criterion

Partiality, reflexivity, and citationality as

criteria, criterion

criterion

defining

the researcher j

demystify

space to reconcile some of my own divorced perceptions

everyone

knowledge

pulse

formulating my own situated definition of autoethnography

definition

autoethnography

palpable objectification to the edit room floor

phenomena

reflexive

Moll

subjectivity because I believe insinuates (through language alone) bias and represents something to be cautious of, a weakness to be mistrusted, as lacking rigor and/ or quality.

Out

other way around.

Reference

enabling openness is therefore itself socially beneficial

Creative Commons has very effectively lowered the bar to participation in the open source community

But chief among these is the fact that there is a finite number of developers in the world with the skillset to contribute to such projects. Open source may mean the freedom to change the software, but this is only true in theory; in practice, the bar to participating in the open source community is high, as one needs a high level of programming skill to meaningfully contribute.

Open source democracy

information about what the government is doing is meaningless without the ability for citizens to then act on that information to exert influence on the government. This, of course, is almost a definition of participatory democracy.

aking his cue from Popper, George Soros in 1993 founded the Open Society Institute

As the OU’s mission statement makes clear, the underlying philosophy of open education equates access to educational opportunity with social justice.

Education, however, is not just about artifacts, not just about access to books and articles, not just about reuse of lesson plans. Education is also about advising and support, the sorts of services that are used at some point by every student affiliated with an institution of higher education. First generation college students, in particular, have a need for these kinds of support services, as they might not have access to that expertise elsewhere in their lives; use of these services at an institution dramatically increases first-generation and at-risk students’ graduation rates (

ense that the courses offered are accessible to all

This is perhaps the purest form of open education, in which the instructor is a facilitator, and the students collaborate to create a shared understanding

makes it clear that if a work is open, then any and all of the things that it may be possible to do with it are allowed, unless explicitly disallowed.

legal scholar Lessig documents the expansion of copyright under U.S. law over the past 40 years. Lessig (2005b) argues that this expansion, far from promoting “the Progress of Science and useful Arts” (as specified in the U.S. Constitution, Article I, Section 8), actively inhibits it

Suber suggests that OA removes two types of barriers: price and permission. This is an important point, because these are far from the only barriers to access. Suber lists four types of barriers that may remain in place even if price and permission barriers have been removed: censorship, language, handicap access, and connectivity [2]. Open Access does not directly address any of these barriers. However, having resources available online for free (gratis) is certainly closer to the ideal of universal access than not. Open does not mean friction-free, it just means with as little friction as possible.

Open Source Hardware

here are four rights articulated by Creative Commons licenses: Attribution: All distributions of a work, and derivative works based upon it, must be credited to the creator of the work. Non-commercial: Derivative work cannot be for commercial use. Share-alike: Derivative work must be licensed under terms identical to those of the original work. No Derivatives: A work may be redistributed, but only “unchanged and in whole;” no derivative works may be made based on it.

“free as in beer.”

Riffing on Stallman’s quote, some suggest that there is a third “free”: free as in puppies. This amusingly captures both the price meaning of free, as well as implying the costs of ongoing maintenance for the liberty meaning of free.

so you can help your neighbor.

. The interpretation of the word “open” to mean a shared resource to which all had access, fit neatly into the philosophy of the modern library movement of the nineteenth century. The phrases “open shelves” and “open stacks” emerged at this time, referring to resources that were directly available to library users, without necessarily requiring intervention by a librarian.

Even open food

Thus, whether they want to or not, whether the movement likes it or not, women of public note are put in the role of spokespeople by default.

Elites are not conspiracies. Very seldom does a small group of people get together and deliberately try to take over a larger group for its own ends. Elites are nothing more, and nothing less, than groups of friends who also happen to participate in the same political activities. They would probably maintain their friendship whether or not they were involved in political activities; they would probably be involved in political activities whether or not they maintained their friendships. It is the coincidence of these two phenomena which creates elites in any group and makes them so difficult to break.

