40 Matching Annotations
  1. Mar 2019
    1. n. The shifting nature of the instructor—from transmitter of knowledge to facilitator and curator—has accelerated the need for strategically planned faculty support and a reevaluation of the role of teaching and instruction. The

      Support for Open Pedagogy / Open Education Practices

  2. Feb 2019
    1. le paysage a déjà changé. Mais il n’a pas de représentation politique unifiée, faute d’un horizon partagé.

      citation pour sommaire dossier communs

    2. L’un des piliers de cet ordre commun, c’était le partage d’un vecteur commun qui allait du local et de l’archaïque vers le global et le futur. Ce cliché permettait de distinguer ce qui est réactionnaire et ce qui est progressiste. La désorientation actuelle rend cette distinction plus difficile dans la mesure où l’on revient, dans tous les pays du monde, à une définition régressive de l’État-nation dans le meilleur des cas, aux racines ethniques dans le pire : l’horizon commun a été explicitement abandonné.
    3. La conjoncture forme un triangle : premièrement, l’horizon de la mondialisation continue, sous la forme baroque d’une hypermodernisation futuriste et post-humaine, qui imagine ne pas avoir à traiter des problèmes de milliards de personnes devenues selon cette horrible expression simplement « surnuméraires » ; deuxièmement, une régression massive, dans tous les pays, vers des appartenances ethniques ou nationales ; et troisièmement, la question d’une autre façon d’être au monde, d’un ancrage au sol mondial, qui n’est pas le sol barrésien fait de sang, de morts, de cimetières et d’églises. C’est là qu’il faut tracer une nouvelle opposition entre l’horizon utopique du retour au sol natal et la question nouvelle du terrestre.
  3. Jan 2019
  4. Aug 2018
    1. From the standpoint of enactment, initial responses do more than set the tone; they determine the trajectory of the crisis. Since people know what they have done only after they do it, people and their actions rapidly become part of the crisis. That is unavoidable. To become part of the problem means that people enact some of the environment they face. Had they not acted or had they acted differently, they would face a different set of problems, opportunities and constraints.

      crisis trajectory signals a temporal aspect to the event (Reddy's timeline dimension) and to a person's enactment (Reddy's horizon dimension).

    1. User studies and intuition both suggest that the activities that a knowledge worker engages in change—sometimes dramatically—over time. Projects and milestones come and go, and the tools and information resources used within an activity often change over time as well. Furthermore, activities completed in the past and their outcomes often impact activities in the present, and ongoing activities will, in turn, affect activities that will be undertaken in the future. Capturing activity over the course of time has long been a problem for desktop computing.

      "Activities are dynamic"

      This challenge features temporal relationships between work and worker, in the past/present sense, and work and goals, in the present/future sense.

      Evokes Reddy's T/R/H temporal organization of work and Bluedorn's work on polychronicity.

  5. Jul 2018
    1. So does polychronicity scale? Or is it a nested phenomenon whereby someone might be monochronic within hour- long intervals but polychronic when the frame enlarges to a month? And if so, what might be the consequences of different nesting combinations?

      3rd wave: Does polychronicity scale over time periods larger than a daily work setting? Does it change depending upon the temporal trajectory, rhythm, or horizon?

    1. appointment. Time chunksopen up the possibility for future-oriented temporal manipulation and valuation; they assumethat we are able to know, in advance, the duration of tasks and experiences.

      How does the idea of time chunks and future-orientation fit with:

      Reddy's temporal horizon concept? Zimbardo's future time perspective?

    1. Timing as a

      Could the multiple temporalities that symbolize importance account for a source of tension between always online volunteers and those who show up for random periods of time?

      Deployments have fixed time periods for data collection but no scheduling mechanisms for volunteers. Does this create a source of friction when there is no mechanism to signal social intent or meaning?

      How does this problem get reflected in Reddy's TRH model or Mazmanian's porous time idea?

      How can you manage social coordination of rhythms/horizons when there is no signal to convey intent/commitment?

      What part of the SBTF social coordination is spectral, mosaic, rhythmic and/or obligated? And when is it not?

