861 Matching Annotations
  1. Mar 2016
    1. It started my long journey from thinking of words like ‘knower’ and ‘learning’ as things that were static and obvious to understanding them as flexible and subject to the influence of context. It emphasizes how everything is negotiated; how things change with time.

      So now we are talking about theory of knowledge...

    1. we have now, we can work with each other in real time to come up with the answers to our challenges. We can use these technologies for more than simply telling each other ‘things’ we can use it to negotiate ideas between us.

      WE? who is we?

    2. We used to have to turn to books to pass knowledge

      Who is we? Is knowledge in books?

    3. We all rely on each other to help us learn and understand our work.

      Is that limited to people who are "in the know"? Does that include people who are not at all in the "know"? Does that include people who are living in areas where the raw materials are extracted?

    4. Most people in the educational technology industry aren’t able to understand the technology by themselves

      what do we mean by "understand educational technology"?

    5. that feeling of not being sure what the right answer is and deciding anyway, is the critical step towards knowing.

      so "knowing"' includes "unknowing".

    6. Learning how to deal with uncertainty…

      What does "deal with uncertainty mean"?

      Can one "deal with uncertainty"?

    7. to consider your context,

      "your context" - physical/social/psychological/cultural/economic/other?

    8. gives you a sense of the flexibility that we need.

      What does this "flexibility" imply?

    9. Every situation is different

      Really? What does "situation" mean?

    10. huge amount

      Quantify "huge amount". Can u have "huge amount" of Best Practices...

    11. real ‘best practices’ for complex or interesting things.
    12. But i don’t consider actually just ‘getting the job done’, or ‘being able to repeat what that guy said’ to be the same thing as understanding or learning.

      Then we need to define what we mean by "learning" and "understand"...

    13. a time and place to be told to do/know something or not to do/know it

      So let's be clear - what are the times and places?

    14. Why don’t you just tell us what to learn?

      Well you are telling them what to learn- you are telling them to learn how others learn/how to collaborate/different perspectives...

    15. we’ll begin to rely on each other’s perspective to make our own better.

      Only the perspectives of those with access...

    16. these collaborate tools and practices you’ll experience first hand what its like for others to learn

      what collaborate tools? "what its like for others to learn" - which others?

    17. a interaction inside our context.

      So what is "our context"?

    18. by bringing in those ideas from across the field and will be sharing that work with other learners.

      is the field bounded before?

    19. the internet the community of learning can be the curriculum of a course

      Is this realistic? "which community"?

    20. those mistakes, and best practices

      "those mistakes" "those best practices" - who is the judge?

    21. we have access to those thousands of people

      Is this realistic? What does 'have access to thousands of people" mean?

    22. the scale and the abundance of the internet has changed how we can go about it.

      What scale? What abundance? How we go about what?

    23. Ideally, make them a member of that discipline.

      How can you be a "'member of a discipline"?

      Can I be a member of physics?

    24. help someone be an effective member of a given discipline.

      "Discipline" is this just middle class intellectuals? (provocation)

    25. Our goals

      Who is 'our'?

    26. Jamming these things into a textbook or collection of books was much more efficient than trying to organize travel for thousands of people. T

      Dates? Where? Efficient for what? What book(s)?

    27. We have some foundational questions we all want to have answered when looking into a given field.

      What sort of field? Every field?

    28. ‘curriculum’ as separate from ‘subset of people thinking about certain kinds of things’ for practical reasons.

      This has not always been the case.

      When are we talking about? Where? Dates?

    1. For me the most important outcome to any class, to the learning process in general, is an independent learner. Thi

      So what is the "independent learner" how should he/she be defined - if this is the most important outcome.

      How do we indentify "model independent learners"?

    2. the impact of those external nodes they manage to contact.

      The impact of the those external nodes which they manage to contact.

      So this means literacies and pre-existing connections introduced by teacher...

      So this means access to internet...

    3. but the paths that are taken by the students are as individual as they are, and the path taken by the class is made up of the collected paths chosen by all the students,

      Certain types of paths, learning methodologies may be completely unfamiliar to students. At what moment do we teach students how to follow different paths to the ones with which they are familiar?

    4. each of my classes the curriculum is, of course, filled with the ideas and connections that pre-exist in the field but the paths that are taken by the students are as individual as they are, and the path taken by the class is made up of the collected paths chosen by all the students, shaped by my influence as an instructor and the impact of those external nodes they manage to contact.

      This has a massive assumption that there are ideas and connections which pre-exist.

    5. those people who are resident in a particular field is a primary goal of learning.

      So resident in a field means a disciplinary field or resident in a territorial field?

