Frank Levy and Richard Murnane
This is also important. By citing who Warschauer cites Shawna traces the perspectives and bias in the piece.
Once again this is done succinctly with a predicatable text structure requiring minimal inferences on part of the reader.
Plus its done in a way that doesn't make you want to pull your eyes out from boredom. That is the real hard part.
Concise Creativity
As is what often happens in education, many of our faculty and staff in essence worried that we were “throwing the baby out with the bath water” in trying to focus less on the presentation of arbitrary “content” (e.g., the workings of the circulatory system)
Yes using tech to simply showcase learning is a waste of instructional minutes.
John Bransford
Stop what you are doing and go read everything Bransford wrote.
In his book Learning in the Cloud: How (and Why) to transform Schools with Digital Media, Mark Warschauer, a professor of Education and Informatics at the University of California, Irvine, writes of the need to teach “21st century skills” alongside content in schools; that the “separation” of these two in schools and classrooms is potentially harmful to our future global citizenry.
Examine Shawna's first sentence. She clearly indicates to the audience that this post will be anchored in a literature review.
More importantly Shawna is able to give the title, author, and a summary in once sentence.
As I read the first few chapters of Warschauer’s book, I was reminded of what happened in my school when, two years ag
Shawna used a connection to a personal detail to support the claim that the debate between skills and knowledge plays out.
I do think Shawna should have taken a stance around this part of the post. I am interested in her voice. I want to know where she stands on the issue.
The danger in favoring the development of 21st century skills over content knowledge (or vice versa) in school
I would say the danger between separating skills and content is there is no separation.
Content is comprehension. Yet at the same time those who thrive in digital spaces can become self-programmable learners and back fill content knowledge.
But this ability is still directly ties to background knowledge. Less knowledge requires greater skill and more knowledge requires less skill.
However, as with any calls for “balance” in education, what is needed is not repeated proclamations for it (like obscenity, many of us fail to define it but claim that we “know it when [we] see it”), but a clear articulation of what it looks and sounds like in a classroom. For that, I’ll have to do some major reflecting and get back to you.
Shawna finished with her position statement. This is very common in literature review and literary analysis assignments.
Except in blogging you may want to take a TLDR, or what we used to call, "top of the fold" make your position evident and early. Do not feel afraid to use call out boxes, blockquotes, etc to draw the readers attention.
Whitman’s actions show that he decidedly did care if readers were aware of him.
This shows that even Walt Whitman cares about what people think back in 1855 just as people care what people think now.
self-promotion is the name of the game.
Is self-promotion the end game of your social media presence? Is that your purpose in sharing your story?
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This may change if we add a stream.
How long would my intrinsic motivation sustain me if the process of constantly negotiating in the zone of change/discomfort/liminality
I have been thinking if #ccourses can work with fresh fish. We had a great time but many of new how to co-exist in open learning spaces.
Be interesting to compare #ccourses engagement with other connected courses such as #youshow15 and #walkmyworld that are full of n00bs.
I wonder how active folks will be next semester, next year?
designed” to enhance a fit or mesh among ourselves, our goals, and the world
This is similar to the use of (re)Design in the New London Group work.
So, here is what I mean by “taking a projective stance” to and in the real world: First, we look at the real world, at a given time and place, and see it (i.e., other people and objects in the world) in terms of features or properties that would allow and enhance cer- tain patterns of actions in word or deed. Second, we see that these actions would, in turn, realize the desires, intentions, and goals of a human actor who took on a certain sort of identity or played a certain sort of role (and not others).
The first two steps in taking a projective Stance. You will note how the intentions of the agent influence how the agent interprets patterns she sees in the world.
In the end, I am ME. Despite all of the titles and roles I may undertake, in the end they are all the things that make ME the ME that I am. And I like ME a lot
Are you ME or MEs? Who gets to define ME? You or We?
In a sense, #walkmyworld became a portal to an affinity space (Gee) wherein participant made new connections based on a common interest.
Is #walkmyworld the portal or the affinity space? Can the two be separated? @mrsloomis draws on Gee's affinity spaces here. For more on affinity spaces check out the sock puppets.!
