- Jun 2022
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windowsontheory.org windowsontheory.org
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essentially all neuroscientists agree that our understanding of the brain is nowhere near the level that it could be used to guide curriculum development.
This looks like an interesting question...
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- Nov 2021
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hyperlink.academy hyperlink.academy
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Courses should prioritize flexibility and experimentation.A course should be designed as a living structure, and be constantly tuned to the ongoing experience, adjusted based on what each participant brings and needs.
Similar ideas discussed here: Ellis, B., & Rowe, M. (n.d.). Guided choice-based learning (No. 4). Retrieved November 29, 2021, from https://inbeta.uwc.ac.za/2018/02/09/4-guided-choice-based-learning/
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- Dec 2020
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hybridpedagogy.org hybridpedagogy.org
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Academic research and teaching often necessitate manipulation, re-creation, breaking, rebuilding, etc. This “manipulation, re-creation, breaking, rebuilding” — in other words, hacking
It's not self-evident to me that these activities are the same as those associated with hacking (and I'm not talking about the malevolent/negative connotations of hacking).
I also think of a hacker as a tinkerer, which can include "manipulation, re-creation, breaking, building, etc." but need not. It feels like there's something fundamental missing here but I can't put my finger on it.
I don't really have a conclusion here, other than to suggest that the hacker/scholar relationship might need a lot more development than I see here.
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