2 Matching Annotations
  1. Sep 2017
    1. The most important shift in learning during this period was members' relationship to knowledge. GeekSpace attempted to democratize hacking and move towards a more inclusive model. This stands in contrast to Jean Burgess' observation that hacking "as an ideal, permits rational mastery ... but in reality, it is only the technical avant-garde (like computer scientists or hacker subcultures) who achieve this mastery" (Burgess, 2012, p. 30). Individualized encounters with software gave way to making and hardware tinkering where users learned by doing (Rosenberg, 1982). Collaborative work in the space took place in small groups clustered around a project, or the projects were passed from person to person to solve specific problems. The frustrations members had with the first phase of the space organically shifted to a set of practices based in materials, routines, and projects. "Collaboration on ideas and [their] physical manifestations," in the words of a GeekSpace director, is "how you tell somebody's part of the community."

      Un cambio similar se dio en HackBo, al menos en lo referido al Data Week y las Data Rodas como experiencias y rituales de aprendizaje intensional y semi-estructurado, en lugar de ir a ver gente haciendo cosas en solitario.



    1. Appropriation considers both learn-ing-by-using and learning-by-doing as central to the development of new processes (Rosenberg, 1982). Learning-by-doing in particular assumes that knowledge emerges through bricolage—tinkering with and recombining technology elements, thus enhancing one’s understanding (Lévi-Strauss, 1966). For Tuomi (2002), learning through appropria-tion is a user-centered process whereby users meld culture with material resources to innovate.

      Los principios de diseño en Smalltalk hacen que aprender haciendo sea uno de los elementos centrales de la estética de encuentro que favorece esta materialidad.

      El continuo donde no hay diferencia entre el entorno de desarrollo y el de usuario, o entre usuario y hacedor, favorece el aprender haciendo. Ejercicios como los del Manual de Periodismo de Datos, son un llamado más directo a la acción y, por tanto, a aprender haciendo, particularmente acá, hemos visto mediante el ejemplo cómo cambiar la herramienta para adecuarla a las necesidades que el ejercicio mismo del manual ha sucitado, pero que se pueden abstraer para otros problemas.