If you get a chance check out how Gee shifts his definition of affinity spaces in between the book @mrsloomis cited and his newer ant-educational era.
“You can’t be friends with your students on Facebook.”
I am friends with some ex-students. Most are well into their twenties by now. Few surface in Facebook's algorithm. It is amazing how much work it takes to shape the spaces where we do our identity work.
I share with them the quest of representing a digital identity to the world.
@docjsmitchell sumps it up and heads for the door.
arefully constructed identity of “teacher” has been artificially created to serve the
In many ways all identities are artificial. We project our stance on the world given the siutation and our intentional goals. This projection is then read by others. Our identities dance somewhere in the middle.
Connecting my life with my students’ lives has a potential to disrupt so called “norms” of teaching. I can’t recall a single textbook with the words, “Be their teacher, not their friend,
These are the collapsing contexts students face. I remember many veterans repeating this mantra. There is some truth to it. There will always be a power dynamic between teachers and students. I think of it not so much as a friend but a mentor.
audience I was writing for
I am going to take a break from thinking about audience (if that is truly possible) and just write for an audience of one, me.
things online
And offline. You build servers and home computers all the time...in many ways though your physical tinkering is designed to serve your online playing.
how did I build
how did I or how do I?
I thoroughly believe that there is nothing special that separates me from you. I blog,
Maybe the small differences matter. We aren't that different but mindsets matter. We hack around and bounce through knowledge spaces intentionally. For many connected educators this is our passion.
That is always the hard part, and maybe the answer is we shouldn't, but how do we shift mindsets for those who don't want to live and learn in the open?
I wanted to document things that I found to be important..for my son.
our audience keys the decisions we make ...
You may want to combine them all.
I hope folks shift into more media making ...
Who are you becoming?
And how much agency do you have in "sculpting" that identity?
Reflective practice is at the heart of learning and teaching.
Ahem on that.
you want to follow Keving @Dogtrax down wormholes of meaning go right ahead
Here's one wormhole right now, as a matter of fact. Check out the charting of every joke in Arrested Development AR Info See you on the other side ...
Few of us shared and digital front doors.
Perhaps it is a reaction of what it easiest to represent through the lens of the camera. The agency of the physical object both opens up pathways and hinders exploration. How many folks used screenshots to create their doors? Or videos? Animation? Abstract art? Plus, I wonder if it depends on the first few that were shown - did those mentor doors, so to speak, inspire and inhibit people? (A perennial question in the classroom when sharing mentor texts with students, right?)
Do numbers matter? Is there a difference between being a content curator and a creator? Is one more important than the other?
Great question. Yes, on one hand, they are interesting to get a sense of things. But the numbers are merely iceberg tips, right? Who knows how many folks are checking it out, watching, weaving in and out of the content over time. Those are the unknowable numbers ...
identities shift
Here is the main theme this year, right? How digital identities and offline worlds come together, collapse unto themselves (or, maybe not?)
Where is the Internet’s memory, the history of our time? “It’s right here!” Kahle cries.
A poetic view of the archived world, always in flux
“Every time a light blinks, someone is uploading or downloading,” Kahle explains. Six hundred thousand people use the Wayback Machine every day, conducting two thousand searches a second. “You can see it.” He smiles as he watches. “They’re glowing books!” He waves his arms. “They glow when they’re being read!”
A visual representation of use ...
he once put the entire World Wide Web into a shipping container. He just wanted to see if it would fit. How big is the Web? It turns out, he said, that it’s twenty feet by eight feet by eight feet, or, at least, it was on the day he measured it. How much did it weigh? Twenty-six thousand pounds.
When the digital is physical ... it's a strange concurrence of ideas, right?
You can’t search it the way you can search the Web, because it’s too big and what’s in there isn’t sorted, or indexed, or catalogued in any of the many ways in which a paper archive is organized; it’s not ordered in any way at all, except by URL and by date.
Will we fix this? Will the fix make things better? Maybe we need this kind of disorganized chaos in order to stumble our way into discoveries. What do we miss when everything is searchable?
