817 Matching Annotations
  1. Feb 2017
    1. go online

      There is a space in the link that makes it a dead link. This will take us there: https://resources.corwin.com/writingrewired And a video: https://www.youtube.com/watch?v=dQ7yGkFO4fk

    2. the MAPS heuristic for writing and thinking. Traditionally, this heuristic includes mode, audience, purpose, and situation. As you will see, we’ve added another essential M to this heuristic: media.

      MAPS And now, MEDIA

    3. “Dream big, start small.”

    4. The purpose of sharing these tools is not to define a single, preset suite of tools that students must go through in order to complete a research project.

      Wise .... since any of these tools can go dead in a minute and be gone forever ...

    5. We didn’t just integrate technology when it seemed convenient; instead, a variety of technologies were integral to the research process.

      Important point -- I think it was Bud Hunt who once wrote that if you can do something without technology, why bother with technology? What we want is to find ways to make the technology integrated and central to the experience, to transform the learning and the practice.

    6. research paper

      Maybe we need a new name for what it is we hope students will do when they examine the world through interest and critical lenses ....

    7. the increasingly myopic view of standards and assessments that dominate the current discourse about schools, as well as the changing nature of communication and commerce in our global world

      These are odds with other ... but is there a way to bring them together? Perhaps that is your book. Maybe I should keep reading ...

    8. connecting students with language and helping them interpret what they read, see, and hear, as well as the language they employ when sending their own ideas, questions, and reflections out to the world.

      I agree .. and believe that our role as teachers has never been more important ... particularly when it comes to contextualizing technology for interactions with the world ...

    1. Anyone would think that they'd be pleased to see the back of me.

      But I'm still breathing ... https://www.youtube.com/watch?v=pnTZa4FY_7I

    2. surveillance

      The song that everyone thinks is about love but is really about surveillance in the Reagan years ... and now is coming back around again https://www.youtube.com/watch?v=OMOGaugKpzs

    3. I was in their shoes once.
    4. I smile at 'em
    1. I was just an ordinary woman

      My Child, You are no ordinary woman at all. You were the One who saved your people and your world. In the end, your Love was more powerful than any virus. Sleep well. Sleep the sleep of heroes. Dream deep. The Gods watch over you.

    2. It was a long time coming, but one night my husband located me and called to me from orbit. My heart leaped in my chest to hear his beloved and nearly forgotten voice. “Time to come home,” he whispered in my mind as I held my palm chip over my fluttering heart. “Oh yes,” I said, “oh yes.”

      Yes. We let Him call to You. We folded His World into Your World. We let His Words dance across the skyline, from falling stars, so that you might hear Love again, and connect.

    3. first warrior who fell out of the sky

      What you say as "falling out of the sky," we see as the juxtaposition of folded worlds. Warriors from one world can find solace in those of another world, even a world in decline such as your own.

    4. “I can do this, at least,” I thought, and in my own way fought like a warrior to save him.

      And this is the moment we watched for -- the moment when Humanity reaches beyond itself to the Other. We were well-advised to watch your Story unfold this way, Child.

    5. I was still on Earth

      Yes, Child. And No. Our worlds spin in many different ways, and move beyond time and space. As Gods, we fold worlds on top of each other. As you do with Origami, so we do with worlds. Where the edge of one World meets another World, strange things can indeed happen.

    6. It was just me

      One is never just oneself. One is always Us, too. You were indeed a vision from the Gods. You wander but you are not Lost.

    7. I wore a long green cape with stars printed on it.

      As your choice was made, so too was your fate. And although you may not yet have faith, there are many among us who root for you and your survival. You have hidden prospects, buried deep into your soul. Find the map and the way forward will be revealed. Lose you way and all will be lost.

    8. it seemed for a moment like there were paths going off in every direction, as if I had a choice

      As Gods, we move in Metaphor. Your pipe journey was indeed one. Which path will you take? How will your heart guide you? Every path we take is important. Every choice -- the choice of a lifetime. Choose carefully.

