- Jul 2022
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www.gutenberg.org www.gutenberg.org
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Dr. Campbell says, "The more general the terms are, the picture is the fainter; the more special they are, 'tis the brighter."
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- May 2022
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policyreview.info policyreview.info
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For example, Campbell talks about personal cyberinfrastructures when he suggests providing students with hosting space and their own domain as soon as they start their studies: Suppose that when students matriculate, they are assigned their own web servers [ā¦] As part of the first-year orientation, each student would pick a domain name [ā¦] students would build out their digital presences in an environment made of the medium of the web itself. [ā¦] In short, students would build a personal cyberinfrastructureā one they would continue to modify and extend throughout their college careerāand beyond. (Campbell, 2013, p. 101ā102)
Giving a student their own cyberinfrastructures, a set of digital tools, is not too dissimilar from encouraging them to bring tools like notebooks, paper, index cards, pens, and paper in the early 20th century or slate and chalk generations earlier.
Having the best tools for the job and showing them how to use them is paramount in education. Too often we take our tools for thought for granted in the education space. Students aren't actively taught to use their pens and paper, their voices, their memories, or their digital technologies in the ways that they had been in the past. In the past decade we've focused more on digital technologies, in part, because the teachers were learning to use them in tandem with their students, but this isn't the case with note taking methods like commonplacing, card indexes (or zettelkasten). Some of these methods have been taken for granted to such an extent that some of them are no longer commonplace within education.
I'll quickly note that they don't seem to have a reference to Campbell in their list. (oops!) Presumably they're referencing Gardner Campbell, though his concept here seems to date to 2009 and was mentioned heavily in the ds106 community.
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- Sep 2016
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teachinginhighered.com teachinginhighered.com
- Jan 2016
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er.educause.edu er.educause.edu
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Offering students the possibility of experiential learning in personal, interactive, networked computingāin all its gloriously messy varietiesāprovides the richest opportunity yet for integrative thinking within and beyond "schooling."
Yes, yes, yes. Networked learning IS experiential. I am always on the lookout for opportunities to facilitate those experiences - for my students and myself, and consider every embrace of glorious messiness a significant victory.
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Go into your nearest college or university library. Ignore the computer stations and the digital affordances. Enter the stacks, and run your fingers along the spines of the books on the shelves. You're tracing nodes and connections. You're touching networked learningāslow-motion and erratic, to be sure, but solid and present and, truth to tell, thrilling.
What a beautiful and evocative series of sentences!
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