Kahle put the Web into a storage container, but most people measure digital data in bytes. This essay is about two hundred thousand bytes. A book is about a megabyte. A megabyte is a million bytes. A gigabyte is a billion bytes. A terabyte is a million million bytes. A petabyte is a million gigabytes. In the lobby of the Internet Archive, you can get a free bumper sticker that says “10,000,000,000,000,000 Bytes Archived.” Ten petabytes. It’s obsolete. That figure is from 2012. Since then, it’s doubled.
And so it goes, getting larger and yet, more crammed into memory boxes
The footnote, a landmark in the history of civilization, took centuries to invent and to spread. It has taken mere years nearly to destroy. A footnote used to say, “Here is how I know this and where I found it.” A footnote that’s a link says, “Here is what I used to know and where I once found it, but chances are it’s not there anymore.” It doesn’t matter whether footnotes are your stock-in-trade. Everybody’s in a pinch. Citing a Web page as the source for something you know—using a URL as evidence—is ubiquitous. Many people find themselves doing it three or four times before breakfast and five times more before lunch. What happens when your evidence vanishes by dinnertime?
If I footnote this article, with a reference to footnote, am I then meta-footnoting?
The Web dwells in a never-ending present. It is—elementally—ethereal, ephemeral, unstable, and unreliable.
As such, it disappears when we blink
The average life of a Web page is about a hundred days.
That's it? Here, I often think of permanence of things. So many words are merely fleeting ...
ut if web literacy, including web programming, was adopted by every school as a fourth basic literacy, kids would not only learn how to code, they would learn about interactivity, collaboration, the melding of the artistic and the scientific, creativity, and precision.
I get what Davidson and Surman are doing here by calling it a fourth literacy (or R) but I struggle with this. Web literacy isn't so much a fourth literacy but you can't read, write, or calculate it without it.
A fourth literacy makes teachers cast this as someone else's job. It isn't a fourth literacy it iS literacy.
Yet at the same time do we need to draw the line between the front end and back end? Is it about making spreadable media or the tools that make media spreadable?
Especially in terms of design. Where does concept of design and the fourth literacy collide? Can they be separated?
identities emerge and collapse as we transverse different places and spaces
Ooooh. That sounds cool.
we will no longer focus on poetry
What? Dang.
Kayla
Just followed her, expanding her network ...
Connections ARE the content
yes! Thank you. love that.
real soft launch
I am a big fan of these kinds of slow launches, inviting folks in to tinker around. Good plan!
common definition
Perhaps we need new definitions ... get rid of the whole MOOC baggage ... I don't think of Walk My World as a MOOC, or didn't, until you mentioned it (guilt trip!)
When teens interact with social media, they must regularly contend with collapsed contexts and invisible audiences as a part of everyday life. 4 Their teachers might read what they post online for their friends, and when their friends from school start debating their friends from summer camp, they might be excited that their friend groups are combining—or they might find it discomforting.
This is what it is like for many pre-service teachers. Though, I would say most are not extreme social media users, atleast not at SCSU.
Those that are on social media feel strange being asked to do this in school. Janks argues that we should not schoolify these spaces.
I disagree.
We suggest the use of social media for teachers because you become a better teacher.
While these are all great goals a positive social media makes you employable. Digital identity isn't about keeping bad pictures off of facebook. It's about flooding the web with good stuff. If you are honest and document your learning in the open the firehose will open
public
Here is the #walkmyworld stream of annotations (if I am doing this right) WalkMyWorld Eh, what is link to all Hypothesis annotations? Is that handy?
Click on Share
I sort of wish the share option opened up either twitter or G+ for me (lazy bones) instead of kicking out just a link ... but still worked fine.
link text
Trying this out, sort of a meta-link ...
Copy your image url into the code.
How's this?
Highlight Text
highlighted ...
Chrome Extension*
I like the use of extensions in browsers. Makes the act of annotation easy.
Arrested Development
OMG
free
drone attack/casualty chart
Death does not seem real when they are cold statistics. Images help