    9. It may have been pointing ironically out into the vast, sun-hammered alkali flats.

      So it is. Yet. Hidden there, in the mirage, is the alternative world you cannot yet see. There are vast oceans and rivers, and a world of green as far as your eyes can see. But you cannot yet see it. And what you cannot yet see, you cannot yet experience. Time moves onward.

    10. I tried to remember all of them

      In this Remembering, we help. We ensure that you, who want to remember, will remember, and that the stories you tell in the future of this time will be balanced with the Good of the World. This is our gift to you.

    11. It was as if some force had picked up my world and shaken all the people out of it like the last of the peppercorns, leaving me alone in a world of salt and abandoned mercury mines.  

      Indeed, Child. Indeed.

    12. I hadn’t been able to save them

      From the skies, we watched them. Watched her. Watched the ways they cared for one another. Or didn't. We wondered: what threads of Humanity might remain when faced with the challenges of a lifetime? Some might call us playmakers. But as Gods of the Sky, we were increasingly worried about Humanity. A challenge was in order. We did not know if they would meet the challenge.

    1. bots

      I am having trouble connecting bots to digital writing ... and hope some makes a good argument how the programmed bot is a piece of writing (not that I don't like bots for what they are)

    2. Hypertext

      I do love the associative underpinning of linked texts and media, and how one path leads to multiple paths, and maps that know no boundaries.

    3. Networking

      The expansion of the networked element of storytelling is huge with possibilities. Whereas a writer used to be able to tell a story, and hope for readers, now a writer can write with others, interact with readers, and update and expand the story in new directions. If they want.

    4. transmedia storytelling

      I think unpacking this term is really important, and difficult to do.

  2. Jan 2017
    1. a fixed narrative playing out across multiple worlds

      So, story as anchor points but the worlds revolve around the story, not the other way around. Interesting.

    2. The ability to wander among the alternate worlds serves more as a framing device, a set of instructions on how to consider the film, than as a tool for exhaustive use.

      This is where this article might best connect with Networked Narratives in a few weeks (I think). Making new worlds, but what stories will we tell?

    3. “Possibilia” is a term of art in metaphysic
    4. Ben-Shaul feared that, as technology dissolved the boundaries of conventional narrative, it could also interfere with essential elements of good storytelling. What was suspense, for example, if not a deliberate attempt to withhold agency from audience members—people at the edge of their seats, screaming, “Don’t go in there!,” enjoying their role as helpless observers? At the same time, why did the mechanisms of filmmaking have to remain static? Cautiously, he embraced the idea that interactivity could enable a newly pliant idea of cinematic narrative

      I think this is an important point -- where is the line where the technology interferes with the storytelling (or vice versa? Is that possible?) But really, the way to find out is to do it and watch/see/listen

    5. the book, he discovered, sought to explore every possible decision that its characters could make, every narrative bifurcation, every parallel time line. By chronicling all possible worlds, the author was striving to create a complete model of the universe as he understood it.

    6. “We have to break out of the gimmicky use of interactivity, and make sure it is used to enhance a story.
    1. story

      Does this mean that what we can infer before and after the fish is not part of the "story"? Only what we see in the frozen architecture of the image is the story? I am not so sure about that.

    2. the shattered moment

    3. An animated gif is not a story.

      Curious to know what others think. I am not sure, and hadn't really thought about it before. It's a bit too general of a statement -- I am sure someone somewhere (prob in some DS106 universe) is making gifs that could counter this claim. Love to see some.

    4. At the heart of anything called a story is a shattered world.
  3. Dec 2016
    1. When the centeropened, it was used first by African Americanyouth. Center staff found that young peopleparticularly those new to this countrywere notwilling to cross cultural boundaries until they haddeveloped some security in their own culturalgroup. Ultimately, the Trust, the ethnicassociations, and the Y acknowledged the needto strengthen the programming of the individualethnic associations while working to bring theiryouth together through the teen center'sprograms.

      I imagine this is a significant barrier, even today

    2. Scarce resources have caused intense com-petition between social service agencies vying forthe same dollars. Organizations work hard todistinguish themselves from one another, carveout their "turf," and convince funders (as well asthemselves) that the services they provide areunique and better than those provided by others.