    1. Trajectories and rhythms frame temporal horizons, de-scribed as knowledge of likely future activities that are drawn upon in the organization of current work. The three together bring orderliness to the working day, with the na-ture of temporal horizons dictating how flexibly work can be organised, and the urgency with which it needs to be carried out.

      Nice encapsulation as to how Reddy's trajectories, rhythms and horizons interact with one another.

    1. 4.3.3 TimeBotsWhile the Printer Clock focused on emphasising the embodied and situated nature of time, pointing to the mesh of activities and characters that come together to create time, the TimeBots drew attention to personal rhythms and how they played out within the context of the classroom. The aim was to challenge the idea that the world is in a state of constant acceleration by inviting children to reflect on the multiple speeds of their day. In contrast to the slow movement, which assumes acceleration as a universalised condition and attempts to counteract this condition by promoting opportunities to slow down, the intention here was to invite the students to explore the variant speeds at which they l

      Does this idea map with Reddy's premise about temporal trajectories, rhythms, and horizons?

  6. May 2018
    1. Temporal horizons allow people to situate their work with respect to otheranticipated needs and activities. So, for instance, the proximity (immediacy)of the next activity affects the work currently being done (e.g., increases thesense of urgency). We characterize a temporal horizon ascloseordistantwhen describing a situation where people use their knowledge of what’scoming up – through their understanding of rhythms – to determine howquickly they must work to finish their current activities.

      The close vs distant feature of temporal horizons is actually not well communicated or managed in the SBTF process. Often, the volunteers don't know the precise deployment end date or that date may be a moving target depending on the data collection needs and accessibility of information. (Think Hurricane Harvey toxic spill info request that was not available until weeks after the event).

      This could be an important process improvement to help volunteers set their own horizons.

      A sense of urgency seems to come at two other points: toward the end of the deployment when volunteers rush to complete data entry and the introduction of a side-project where volunteers flag their willingness to turn their attention to another task.

    2. We characterize a temporal horizon asflexibleorinflexiblewhen describing an individual’s flexibility on when shehas to get her work done. A situation in which an individual has flexibilityconcerning when an activity has to be finished, we describe as a flexibletemporal horizon. If the person does not have much flexibility on when thework needs to done, we describe as an inflexible temporal horizon. Individ-uals who have less flexibility have to follow the actual ‘‘scheduling’’ of thework much more closely than individuals who have greater flexibility.

      Flexible vs inflexible horizons seems to have more to do situated time for the SBTF volunteer.

      This could be manifested as whether the volunteer makes him/herself available during the deployment. It could also play out (as often happens) as a volunteer rushing to complete a task before the sign off for the night -- they've created an artificial inflexiblity.

    3. We characterize the manifesta-tions of rhythms in work practice as an emergence of a set oftemporalhorizons. People, in the course of their daily work, use their knowledge oflikely future activities to organize their current activities.

      Temporal horizons describe how people order/organize their current work activties toward future goals/expectations and/or information needs. This work is done in conjunction with the known temporal trajectories and temporal rhythms of the work. Horizons are people-based not activity-based.

    4. Temporal horizons reflect this broad temporal structure to theperson’s day. Some of the activities have fixed deadlines such as teachingclass at 10:00 am while others such as meeting students early in the after-noon are more vague. Temporal horizons point to how an individual’spersonnel view of her activities is temporally organized. Second, an indi-vidual doing her work often has to deal with multiple temporal horizons.Rarely, will she have only one activity to focus on.

      While the multi-tasking aspect of temporal horizons is very much an attribute of SBTF crowd work, the temporal structure is not as fixed as in the nursing and teaching examples offered in the paper.

  7. Sep 2017
    1. friend’s friend’s friend’s

      This is called the horizon of visibility. We generally know who are friends friends are but it is really hard to know who are friends friends friends are. SNA and the internet give us sight beyond the horizon. I wonder if that makes a difference in our choices or social capital?

    1. the discipline aims to identify the key actors within networks, where influence is concentrated in these networks, and how that influence is disseminated.