      Should we disconnect the two?

      To what extent?

    6. community is the curriculum.

      So what is this community?

    1. abundance of information we now have at our fingertips

      I can have an abundance of 'information' which is shopping catalogues. Is such an abundance a good thing.

      How do we direct attention to appropriate information?

    2. their community of learners as the curriculum of their course.

      So "their community" is the people in the class or the discipline or is it wider than that?

      How do people decide to be part of "their community"?

      How do they give others notice to their membership?

    3. indefinite capacity for making new connections,

      What is the nature of these connections?

      How critical are we to be of these connections?

      What is the meaning of making connections indefinitely?

      What is the meaning to our "grounded communities"?

    4. towards creating our own sense of meaning in any discipline

      So is this idea of "community" about displines?

    5. Making the community the curriculum

      So what is this community which is the curriculum?

      How wide do we draw its boudaries?

      Is the curriculum to widen the communities boundaries?

    1. "I'm a real self-educated kind of guy. I read voraciously. Every book I ever bought, I have. I can't throw it away. It's physically impossible to leave my hand! Some of them are in warehouses. I've got a library that I keep the ones I really really like. I look around my library some nights and I do these terrible things to myself--I count up the books and think, how long I might have to live and think, 'F@#%k, I can't read two-thirds of these books.' It overwhelms me with sadness." --David Bowie, quoted in the Daily Beast in a 2002 interview with Bob Guccione, Jr. David Bowie

    2. "People are so fucking dumb. Nobody reads anymore, nobody goes out and looks and explores the society and culture they were brought up in. People have attention spans of five seconds and as much depth as a glass of water." David Bowie

  2. Feb 2016
    1. No laughing matter. STOP IT this is VERY SERIOUS. http://tachesdesens.blogspot.fr/2014/09/no-laughing-matter.html

    2. But my way of writing is rather to think aloud, and follow my own humours, than much to consider who is listening to me; and, if I stop to consider what is proper to be said to this or that person, I shall soon come to doubt whether any part at all is proper. Thomas de Quincey, Confessions of an English Opium Eater

      Tags: audience, journalism, nonfiction, propriety, writing like

    3. I reckon the only answer worth bothering about is : YOU CARE.

    1. touches of sense...: Stillness in frenesy. http://flip.it/NhSZ-

    2. The River Versus The State. http://youtu.be/J9cudp1eCdc

    3. I find it interesting that Terry uses the word 'struggle' in this piece. I reckon that when we find ourselves 'struggling' it is a very important signal. There is an obstacle to flow which can become a dam which will burst if not identified.

    1. Yes deschooling is at the heart of it. Or at very least deconstructing school and schooling. It is focussing on outside (school) in and indide school out. It is outing school for what it is. It is stretching school outing to beyond limits of school. It is questionîng relationships between school-teacher-student-parent-community-society-power.

    1. This is so powerful as a sound-map. I feel immersed in farm-life an instant. I am moved by the beauty of the sight of crunching moon-lit-diamond-frost.

      No wonder you are moved to poetry. This is raw poetry. Such a contrast to the gale on the plains. https://soundcloud.com/simon-ensor-1/saturday-02-24-pm

    1. As you view each map, read the blog story that is attached.

      I like this idea of connecting blog stories to maps.

      I had started attempting to map with PREZI but got frustrated with it. May return to it. Need to think it through. Particularly frurstrating is the change of Pearltrees

      Will be sharing these with colleagues in Sociological Disciplines. Thinking in terms of the learning organisation/organism.

    2. The Rest of the Story: What You Don’t Get from the News

      Need to reflect on maps for stories for CLAVIER

    1. Links & Learning Network

      Already have research section for CLAVIER - need simply to get this online within #clavedu website

    2. About T/MC Getting Started Mission History Strategy Map Current Newsletter FAQ Documentation of Actions Contact Us Media and News Stories

      Have the CLAVEDU.org website domain and shell. Need to meet with core partners to (re)define boundaries of CLAVIER. Then meeting with institutional leaders/student associations to determine other communication spaces and synergies/links/Then redefine personal communication strategy

    3. Helping Youth in High Poverty Areas Move through School: A Theory of Change by Daniel F. Bassill

      Need to map associations already involved in this sort of activity within university.

      Identify need - Attempt to integrate into university cursus formally or informally

    4. Voices

      Curating Voices/Stories

      In CLAVIER this is done with #clavstories and #clavresearch

      Stories are also integrated into classroom or outside classroom activities.

      Students as builders of culture.

      More work needs to be done in the training of learners to expand story-bank.

      Meetings with other teachers/Mentors