      This may still be true in a lot of places today ...

    3. Many were surprised when alongstanding member of the community councilasked those present if they had "any problemwith 'us' being at the table." By "us" he meantgangs, and thereby revealed for the first timethat he was not only a member but a key officerin a gang. All present were asked their reactionto having gang members at the table. and mostindicated that it was not a problem.

      Interesting aspect to how all groups had to have a say ...

    4. a collaboration withlocal professional perform-ing arts and visual artsstudios to involve 400youth in a wide variety ofopportunities for artisticexpression

      Cool! What happened to all these programs?

    5. Mostfamilies turn first to their communities for sourcesof enrichment, support, and problem solving.Connections among providers and the people theyserve can be created and sustained most easily atthe community level.

      True even today, which makes issues like bussing and ending neighborhood schools all the more painful for many communities

    6. The proposed shift is from anexclusive focus on curing or preventing problemsfor some children and families to one that is alsoconcerned with promoting the development of allchildren and the functioning of families.

      A move away from the "deficit model" (what's wrong) to a support model (here's how to impact change)

    7. The goal-- improving the lives ofchildren, families, and communities-- is important,and the resources being invested, both humanand financial, are substantial

      As always, a noble goal and one worth pursuing ...

    1. guerillaconnectors

      Has there been pushback from conference folks? (ie: they didn't pay so they can't attend?)

    2. VCfeelslikeanexclusiveclub

      I'm not sure how you escape this concern -- if you use existing channels and communities to reach out, then you are still in a narrow audience field. Whether the "exclusive club" moniker works or not, there is a constant struggle to expand the boundaries of access points and a variety of vojces.

    3. inancial,logistical,socialorhealthreasons

      I appreciate this statement .. it's an access issue ...

    4. VCthereforeallowsvirtualconference participants tomeetandtalkwithconferencepresentersandattendeesinwhatoftenfeelslike spontaneous hallway conversations. Thereis room fortenconnecteddevicesineachvirtual conversation - thelimitation of Google hangouts on air.

      Any other platforms beside Google being used? Don't put all eggs in one basket. We know how that goes. I also am shaking off a Max Headroom) vision, of people walking around with computer screens of people's faces. :)

    5. Informal conversations thatoccur outside of the scheduled organized sessionsareanessentialyet overlooked knowledge-sharingaspect of conferences.

      This is true ... the hallways are often hives of activities

    1. We can change the world for the better.

      Now you are talking my language! (I'm not sure of all that came before this ...)

    2. channels

      Perhaps a few that tunnel down below sight, below the surface, might be necessary ....

    3. combinatorial

    1. But we rarely recognize how wonderful it is that a person can traverse an entire lifetime without making a single really serious mistake — like putting a fork in one’s eye or using a window instead of a door.

      And yet ... some do ...

    2. Schools do not have feedback loops even though they exist within larger feedback loops.

      Interesting observation ... wondering and wanting more of this insight ....

    3. If it leaves a digital trail, if it is owned by someone else

      Yes, this is something I think about. Even as I try to teach my students about their "digital footprint," I am contributing to it by having them do things via tech that leaves a footprint ... for a company to target them with marketing or for the government to track them (potentially). https://www.youtube.com/watch?v=SsPUKtHis8Y

    4. post-school view of learning

      Ok .. yes, this should always be in our vision ... but isn't this for self-drive learners? Autodidacts? Who gets left behind if we have way forward for those not in the system? I am not defending the status quo ... but wondering about who learns and who doesn't? I suppose you don't mean replace one with the other ...

    1. mirror

      Writing, the remembering; Inside, remembering the writing.

    2. civic imagination

      This term has me intrigued, Mia

    1. I am trying to respond here (to this annotation for a post about annotation) in image alone (well, except for this) as a way to amplify the amplifier (and let's turn this bad boy up to 11, right?)

