8 Matching Annotations
  1. Jan 2016
    1. infinitely malleable

      No, it's not. Technology carries with it a certain amount of rigidity. Text boxes as discussion mechanisms. Limited to text? Not always but usually. Coding creates finitude not eternity.

    2. information quality
      1. We can rule informaton by separating the good (credible, fair, good-faithed) from the bad (inaccurate, unfair, hate-filled)
    3. solving “information overload

      Problem-solution template/metaphor:

      1. We can rule information with tools (the technocratic solution)
      2. We can rule the information but only so long as we acknowledge the truth that we are not multitaskers but serial taskers who have to learn how to codeswitch.
      3. We can rule the information by allowing ourselves to not be ruled by fear of missing out.
    1. classroom learning or out-of-school learning

      Perhaps the next paradigm shift has more to do with blurring or erasing the line between informal and formal learning than making that line brighter. Every situation is a learning situation, every learner defines for themselves how best to learn, every person in that person's life can be a participant in that learning culture. The idea would be to make learning a permeable thing.

    2. the term has never really worked for me.

      Interestingly it seems to be working for Laura Hilliger here: http://laurahilliger.github.io/learning-materials/

    3. For those who are used to a teacher-controlled classroom, this shift towards power-sharing can be frightening.

      @dogtrax wrote about this recently discussing the difficulty of allowing his 6th graders to 'have their heads". The structure has more to do with just learning. Schools are about sociality, they are about babysitting for working parents, they are about shared culture, they are about isolating young cohorts from the workplace. I see teachers working within the limits of this structure, but only at the tacit consent of the system, a consent that can be removed at will at any time.

    4. shape the curriculum

      I would not want beginning nurses to shape the curriculum on how to insert a central line. Content can shape participatory approach.

    5. lives beyond the schoolroom

      Is this authoritativeness inherently wrong for the classroom? Could there be ways to move from external control toward internal control? Can authority be made to serve autonomy? Isn't this quite common in tutor-mentor or apprenticeship structures, even informal learning situations?