- Mar 2021
Ci taatu guy googu la jigéeni Ajoor yi di jaaye sanqal.
C'est sous ce baobab que les femmes originaires du Kayor vendent de la semoule de mil.
ci -- close; at @, in, on, inside, to.
taat+u (taat) wi -- base, bottom, foundation, buttocks.
guy gi -- baobab. 🌴
googu -- that (closeness).
la -- (?).
jigéen+i (jigéen) bi ji -- sister versus brother; woman as opposed to man. 👩🏽
ajoor bi -- person from Kayor.
yi -- the (plural).
di -- be; mark of the imperfective affirmative not inactual.
jaay+e (jaay) v. -- sell.
sanqal si -- millet semolina. 🌾
- Feb 2021
From having the DLC only items be both constantly in your face and the kind of things you should really have access to as a base (medium sized building, most of the decorations etc) to the maps layout being seemingly purposefully made to be agravating, everytme I tried to play and like this game I got spit in the face by the devs
- Feb 2020
each student could create their own Wakelet
One of the important discoveries I have made about using tech in the classroom is that I can model its use, show how I use it, keep using it in a public way, and generally hope it gets adopted. What I know from the population of students I teach (underprepared, first generation, working class) is that they've got quite enough tech in their lives. They are terrific people but they have busy lives. No time for new stuff that doesn't solve an immediate problem. I get a few privileged students in my classes who do adopt tech readily. Classic case of the rich getting richer, seeing past the minimal amount of time and attention needed to adopt a tool like Wakelet. I have three or four students out of 65 who are adopting this tool in the way you so astutely suggest. I find the same issues with Vialogues and Hypothes.is in the classroom. Mostly I get respectful students who clearly are not buying what I am selling, hence my soft sell, a wing and a prayer.
Maybe instead I should always be closing?