      SNA also gives you the ability to see beyond your social horizon. It is easy to know our friends friends but it is very hard to know our friends friends friends. Much less our friends friends friends friends. But do they influence us in some way? How many steps out does influence remain? Is there a way to measure this in your small paper?

  8. Mar 2017
    1. Wikipedia “edit-a-thons

      This is another scenario that goes against some data privacy protection laws in certain countries. The educators there may not perform such a scenario with their students because student data is going out of the private and secure network of their institution (and data is being saved). Students may be asked to play along voluntarily anyway (without any rewards, of course; assessing their work out there would be against regulations). The status quo is hypocritical. Digital Literacy is and should also be about learning how to move in the, sometimes scary, World Wide Web.

    2. to evaluate products for accessibility prior to purchase.

      This is good and bad at the same time. Trying to conform vs innovation.

    3. such as using multiple means of representation when developing resources, including audio, text, and video

      This is a challenge and it will become even bigger with resources that go further than 'audio, text and video', i.e. virtual and augmented spaces.

    4. The University of Southern California recently developed its “Garage,” combining fabrication and workshop areas with informal lounging spaces to encourage cross-disciplinary interaction, hands-on projects, and collaboratio

      This sounds exactly like our 'Student Project House' pilot at ETHZ. Cool stuff!

    5. the Smart Sparrow platform to develop the first massive open online course in engineering that leverages adaptive learning to provide personalized suppor

      I wonder about the costs.

    6. , LMS are also experiencing a paradigm shift from course to curricular management

      So sad that Learning Management Systems are about management and not about learning. ;-) Same with CMS. Content Management Systems are not about content.

    7. classrooms are starting to resemble real-world work and social environments that foster organic interactions and cross-disciplinary problem-solving.

      I like the vision but at some point one may ask why students study and do not go to work right away. (For the certificate?) On the other hand students may be quite disappointed when they enter the real world afterwards.

    8. and outside of the campus

      This is one of the very big challenges. Many institutions create a higher ed bubble inside campus. (My down to earth problem right now: no exchange of student data outside of the secure network is actually allowed.)

    9. However, institutions continue to be challenged to generate these opportunities in spaces and with paradigms that still lean on traditional practices

      An 'institution' would not be an institution if it did not lean on traditional practices. Really fostering critical thinking (e.g. changing the world) in an institution is almost an unsolvable problem. Only very small steps, bottom-up are realistically possible.

    10. Adaptive Learning Technologie

      Depending on the definition of 'Adaptive Learning' maybe. I think, that one year is (utterly and totally) utopian but hope that I'm wrong. ;-)

  9. Feb 2017
  10. Sep 2016
    1. When educators are actively experimenting in the classroom, students in turn are more likely to confidently take creative risks themselves. It is also important that educators provide opportunities for students to take ownership of their learning and depart from teacher-defined outcomes without being penalized

      Why isn't this in the Horizon HE report? It's more applicable to HE students who have greater opportunities and resources for experiential/self-directed learning.

    2. While access to internet-enabled technologies makes it easy for people to create media and products and share them with the world, there can be heavy legal repercussions such as lawsuits associated with fair u

      Not that this isn't important, but it sort of derails the flow they had going, no?

    3. Ashift is taking place in schools all over the world as learners are exploring subject matter through the act of creation rather than the consumption of conten

      So interesting to see this "realization" included in the K-12 report but not in the HE report. Fostering curiousity, interest, creativity, and ownership. Short jump to an open pedagogy model but pretty unclear that's where this is coming from.

    1. Regarding the major obstacles for higher education, blending formal and informal learning is considered one of the solvable challenges
  11. Feb 2016
    1. wicked

      wc?

    2. Regarding the major obstacles for higher education, blending formal and informal learning is considered one of the solvable challenges

      Clearly also very important, if not more so, at the secondary level.

    3. In higher education, the BYOD movement addresses the same reality; many students are entering the classroom with their own devices, which they use to connect to the institutions’ networks.

      Hypothesis needs a robust mobile strategy to accommodate these users.

  12. Feb 2015