachers?

My questions as a designer of connected learning and equity would be;

  1. How should I start connected learning in my community?
  2. Where should a connected learning start in a community with less access to technology?
  3. How is the best practice of connected learning to a community with less access to technology?
  4. How should I make sure that everyone in the community gets the benefit of connected learning?
  5. Who should decide the topic of connected learning?
  6. How can I make sure that everyone in the community stays connected?
  7. What kind of source of learning will be effective regarding with the diversity within the community?
  8. Who should be considered as an effective resource for connected learning?
  9. How to keep everyone interested with connected learning?
  10. How should the ultimate goal of connected learning decide among the diverse members of a community?

How to develop a self-directed learning among my students?

This IRIS module provides information for me on how to help students become an independent learner. In supporting the process of becoming an independent learner, I found this article is helpful. It gives the points of cultivating the love of learning such as; inviting questions and chase them, providing the opportunity to pursue their curiosities and interest and making the moment that keeps their interest and curiosity. Furthermore, there are some kinds of activities suggested by Jim Eison in his article that enhances learning while making the learning exciting for the students. As I focus on teaching elementary students, I believe those kinds of methods and strategies would be interesting and benefit for my students.

Learning and Wobbling

The bioethics day initiated by the teachers, in my perspective, was a way to provide a higher level of learning in which the idea of wobbling took place in the form of dialogue. The teachers purposively stimulate the students learning by trying to go beyond what the students could ever think. Creating a conference by involving students from other schools provides the students themselves with a network in which they could interact. This is the implication of what is stated by Herman and Hermans-Konopka in Fecho (2013) as I-positions, that is the simultaneous dialogue with many cultural contexts within us. This looks like a global attempt in which students are being involved to extend their knowledge and skills which eventually develop their capacity. Additionally, by doing this, the students would evaluate their capability to apply what they learned in connection with their community and perhaps there would be interests to keep improving it.

Addressing myself in this class, I would say, I am wobbling around with my skill in blogging. Blogging for the first time, for ED677 class, is somehow not easy for me. Nevertheless, I should push myself to reach out to it or get failed. The first time blogging made me learn to be very attentive to details; how to look at my messy grammar, which is still messy I guess, how to connect with other link and also how to put pictures in my text. The other thing that makes me consider blogging is not easy is that I have to either going back and forth or opening multiple tabs on my computer which is always distracting for me. I, personally, considered myself as an old-fashioned person who would only feel comfortable learning from books by handing the papers and pen and directly highlighted every sentence with my own hand, not the mouse. This makes me little bit stressful and not willing to go further.  Nevertheless, I push myself and feel far better with the pattern of this class to be compared with how messy I was in the first weeks. I learned many new things that make me excited. It is either the new information and strategy as well as the use of the new application such as the annotation and particularly the PowToon app that I found in Mrs.Kelly’s blog. I guess I would try to use the PowToon, It is interesting. Thank you Mrs.Kelly.

Connecting the idea of wobbling with my cooking hobby, wobbling, for me is like having some fishes and thinking to prepare different menus from those fishes. I would make meatball fish, fish soup bakes fish and some other menu made of fish. As I am accustomed to cooking a fish recipe from my country, perhaps, I will be so curious to cook fish with the new ingredients I find here that not available in my country. By doing this, I play with my curiosity. By regularly cooking, I would have the skill of calibration. I would know how many pinches of salt I would use to cook a certain amount of fishes in a specific recipe. Furthermore, I would feel satisfied when people enjoy my cooking or that I myself enjoy the new recipe I just cooked.





‘Play and Think’

Watching the video of global thumb-wrestling and 5 Card Flickr makes me recapturing the play theme I previously posted and try to see the connection. The global thumb-wrestling requires physical connection as well as creates some positive emotions incorporating creativity which could also be found in our local play. The card Flickr itself is a new idea for me. Initially, I thought it is just about literature or reading topic, however, it could be applied in Math also. By providing five simple numbers and have the students to make a connection with the numbers would be much interesting.

