30 Matching Annotations
  1. May 2024
    1. Portfolio assignments alsolend themselves well to what Grossman (2009) has coinedself-authorship or transformative reflection levels. Grossmandefines self-authorship as when reflection allows “innerstates [to] become observed objects rather than livedsubjects” (p. 19). With self-authorship, students gain enoughdistance from initial thoughts and feelings to understandhow thoughts and feelings can affect and change eachother. Grossman also describes a form of “transformative”reflection in which students experience a substantial shiftin their own assumptions, beliefs, and values.

      Portfolio assignments --- self-authoriship---transformation

  2. Apr 2024
  3. Mar 2024
    1. TJ invites us to not only respond to current incidences of violence, but to also prevent future violence from happening, thereby breaking (generational) cycles of violence. TJ works to respond to immediate needs in a way that moves us closer to what we ultimately long for. In other words, how can we respond to violence in ways that not only address the current incident of violence, but 

      overlap of mutual aid and transformative justice

    1. The step from sustainability to regeneration is more than a change in simple terminology. It is a change in mindset and worldview that will drive profound transformation. Yet there is no need to dismiss anyone striving for sustainability on the journey towards a regenerative human impact on Earth.
    2. we need to focus on transformative rather than incremental change now that there is a sudden surge in interest by many large corporations and international business in going beyond sustainability, being net-positive and aiming to be regenerative.
  4. Nov 2023
    1. for: empathy, self other dualism, symbolosphere, Deep Humanity, DH, othering, What is it like to be a bat?, Thomas Nagel, ingroup outgroup

      • title: What is it Like to be a Bat?
      • author: Thomas Nagel
      • date: Oct 1974

      • comment

        • Forget about what it's like to be a bat, what's it like to be another human!
        • This is a paper that can deepen our understanding of what it means to be empathetic and also its opposite, what it means to participate in othering. In the fragmented , polarized world we live in, these are very important explorations.
        • Insofar as the open source Deep Humanity praxis is focused on exploring the depths of our humanity to help facilitate the great transition through the meaning / meta / poly crisis embroiling humanity, knowing what the "other" means is very salient.

      NOTE - references - for references to any words used in this annotation which you don't understand, please use the tool in the following link to search all of Stop Reset Go's annotations. Chances are that any words you do not understand are explored in our other annotations. Go to the link below and type the word in the "ANY" field to find the annotator's contextual understanding, salience and use of any words used here

      https://jonudell.info/h/facet/?max=100&expanded=true&user=stopresetgo&exactTagSearch=true

  5. Oct 2023
    1. Because if we do not work on our humanity, our humanity will work on us.
      • for: Deep Humanity, self-other dualism, othering, transformative empathy

      • comment

        • Humanity is insufficient to deal with the escalating violence in so many situations of modernity
        • Why not?
        • Because the self / other dualism is so strong that othering has become stubbornly habitual
        • To break through a lifetime of othering requires reaching a profound level of empathy , transformative empathy that disrupts the powerful social narratives constructed by powerful traumatized and alienated sides of a conflict that support and reify othering
        • a universal and open Deep Humanity is required to break the stranglehold of the social narrative of othering
  6. Feb 2023
    1. a new and insidious tactic is threatening to undermine our efforts to build a more sustainable future: climate delay

      = climate delay - redirecting responsibility onto individuals - advocating non-transformative solutions - focusing on negatives of climate action - wokewashing and white saviorism - doomism - giving up

  7. Nov 2022
    1. Putting transformative learning theory into practice
      • I will download the full article through EBSCO.

      -This article will provide me with examples of how transformative learning theory can be put into practice in higher education settings and its limitations.

      -rating 7/10

      Christie, M., Carey, M., Robertson, A., & Grainger, P. (2015). Putting transformative learning theory into practice. Australian journal of adult learning, 55(1), 9-30.