For everyone to have the opportunity to be involved in a given group and to participate in its activities the structure must be explicit, not implicit. The rules of decision-making must be open and available to everyone, and this can happen only if they are formalized. This is not to say that formalization of a structure of a group will destroy the informal structure. It usually doesn't. But it does hinder the informal structure from having predominant control and make available some means of attacking it if the people involved are not at least responsible to the needs of the group at large

Thus structurelessness becomes a way of masking power, and within the women's movement is usually most strongly advocated by those who are the most powerful (whether they are conscious of their power or not). As long as the structure of the group is informal, the rules of how decisions are made are known only to a few and awareness of power is limited to those who know the rules. Those who do not know the rules and are not chosen for initiation must remain in confusion, or suffer from paranoid delusions that something is happening of which they are not quite aware.

means that to strive for a structureless group is as useful, and as deceptive, as to aim at an "objective" news story, "value-free" social science, or a "free" economy. A "laissez faire" group is about as realistic as a "laissez faire" society; the idea becomes a smokescreen for the strong or the lucky to establish unquestioned hegemony over others. This hegemony can be so easily established because the idea of "structurelessness" does not prevent the formation of informal structures, only formal ones

Any group of people of whatever nature that comes together for any length of time for any purpose will inevitably structure itself in some fashion. The structure may be flexible; it may vary over time; it may evenly or unevenly distribute tasks, power and resources over the members of the group. But it will be formed regardless of the abilities, personalities, or intentions of the people involved. The very fact that we are individuals, with different talents, predispositions, and backgrounds makes this inevitable

People would try to use the "structureless" group and the informal conference for purposes for which they were unsuitable out of a blind belief that no other means could possibly be anything but oppressive.

but in some cases the removal of resistance

work of abstraction can also be considered a form of violence

mechanisation

CGI

What I have chosen to problematize in this project is not what is necessary so much as the representation of what is perceived to be necessary. The fact that images are involved – and how they are deployed – matters to me as someone who teaches students to be reflective, critical producers, consumers and manipulators of images.

affect, spectacle and ‘dreamwork

How can a representation that determines each element with absolute precision represent a space which is intended to contain absolute uncertainty?

I might be wrong in my thinking, but I’m not going to stop thinking and putting it out there because that too, is an act of resistance

human beings first, that the work of politics is more important right now than what we do in our day jobs, and that the work of loving each other is part of it

We can work within the system by meeting the mandate, but doing so on our terms. 2.We can “work” the system by being subvers

remember that react-ing is not the same as being reactionary. The former word carries a con-notation of reflectiveness and intentionality; the latter implies a knee-jerk, conditioned response.

Remember those changing contexts? They in-evitably make us wobble anew and necessarily require that we shift and re-fine our poses in response. Yet

wobble

flow experienc

. That is, the goal-oriented activity we are engaged in is just difficult enough that we feel challenged rather than overwhelmed, yet not so easy to reach that we feel bored

. Where there is wobble, change is occurrin

wobble is guaranteed. In fact, “the messy realities of teaching do not lend themselves simply to the selection and implementation of curricula and methods produced by experts from afar. Ambiguities, uncertainties, and unpredictably [sic] are the substance of teaching” (Cochran-Smith & Lytle, 2009, p. 74). R

cousin to the word pause. The word also conveys deliberation. To pose is to “set forth or offer for attention or consideration

, our use of the term posein reference to teaching is meant to convey intentionality. A pose is a stance or mindset you willingly take on as a teacher for well-considered reasons.

P/W/F cycles most successfully when we collaborate with colleagues who provide moral support and at the same time challenge our thinking.

entered on re-evaluating the educa-tional needs of all students in order to challenge assumptions of equality in pedagogical design and educational reform

Like yoga practitioners, teachers who are committed to professional growth also take up stances (or poses) toward their practice, and reflect on areas in which they wobble with the intent of attaining flow—those provisional moments that mark progress in their teaching

After years in the profession, shouldn’t teachers eventually figure out how to get it right? Maybe not. Personally speaking, we know that though our uncertainties and apprehensions differ from those we experienced in our early years of teaching, we have them all the same.

culturally proactive

responsibility

writers should write the books they wish to come upon.

This is the the first time for me to be presenting at an I

curiosity looks a lot like transgression

Because the filters between her and the Internet block access to information, she reasonably believes that the issue is marginal and that other topics might prove more fruitful. She moves on to something else, unaware of the invisible walls erected that prevent her from accessing information that might allow her to do her I am work. The student has been digitally redlined, walled off from information based on the IT policies of her institution.

buzzer rings again

How might educators – across disciplines, grade levels, and pedagogical commitments, and through open and participatory conversation – imagine and create more equitable education worlds?