The three games I posted in my previous post were congklak, bakiak and rangku alu. These plays also could stimulate positive emotions. When play congklak, children would be spurred with excitement counting the stones and getting surprised for their result for sure. The play bakiak would give joy and excitement as well as push the children to think creatively as it requires a solid team work to keep moving with that wood. The play rangku alu provides excitement and joy as the students singing while playing, moreover, it entails surprise, pride, and contentment. These plays have come with it local practice as well as the global thinking being covered in the practice.

As the rapid change of technology, the meaning of the term play become extended. It is not only that kind of play done in playground involving social connection but also the play that is called the video game. Video game comes with its advantages and disadvantages. As mention in the article whether video games wasting time or not, it is explained that it depends on the structure and content of the game. Good coordination of brain and eyes and creativity are two of some advantages it provides. However, without control and good self-management, one would find that video game is such a waste of time, regarding with the curiosity that leads to addiction. Thus, when the video game being introduced for children it is important to be followed with intensive control.

It seems sophisticated when a school is equipped with the newest technology, the students can get access to some information that can help their learning process. However, possessing technology does not always come with all its benefit, instead, it also comes with its disadvantages. Teachers, in this case, are supposed to find the way to balance the use of technology in a learning process. I used to observe the use of computer and iPad in some schools and it seemed that each of the students enjoys the allocated time to working with their gadget. I would say that the use of technology without carefully planned will lead to the disadvantage in the social life, such as the idea of teamwork. Besides, I happened to read an article by Sean Coughlan who describe that computers do not improve pupil result.

I myself do not play a lot. As I love cooking, I would say cooking is a play for me. I enjoy cooking my favorite food and I enjoy trying a new recipe. By cooking, I also experience that kind of positive emotions. For example, I would always be excited trying a new recipe, feel pride when people like my cooking and also practice my creativity with making a new recipe.

‘Working Towards Equity’

Talking about education reform in regards with the minority reminds me of an article written by Tara J. Yosso from the University of California. The article entitled Whose culture has capital… portrays how the community of color nurture cultural wealth through six forms of capital; Aspirational capital, Familial capital, Social capital, Linguistic capital, Resistant capital and Navigational capital. Besides the actions from the marginalized community, Bryan Stevenson on his speech in Arcadia university a couple of months ago advised four important things we have to considered with in order to make profound change. Those are; get proximity, change the narrative, hopefulness and choose to do uncomfortable things.

In response to the working toward equity starting from schools, these two programs are impressive; The use of technology in doing service learning project and services delivered to the society. The use of technology in teaching is very powerful. Students can get access to trustful website resources provided by the teachers. It is also impressive that the students are taught to be mindful of the environment issues and eventually they could present their own investigation of the simple solution they could contribute to solving the current problem.  The teacher bridges the students to use technology in the process of learning. All the students have the same access and chance to present their learning. Besides, when a school program is designed to serve society, it resonates to me that that kind of school teaching the value of compassion toward the students. Reading this site bringing me to more idea on developing my character building program which emphasized on the embedding of important values of life in the students. This idea also brings the sense of rewarding of the students which in turns leading them to expand their service to the society using their knowledge and skills.

Referring back to our initial meme in this course about equality and equity reminds me of the idea of the intersection of science, engineering, creativity, and caring in this article, which I simplify as the intersection of intellectuality and caring. As I take a look again on this picture I did not think of what in the box which would possibly be the skills, knowledge, and opportunity. Instead, I imagine if the boy standing on the left would carry the little boy to the right so they have the same quality of access to watch the game. However, this is about the sense of caring which is personally initiated. This refers back to how the person attitude toward the others. No one can force others to do such kind of action, it is the feeling of accountability that calls people to do so.

I glance through the #DoNowFirst100Days, and there are some issues that keep me thinking and feeling unsafe, one of which is the immigration issue.  As an international student from a country with the most Muslim population in the world, like another Muslim student, I feel unsafe even though I myself is not a Muslim. The fact is that it is a country matter not an individual matter and I represent my country, thus it makes me sometimes feel unsafe.  This situation leads me to consider the issue of being a minority in both places I have been in, either in my country or here in the USA where I temporally live in as a student. Connecting the idea of being minority into teaching and learning process in a classroom, perhaps, the most important things I need to teach my students about being a minority are; Do and hope for the best as well as strengthen the unity among the community.

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