For the past ten years Mimo Ito and the Connected Learning Research Network have looked at how young people learn. They realized that there were three overlapping spheres – interests, opportunities, and relationships. At the center of these three spheres is “Connected Learning.” I discovered this powerful look at student learning through my work with the Remake Learning Network in Pittsburgh. I used some of the principles to develop a series of Design Challenges for the Energy Innovation Center of Pittsburgh. Recently Mimo Ito and Connected Learning Research team published an updated report on their findings – Reflections on a Decade of Engaged Scholarship.
According to Mimi Ito there are three outcomes that demonstrate when Connected Learning occurs:
- The project sponsors or legitimizes the interests of diverse youth;
- The learners are engaged in shared practices, e.g. solving real world problems;
- Learning is connected across settings through brokering and coordination.
Let’s look at each one of these outcomes through the lens of a series of Design Challenges that students in the Parkway West Consortium of Schools participated during the 2019-20 school year.
Learning based on Interests
When I first approach the schools in the Parkway West Consortium, I give them choices. Each of the choices is based on a real-world problem that the Energy Innovation Center (EIC) has identified as a problem where they want high school students to provide fresh insights. The schools receive their first or second choice. Each school approaches this in a slightly different way. One school might look at a course that has a fit. Another school might consider an after-school club or activity group. Another school might open the Design Challenge to any students to who have an interest. In each case students participate based on their interests. For instance: South Fayette High School decided to participate in the “Gems of the Hill District” Design Challenge. They outlined the responsibilities and let students from three classes choose to participate. It was not a required activity. It was based on students’ interest in the Design Challenge.
Engaging in Shared Practices
One of the keys for successful connected learning is focusing on real world problems. The EIC each year looks at problems where students might provide valuable ideas. For example: several years ago the EIC developed a Design Challenge around new LEED certification directions to take the building. Even though, the EIC had a platinum status, the management team realized that there were more sustainable opportunities. One of the teams, from Montour High School, focused on the need for more living plants within the building. The student consulting team developed a prototype for a green wall for Innovation Hall, one of the spaces at the EIC.
During the summer of 2019 the EIC management team decided to build on the original idea that Montour had developed and implemented at their high school. This time the high school student consultants from Montour, Chartiers Valley, and Parkway West Career and Technology Center were asked to develop a prototype for a “Mobile Green Wall.”
Learning is Connected Across Settings
The “Mobile Green Wall” provides great examples how the students had to collaborate and work as three teams to solve a real-world problem. The Chartiers Valley team worked on the schematics for the prototype using CAD-based software. The team from Montour focused on the plants and the environmental needs that would be part of the design. The student consultants from Parkway West constructed a metal scale model that incorporated Chartiers Valley’s design incorporating Montour’s recommendations. The student consulting teams had to broker and coordinate their ideas. Quite honestly, there was a time when it didn’t look like the pieces were going to fit together. However, the students persevered and ended up with a prototype that will be used by the Energy Innovation Center in the future.