 I was not speaking of a marginality one wishes to lose – to give up or surrender as part of moving into the center – but rather of a site one stays in, clings to even, because it nourishes one’s capacity to resist. It offers to one the possibility of radical perspective from which to see and create, to imagine alternatives, new worlds

marginal

and we must consider both the financial burden and the transaction mechanism of a push for domains in education – as Maha notes, for example, many students in Egypt don’t have a credit card with which to make online purchases.

But the Web – and here I mean the Web as an ideal, to be sure, and less the Web in reality – has a stake in public scholarship and public infrastructure

invoking Virginia Woolf and the importance having the space and safety and security (financially well before technologically) to think and write and be.

does “Domain of One’s Own” transfer costs and risks – as both the ownership and the post-ownership society would like to sell us on – to the individual? I’m not so sure it does, or at least that it does in the same way as Bush's vision of an “ownership society,”

we have moved to a “post-ownership society.” It’s all still heavily privatized, but now you own nothing. You just rent. You just borrow. You just subscribe. You just share. You owe, not own. You work, but part-time. You work, but freelance. Everything is contingent; all aspects of life, now precarious. But you’re free… You’re free from owning

Cory Doctorow argues, “If you can’t open it, you don’t own it.”

What data and/or content can you take with you when you finish a class or when you graduate? And what can you, as Maha frames it, pass along to your heirs when you die?

What does it mean, both literally and figuratively, to have a room of one’s own? Woolf’s room with a lock, and resources (the famous “500 pounds a year,” but also education, time, and access) provides a place within which the figurative can flower. Similarly, a domain is more than a delimited internet space with your name on it – it is a figurative room that provides time, creative license, and a space to express oneself freely. Part of our discussion revolved around what people are most lacking that prevents them from fully using their domains. The time and space to write? Or is it something deeper than that – the need for a place to write and create without fear?

To own is to possess. To own is to have authority and control. To own is to acknowledge. It implies a responsibility. Ownership is a legal designation; but it’s something more than that too. It’s something more and then, without legal protection, the word also means something less.

Maintain a balance in your intellectual, cultural, social and religious activities; don’t obsess in any domain.

their role is to engage you rather than entertain you.

When confronted with challenges and obstacles that look like dead ends, don’t abandon your journey – forge a new path.

Nothing could be further from the truth.

Some of my colleagues

most college professors

Unfortunately, some of their information was outdated or just plain wrong

I’m not a cable network or streaming site.

And by the way, please keep in mind that I’m not trying to offend you or tick you off. I actually like you quite a bit, or I wouldn’t even bother having this discussion.

between people like you (students) and people like me (professors)

Hybrid learning should not only involve combining the physical classroom with the web and other environments outside the classroom, but also combine western viewpoints, experiences, and ways of learning with those students who are often asked to leave these attributes at the door.

Hybrid learning should not only involve combining the physical classroom with the web and other environments outside the classroom, but also combine western viewpoints, experiences, and ways of learning with those students who are often asked to lea

students you work with have had to subvert a system that sought to oppress them in order to make it to your classroom. Or to show up as a name inside your LMS.

I realise that over the last few years, I’ve moved entirely from “what I am here to say?” to “what am I here to hear?”

exploring Kate’s “not us”-ness

goats always have the right of way.

Never ask directions if you want to find your destination…When you drive, honk your horn

Stella

While I was flying home I was reading a U.S. newspaper describing the tragic high school shooting in a prayer group, the holding hostage of 60 kindergarten students and the trial of the Oklahoma bombing suspects. It seemed ironic that my seat-mate was asking me, “How I could live in such an unsafe place like Egypt?”

effort to remind us all that the terrible behaviors of 5 or 6 does not reflect the nature of millions.

They have dealt with intruders for thousands of years. I want to share this side of Egypt with you.

on Lea to write some articles for our publication about her experience living and working in Egypt.

Ten Commandments. Pyramids and Pharaohs. The Suez Canal. Arab Spring.

We can work together in English, but we’ve had to look things up to fully understand their meaning. And even though we’re familiar with each other’s work, it turns out we’re still unfamiliar with important elements in each other’s political, cultural and national context.

International Something: Why You Should Care #DigPed

Using clinical methods inspired by the Piagetian and psychoanalytic traditions, we built up case studies of children using computers in grade-school settings where they were encouraged to explore programming without preconceptions about the "right way" to go about it.