  4. Nov 2016
    1. Suffice to say that when we help students into those unregulated spaces where their learning is unfettered by institutional management systems, assessment deadlines and fair use rules, we are not sending them into the country of the free. We are sending them to the data warehouses of Mark Zuckerberg and Jeff Weiner. We’re sending them into a world of increasingly de-regulated private learning, where the sales team at Trump University can promise you the educational sky if you are only willing to max out on your credit card. Let’s be very careful what disruptions and transformations we wish on them.

      Wow .. well-stated and a constant worry on my mind when I teach my young students. It's more important than ever to teach our students how to keep a clear mind and a clear eye on what is being done with their data, and why. Nothing is free. Nothing. Unless you build it and host it yourself. And who does that?

    2. Thank you for reading.

      Thank you for writing .... and letting us wander around the space beyond your words ...

    3. In digital space we are constantly choosing. Click and sign. Send a message. Vote x out of the tent/chair/jungle. We have the illusion of elective power but none of the responsibilities of citizenship.

      Interesting point ... well-taken

    4. resilience

      And maybe that means us, too, recognizing that our values are not represented by the majority of voters who elected Trump to the presidency. By "us," I mean us, the educated elite from the coasts. Or by us, maybe I just mean me. We need resilience, too. And perseverance.

    5. Let’s remember that was the promise. Not the freedom to order white goods in the small hours, or to spit bile below the line when any liberal (especially non-white, especially female) person feels empowered to speak.

      Yes, this gets lost in much of the shuffle -- the original notions of the open web and free access to information -- or at least, that was the myth that the web was built upon -- and then it became the commercial marketplace it is now. Not everywhere. But more places than one would feel comfortable about.

    6. in a culture where everyone has access to values-based conversations, people above and below the median level of formal education are joining different conversations.

      Here is a critical point -- we are missing each other in conversations. Do we even know the other is having a conversation?

    1. The ironies abound

      Indeed. Yet. Yet I am more apt to read a book by Troy (and just about anyone, really) away from the technology. I don't think I am Old Skool, like that, but the seamlessness of an ebook connecting to media beyond the book have not yet captivated me as a reader (for the most part). Am I not a digital reader?

    2. he uses the computer as a key actor in the text, but it is all controlled by him.

      This is an interesting observation. "using the computer as a key actor" -- and yet, not losing the human agency behind the technology that creates the piece of "writing" (text,composition) that might transform it. https://www.youtube.com/watch?v=NLlGopyXT_g

    3. "Teach the writer, then the writing, then the technology."
    4. Troy Hicks frequently uses the words "intentional" and "deliberate" to highlight the need for writers to conscientiously think through composing digital texts.

      I think these two words -- intentional and deliberate -- guide how we should be teaching digital writing yet part of me, the one who identifies as a "digital writer," also wonders if "chance" and "experimentation" aren't key elements of how we discover what digital writing is. Is this the tension between the teacher (Students should know this .. and this ...) and the writer (I have something to say but I don't quite know how to say it ... yet ... so let me try this ... and this ...)

    5. Troy Hicks

      I just wanted to point folks to Troy's blog

    6. Hello everyone .. as part of the CLMOOC/DigiWriMo Pop-Up Make Cycle, we thought it might be interesting to dive into this interview with Troy Hicks about the nature of Digital Writing. Troy may join us in the margins, too.

    1. This instrument can teach, it can illuminate; yes, and even it can inspire. But it can do so only to the extent that humans are determined to use it to those ends. Otherwise, it's nothing but wires and lights in a box. There is a great and perhaps decisive battle to be fought against ignorance, intolerance and indifference.
    2. They would like us to believe that they can distinguish between the public good and the private or corporate gain.
    3. I do not advocate that we turn television into a 27-inch wailing wall, where longhairs constantly moan about the state of our culture and our defense.

    4. But this nation is now in competition with malignant forces of evil who are using every instrument at their command to empty the minds of their subjects and fill those minds with slogans, determination and faith in the future.

      prescient words ....

    5. One of the basic troubles with radio and television news is that both instruments have grown up as an incompatible combination of show business, advertising and news. Each of the three is a rather bizarre and, at times, demanding profession. And when you get all three under one roof, the dust never settles.