  8. Jul 2022
  9. bafybeiapea6l2v2aio6hvjs6vywy6nuhiicvmljt43jtjvu3me2v3ghgmi.ipfs.dweb.link bafybeiapea6l2v2aio6hvjs6vywy6nuhiicvmljt43jtjvu3me2v3ghgmi.ipfs.dweb.link
    1. evers and leverage points fortransformative changeOur assessment—the most comprehensive car-ried out to date, including the nexus analysisof scenarios and an expert input process withliterature reviews—revealed clearly that re-versing nature’s ongoing decline (100) whilealso addressing inequality will require trans-formative change, namely a fundamental,system-wide reorganization across techno-logical, economic, and social factors, makingsustainability the norm rather than the altru-istic exception.

      Transformative change is required across all aspects of society. With such short time windows, leverage points become critical.

    2. We comprehensively reviewed both explor-atory and target-seeking scenarios (81) offuture change in direct and indirect drivers.These scenarios resulted in starkly differentimpacts on nature and its contributions topeople and, in combination, enabled syntheticconclusions about the need for transforma-tive change.

      Transformative change is required.

  10. Dec 2021
    1. have always prioritized the most prominent publishers.

      inevitable prioritization.

    2. Small publishers with fewer publications and capital flow struggle to get the time with libraries and consortia to negotiate the terms of the agreements.

      exactly!

    3. It offers institutions a framework and concrete structure to take immediate action. Then it addresses the concerns of hybrid publishing and subscription paywall systems.

      see above calculation

    4. At first, TA's enable the authors to publish their articles rapidly in open access journals. Thus, it considerably lessens authors' and researchers' need for using their grant and institutional research funds to manage the open access publishing costs. As researchers and authors give prominence to scholarly publishing services and journals, the transformative agreements significantly preserve them.

      Shall we make a calculation. A = max research funding from funders B = sum of researchers C = A/B = research fund accepted by researchers (with competition)<br> D = subscriptions to publishers

      The old way: Within every C, there's E (OA publishing fund = X% x C).

      The new TA way:

      A = max research funding from funders consist of C = research fund without E (OA publishing fund)

      D+E is paid to the publishers, which in turn give an allocation to publish as OA articles and to read non OA articles.

      I don't think it changes much. It limits the choices of researchers to publish OA to certain publishers that have TA.

    5. Types of Transformative Agreements"Read and Publish" and "Publish and Read" are the two different types of transformative agreements. Let us explore them in detail.

      this is important.

      1. read and publish agreement
      • from subscription fund to allocations to read and publish.
      1. publish and read agreement
      • from subscription fund to allocation to publish. so members of the institution dan read all materials.
    6. The institutions such as libraries and national & regional consortia are striking a deal with publishing houses where the subscription costs are being repurposed through a proper and fair remuneration for the publishers to make publications open access.

      The repurpose should not be used since the agreement does not change the role of funders to fund and publishers to publish (with profit).

    7. The large-sized publishers and the small-scale ones have already grabbed the opportunity with open hands.

      only happens to rich countries or funders with enough money to pay.

    8. Initially, the transition might not be easy for institutions, universities, libraries, or publishers. However, it could prove beneficial in accelerating the progress of the open-access movement and scaling capacity in the long run.

      But the transition was only about how we publish and read. It does not change the fact the sum of money that has to be paid by funders (eg: government).

      Then looking at the situation of publishers right now, there are big 4 or big 5 of giant publishers. The funders (eg the government) would not be able to pay agreements with all potential (big) publishers. What about agreement small- legit publishers, especially those that publish full OA from the beginning and local journals. They would be easily oversight.

    9. The best aspect is that TA's are mutually agreeable to all the parties.
      1. In every deal comes with percentage of profits.

      2. Although in a way it's natural (to gain profit from a service), but how much profit is a good profit?

      3. I don't think we have set up the limit. there's a price cap, but it would easily be converted to final expected profits by inputing the component of large publishing portofolio. Calculation: fixed price cap per article x (sum of allocated articles to publish + sum of allocated articles to read) = expected profit X%

      4. What we (researchers) would get from it? Is it rights to publish and rights to read? So let's consider the following situations: a. in this digital internet era, anyone can publish something anywhere anytime, why would we limit our choices to certain journals from certain publishers? b. if we insert to component of peer review as one of the key feature in publishing in a journal, well then all journal would "naturally" do that (by excluding questionable journals). with more choices of OA journals that we have, why would we limit our choices to certain journal articles from certain publishers?<br> c. in a scenario where preprinting is a norm to retain copyrights, then readers would always have an OA version of any articles they wish to read.

