Collaboration and Reciprocity, Habituation and Holisticism, and the Cultural Capital of Creative Lifelihood
Whether peer and near-peer learning communities unite around, evidence a joint-undertaking process between learners and more experienced practitioners. OMG!’s fundamental language evoked this: both campers and counselors were called directors from the moment the camp began, a system that. On the first day of the camp, selections of the directors’ work were played, meant to provide fodder for ideas or curiosity about specific techniques.
The
second day, the kids were like, ‘We did that special effect yesterday, I want
to do this and that. The
amount of response that we had to this method of working with kids was way
different to anything I’d ever seen before in any tutoring or teaching situations,”
he said. “It was because we had groups of five kids.
By
the third day everyone was on board, and it was literally collaboration rather
than top-down instruction. They’re learning by doing as opposed to learning by teaching.”
In
its weeklong life span, OMG! displayed every facet of this kind of networked
collaboration, which doesn’t just stop at letting younger partners make
decisions but demands full “reciprocity” 20 in multiple directions: feedback
not just between learners and near peers but between peers themselves; an onus
on more experienced practitioners to share knowledge with, experiment with, and
give guidance to their less experienced peers; providing the self as audience.
The
example of OMG!—of Gen Y creative professionals retracing their learning by
reaching out to digital native tweens and adolescents—provides a significant
lesson about content. In education in the digital era, just as in digital
entertainment, production, and communication, the most fungible component is
content. The irreplaceable components are processes—how to search, how to
learn—and function best when they are selfmotivated or motivated by
interest-based networks that feel only marginally removed from the borders of
the self.
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