      So what does it mean now when our President-elect is a star of television reality show?

      The Dust Never Settles

    6. it remains a fact that the newspapers and magazines are the only instruments of mass communication which remain free from sustained and regular critical comment.

      Note that Trump is already engaged in a war of words with the New York Times, which has vowed to redouble its efforts to keep our leaders accountable. Trump doesn't like that, apparently. http://www.newsday.com/news/nation/the-new-york-times-tweets-reply-to-trump-comments-on-coverage-1.12612278

    7. For surely we shall pay for using this most powerful instrument of communication to insulate the citizenry from the hard and demanding realities which must indeed be faced if we are to survive.

      We can make the leap from the radio that he is talking about to the social media in our lives today. Perhaps no matter the age, some form of media is shaping the way we think and interact with the world, as we shape the media. (Some would argue it is only one way or the other -- it shapes us or we shape it, but I suspect it is both)

    8. do-it-yourself

    9. This just might do nobody any good.

      Not always the best way to start an essay. But this rhetorical stance certainly sets the stage for what Murrow is talking about and why he is articulating his thoughts

    1. We still believe in make believe.

      Make/ this belief/ something/ worth believing in/ so that you can forget/ I exist, and I can believe/ you're no longer/ there

    2. black wind blowing
  5. Oct 2016
    1. Listen to Coltrane fuse experimental jazz

    2. Like "rhetoric," "imitation" sounds pejorative today: a fake, a knockoff, a mere copy.

      Actually, I don't know his perception of "imitation" is true to younger generation peeps. They may see it as an extension of "remix" -- of how memes are created and shared, of how video techniques are re-used, etc. Perhaps, imitation is a loaded word, meaning "you were too lazy to come up with your own ideas so you stole someone else's ideas."

    3. Because thinking and speaking well form the basis of existence in a community, rhetoric prepares you for every occasion that requires words.

      Good point ... we need to shape our thinking before we shape our writing, for our writing is a reflection of our thinking ... or so one hopes (?!?)

    4. critical thinking; clear communication; collaboration; and creativity. (To these "4Cs," I would add "curiosity.")

      I like this alliterative list ... and appreciate the "curiosity" element

  6. Sep 2016
    1. this unrelenting assessment has stunted your imaginations.

      Sigh

    2. your course offerings in art, drama, music, history, world languages, and the sciences were all too often set aside "to create more time for reading and math instruction."

      I hate that this is true ...

    3. Your generation is the first to have gone through primary and secondary school knowing no alternative to a national regimen of assessment.

      Ack ...

    1. How is technology changing our memories?

      Intriguing considerations ... with significant implications ... (and see below, Who owns our data? ... if they own our data, do they also own our memory?)

    2. Are we more connected or more lonely?

      Lots of researchers working on this one ...

    3. I want students to embrace technology and to love it, but also to think about the nature of technology. I want them to think beyond simply “how does this work?” and into the deeper questions about how technology is shaping our connected world.

      As should we all ... thank you, John

    4. Who owns your data?

      Many good questions here -- this one rises to the top for me and for me as teacher of my students. You, too, probably.

    5. Sure enough, they are selling a book

      Of course ...

    6. NPR story
    7. I noticed people sharing a few random articles from Atlas Obscura

      Funny ... I was going through the same thing in my head when I saw this post by John.

    1. What is the relationship between virtual learning spaces and the pedagogies being enacted? And what are students actually doing while they are learning anywhere, anytime?

      Key questions we should always be asking ourselves: I use Google Apps for Ed with my sixth graders ... but I don't always feel I do a great job with having them notice the entire ecosystem of Google. Partly, it's because I worry about putting all of our eggs into the Google basket (and that brings up privacy issues and OneToRuleThemAll concerns, and worries about PlugGetsPulled). So I feel as if I don't have a fully articulated sense of the ecosystems of online components of our writing and media spaces. Maybe I should ...

    2. Incorporating all of these modes and hybrids are Collectives where the crowd acts as a single user. In this circumstance, collectives organise learning through the use of algorithms, allowing the user some amount of control and autonomy.

