https://www.youtube.com/watch?v=rRQ_CNJvqvc

https://www.youtube.com/watch?v=adiimpw376U

https://www.youtube.com/watch?v=9E6b3swbnWg

https://www.youtube.com/watch?v=iiiDT_XoZls

https://www.youtube.com/watch?v=hlAXzO7CcMc

https://www.youtube.com/watch?v=BlIawcXK4Sc

https://www.youtube.com/watch?v=bi6mijjxnvc

https://www.youtube.com/watch?v=IvjMgVS6kng

https://www.youtube.com/watch?v=H6-WD4UJ5gc

https://www.youtube.com/watch?v=iI6TGKqdOmE

This was a great podcast from NYT: The Daily -- it starts with a report who was a front-line soldier during The Surge and ends with a reporter who wrote about the Afghanistan Papers

Some friends

leave such words, threaded

into the architecture

of a shared humanity --

an act of something

beyond the self;

Finding traces embedded

here, now, then, there

reminds us

that tokens of kindness

resonate farther

than we can ever see

Trying it out: https://record.reverb.chat/s/XP4rJnZLWWMQxVjq8egK Nice and easy to use

https://www.youtube.com/watch?v=wC10VWDTzmU

Moving my blinkblinkblink from Thimble to Glitch -- this project has jumped platforms more times than ... you can blink ... somehow, it still survives ...

I am stuck today with an overabundance of words. Multi-syllable symphonies strung together like nonsense. Shall I plant them as seeds to grow you a tree to sit under for dreaming? Do you need more? Dreams, I mean, not trees. But maybe that, too. Maybe all these ever are are just seeds for trees, trees for dreams. Listen. I am watering the soil. Wait for the poem, and it shall bloom and blossom and wither and fade. This is what my words always seem to do. Then I forget and do it all over again.

One seed: https://play.soundslides.com/BL6JLBbd

When I wonder

where it is

I went, I realize

that all I ever was

was spent

nine

eight

seven

six

five

four

three

two

one

Appreciate the practical turn here ...

barrier to many academic writers, for sure, who guard their words and ideas with barricades and language

or set up a system where more writers of color and gender and viewpoints are invited to the pages ... and do academic institutions value this 'public facing writing' or do they devalue it?

THIS point seems important to the academic world -- of the role of the writer to build,find,nurture an audience -- to carve out a role for original ideas -- I think more and more fiction writers are doing this, with some success (and some, not so successful, and others, aghast at the role of the writer in the social media age)

always ...

https://www.youtube.com/watch?v=ZCTqZhZRYl0

eh, narrow space for sure ...

Huh. Interesting conflict here ...

Ah, yes. Love this phrasing ...

! ? !

Holy crapola ...That's all we need: people setting up genome labs in their basements. Just saw Logan, and watching Stranger Things. "nuff said.

We need more of this. The world of BS is staggering in its growth.

The first time we met, as roomates, you gave me a bunch of wicked strong rubber bands, right? You passed them to me, and said, Here you go. I remember thinking: Dang. What can I fire across the room today? But maybe I should have been thinking this: https://www.youtube.com/watch?v=-NxL2dHAQOo Now where did I put them?

Awesome. Will they be public? Do they need an audience? What topics?

Why, indeed. Is it really so hard? Perhaps we are on the cusp of finding more middle ground ... but I don't know about that. Not yet, anyway.

I know this dude ...

So important to be drawing in and refreshing our feeds ... so we expand and don't contract our views of the world ...

My margins are empty ...

Rooster soundtrack ...

Mine is nearly empty. Interesting. I almost never venture into the land of the right click, but not sure why. I mostly use the tool bar of my browser. Right click land seems more efficient ...

But it is up to us to make sure that doesn't happen ... developers often don't know the way something will be used (they have an idea ... often, it is wrong ...)

Me, too

I am a huge fan of field walks -- or learning walks -- or whatever term we want to use, where we head out not in any one direction or with any specific intention ... merely to discover something you didn't know you might discover.

What if we took this Venn and turned it again, and where the line meets the circle meets the line, we drew ourselves dancing? - See more at: http://impedagogy.com/wp/blog/2016/05/22/the-wolf-in-the-fold/#comment-12397

Surely, it is, and it is in the mystery that we engage in it.

OMG .. love this wordplay ...

Yes, if only ... or maybe no, if only not ....

The map isn't the territory. The map gives us a better access to the territory.

These strike me as two different, related things: a choose your own adventure game vs a research board game. One is a branched narrative, or a narrative maze of sorts, while the other is a set of rules, turns and processes which frame decisions.

Backpacking with friends, it is one type of experience when I walk off into the woods having only glanced at the map. When my buddy Donald carries the map, I trust his time estimates and his route selections. I know I'm going to stay with the group, following and chatting. When Donald errs and we end up setting up camp in the dark, I get to complain.

On other occasions, when I'm walking on my own with a map in my backpack, the decisions and the trip calculus are my own. I've got more thinking work to do but also a sense of freedom.

When I ask the map it is because I want to make a few decisions or I want to study closely the decisions being made for me.

As all maps are .. once unfolded, they take on a story of their own ... https://www.youtube.com/watch?v=iYLPe9WLqe0

I love the byways of discussing a course like this and wonder what the students thought of this. Terry is bringing the spirit of inquiry and adventure into the learning ... wondering whether some are doubtful about this approach (ie, Tell me what to Learn and I will show you what I Know ....)

Good for you. This suggests to me a negotiation where students push back and grapple with project expectations, outcomes and deadlines. It seems really appropriate that the teacher walks away wanting to reflect.

I'm on my second read of this piece. My first was on my phone when I knew I didn't have time to annotate. The map looked like scribbles to me until I zoomed in on my laptop. It scares me a little now that it makes perfect sense to me. Looks like a supportive class process, inside of which students' processes will fit.

http://www.penguinrandomhouse.com/books/163980/presence-by-peter-senge-c-otto-scharmer-joseph-jaworski-betty-sue-flowers/9780385516303/

"multiplicities or aggregates of intensities." ATP p15

A map is not a tracing? "The rhizome is altogether different, a map and not a tracing" ATP p12 http://projectlamar.com/media/A-Thousand-Plateaus.pdf