      5. So again, why would we limit our choices to only journals from certain publishers?

    10. It plays a significant role in preserving authors' academic freedom and accelerating the transition to open access.

      Which freedom we are talking about? We can practice our freedom to publish and publish OA by preprinting even by uploading our manuscript to blogs.

      The missing component with that freedom is peer reviewing. Then what is stopping us from creating a freedom to peer review? (eg: PCI, Pre-review).

  11. Feb 2021
    1. Cambridge University Press

      Many UK institutions have signed a contract to fund CUP's publishing activities for four years as a result of Plan S, regardless of how many authors accepted manuscripts (AAM) are openly available in repositories. This fact undermines the arguments made above by the STM Association about the rights retention strategy (RRS) undermining financial sustainability.

  12. Aug 2020
    1. Transformed Practice. In applying these ideas to curriculum realities over the past decade, we have reframed these ideas somewhat and translated them into the more immediately recognisable pedagogical acts or ‘knowledge processes’ of ‘Experiencing’, ‘Conceptualising’, ‘Analysing’ and ‘Applying’

      pedagogical acts/knowledge processes of transformative pedagogy/multiliteracy pedagogy are experiencing, conceptualizing, analyzing, and applying

  13. Nov 2019
    1. An emotional intelligence course initiated by Google became a tool to improve mindfulness, productivity, and emotional IQ. The course has since expanded into other businesses which report that employees are coping better with stressors and challenges. Rating: 7/10 Key questions...what is the format of the course, tools etc?

    1. Transformative learning theory and methods to support it are discussed in this text. Andragogy is initially reviewed in order for the reader to become acclimated to basic principles of adult learning. Transformative learning segments emphasize the methods and environments needed to achieve such deep and challenging learning. Due to the intensive personal nature of transformative learning, one must understand the readiness of the learner. The text notes that learners in transition are more apt to engage in transformative learning if given an opportunity to develop self-awareness, and a willingness to be in discomfort in open, non-hierarchical environments.

  14. Nov 2018
    1. Transformation for adults in an Internet-based learningenvironment—is it necessary to be self-directed?

      REDIRECT to this URL Tranformation for adults

      This study explores transformative learning theory (TLT) for adults in the Internet-base learning environment and questions the need for students to be self-directed. The study also includes the Constructivist Internet-based Learning Environment Scale (CILES). The Self-directed Learning Readiness Scale(SDLRS) as modified by Chang (2006) was used to meet the cultural needs of the participants. In conclusion, the results have a high reliability factor and add quantitative research to previous qualitative studies.<br> Further discussion is suggested regarding the technical and emancipatory learning interests on adult online learners.

      RATING: 8/10

    1. A technology-enhanced transformative learning environment in support of de-veloping reflective practitioners can be a situated learning environment just by dint of integrating it into clinical learning settings where students are developing the skilled know-how and practices of the profession. The tasks, discussions and other learning activities afforded by the technology learning system will be in support of the hands-on learning taking place in the health setting and should be incorporated into the clinical training to create the perception of a single learning environment. A situated learning environment will afford students the ability to practice and ap-ply knowledge and skilled know-how and also participate in social learning such as discussions, group activities and individualized work that will encourage the reflection that leads to transformative learning.

      The education for the professions and clinic education requires a unique perspective and approach, this chapter presents the critical elements of transformative learning environment design: context, critical discourse, and critical reflection, and the health science education need to have a context supportive of critical discourse and reflection for transformative learning by using a technology-enabled learning environment.

      Rating: 8/10

    1. A defining condition of being human is that we have to understand the mean-ing of our experience. For some, any uncritically assimilated explanation by anauthority figure will suffice. But in contemporary societies we must learn tomake our own interpretations rather than act on the purposes, beliefs, judg-ments, and feelings of others. Facilitating such understanding is the cardinal goalof adult education. Transformative learning develops autonomous thinking.

      This article explores transformitive learning theory and autonomous thinking. The author focuses on putting theory into practice with adults.

      8/10