Hard mastery is characterized by a distanced stance, soft mastery by a closeness to objects.

feminine and feminine with unscientific and undisciplined. Why use a term, soft, that may begin the discussion of difference with a devaluation? Because to refuse the word would be to accept the devaluation. Soft is a good word for a flexible and nonhierarchical style, open to the experience of a close connection with the object of study. Using it goes along with insisting on negotiation, relationship, and attachment as cognitive virtues. Our goal is the revaluation of traditionally denigrated categories. We do not argue that valuable thinking is not soft; we explore ways in which soft is a valid approach for men as well as women, in science its well as the arts.

discrimination in the computer culture takes the form of discrimination against epistemological orientations

They are not computer phobic, they don't need to stay away because of fear or panic. But they are computer reticent. They want to stay away, because the computer has come to symbolize an alien way of thinking. They learn to get by. And they learn to keep a certain distance

Such casualties are unnecessary. The computer can be a partner in a great diversity of relationships. The computer is an expressive medium that different people can make their own in their own way

casualties of this war. Both deny who they are in order to succeed.

the Harvard course taught that there is only one right way to approach the computer, a way that emphasizes control through structure and planning

Lisa and Robin came to the programming course with anxieties about not "belonging" (fearing that the computer belonged to male hackers who took the machines and made "a world apart"), and their experiences in it only served to make matters worse

epistemological pluralism, accepting the validity of multiple ways of knowing and thinking

Women's access to science and engineering has historically been blocked by prejudice and discrimination. Here we address sources of exclusion determined not by rules that keep women out, but by ways of thinking that make them reluctant to join in

Our central thesis is that equal access to even the most basic elements of computation requires an epistemological pluralism, accepting the validity of multiple ways of knowing and thinking.

Anything goes, as long as it eludes the hegemonic criteria of market and productivity, and preserves the voluntary, joyful character of play.

How can we, instead, meta-communicate liberation and possibility?

the idea that games are fun, but they are really worth our time only if they can also do some “useful work”.

the role and glory of education is that it can be useless, not being bounded by criteria of production and pre-determined purpose.

Twitter in particular has become a means by which many scholars create and curate public identities and share their work and that of others.

And

People

The researchers found that the overrepresentation of engineers held true in other contexts. Of the 40 jihadists who studied at universities abroad, 27 were engineers. In another data set, comprising 71 extremists who were born or grew up in Western countries, 32 were engineers.

set up a barrier for members of academic staff who are then being fed a line about how they're dinosaurs and will never get it. It cuts both ways and it's disenfranchising across the board.

distributed rather than monolithic or centrally-controlled, the social norms and memes that constitute in-group behavior within academic Twitter (and Twitter more broadly) shift constantly

I have not left my ethnographic field.

open to those who choose to participate; the price of admission is not a degree or an accolade or a particular number of publications in the right journals. The price of admission is the willingness to engage, in public, over time, in sustained and iterative discussions over ideas and knowledge and what counts as the public good, among other things.

Yet scholarship has never been particularly open to the public. It operates, in increasingly-rationalized incarnations, as a carefully-managed ecosystem of gatekeeping measures: the prestige hierarchies of academic credentials and the academic publishing system comprise a powerful inside-baseball discourse. Contemporary scholars have tended to be far more accountable to the system itself than to actual publics,

“social capital” still matters (perhaps now more than ever), and social media is a way of creating it.

Twitter has provided me a way to do some groundwork before going to a conference, so that by the time I get there I already know a few people, which in turn makes me feel more confident about talking to total strangers.

for academics, writers, researchers and teachers, ongoing dialogue is an important part of “working” that often isn’t recognized as such, and this kind of dialogue is facilitated rather well by Twitter

etworked scholarly participation can be a powerful site of new contacts and resources and conversations for a scholar, as well as new conventions (hello #hashtags!) and new public audiences for research. Increased citations, media gigs, collaborative research opportunities, invited talks and keynotes, and a variety of other academically-valued material effects can stem from active and sustained networked engagement.

something distinctive about the digital, something that distinguishes it from other sorts of tools, venues, or phenomena for qualitative research

any effort on my part to scaffold (and effort to scaffold learning at all) would be colonial, patriarchal, and disempowering.

would be colonial, patriarchal, and disempowering