      Wondering about this ... I could use an example of what this looks like in practice ....

    3. Communities of Interest:

      Big fan of this idea ... we find our people (but try to avoid the echo chamber so that all our people don't necessarily think just like us)

    4. Communities of Practice

      These, in my experience, are often mandated in schools by top-down decisions. Sometimes, it works. Sometimes, it doesn't work. You often don't have a choice. You meet with your COP.

    5. Groups are social forms where individuals deliberately join others with shared goals and identify with group norms and behaviours. Nets are social forms where the connections between individuals and sometimes clusters of individuals are what bind them together. Sets are social forms where people may have no knowledge of others in the set but are clustered by commonalities between them. This may lead to strong identification and trust in some cases, but not typically.

      Intrigued by places where these overlap, too. And you have me wondering about where CLMOOC fits? Digiwrimo? Rhizo? My colleagues at school? A twitter hashtag as place for connection?

    6. However, I wonder if the focus on anywhere, anytime overlooks the complexities of the pedagogies and practices in these spaces? The question that seems to get overlooked is what do the complexities within these spaces look like, how do the different roles and relationships change and what are influences and expectations on pedagogy and practice?

      Excellent probing question -- one we may be taking for granted? I'm not sure. But I appreciate the deeper look here at what we not just call these clusters of peeps but how different variations of those clusters may provide different opportunities ... and how we often dip our toes into various elements without wondering what each brings to the table.

    1. Katie

      Nice job, Katie. This was just what I needed.

    2. We ask our teachers to innovate, differentiate, and create awesome learning experiences for our students. But do we provide our teachers with awesome learning experiences? Can they take risks? Exercise curiosity? For a lot of teachers, they can’t.

      This is often the heart of the matter for many teachers. Leadership from the top does not provide them enough space to take chances. Some do it anyway (God bless them and protect them from spiteful school administrators) but the middle majority is wary of stepping on toes and risking the wrath of administrators. I am heartened by the number of admins in IMMOOC and hope they are sharing widely with their own networks.

    3. efore I knew it, my students were teaching other teachers on campus how to get their students collaborating using GAFE!…Embracing change can lead to innovative experiences for our students!  

      Empowerment of students is powerful ...

    4. A real teacher is constantly changing, giving up, and adding in. Not for the sake of change, mind you, but for the betterment of learning.

      Great insight ... we are all always learning and adapting to new environments and new possibilities

    5. 10 years

      Ack. Not long at all.

    6. The learning environment can be an innovation in itself.

      This is something I need to think more about ... I'll have to explore how the physical layout of space might change the way my students learn and engage. I am not a row person, but I do mix things up. Not strategically, though. Or not for learning. More for classroom dynamics.

    7. I too, have often associated innovation and innovators with amazing new technology, systems, designs and ideas created by brilliant minds.  

      Maybe "innovation" is not the right term, then. If so many of us have associations (as I do, echoing Nathan here), maybe the naming of it is not right. Actually, I don't have any suggestions. Just wondering out loud in the margins ...

    8. What is the purpose of education? Is innovation necessary in education?   How are you embracing change to spur  innovation in your own context?

      These are good guiding questions ... broad enough for many entry points ...

    1. More discussion here using Hypothes.is (digital annotation right here)

      Funny ... I can't connect the text markings to your comments here. I see your comments in the margins (that place where you and I often live) but not as highlighted in the text on the page. Digging in deeper to see if I can find them ... might be some odd formatting via Amazon (You Must Only Annotate Our Text in Our Format!!)

    1. These shifts are accelerated by access to technology that has transformed how we learn. However, making these shifts equitable across countless classrooms is more than purchasing technology or creating creative learning spaces. In order to reimagine classrooms and to leverage technology, educators need opportunities to develop new skills, knowledge, and dispositions to create opportunities for deeper learning that align with the world we live in.

      This is where Step One should happen -- re-imagine Professional Development for teachers, and move away from the Stand/Deliver Sit/Listen sessions that do very little to move the needle forward. The National Writing Project's model of "teachers teaching teachers" and interactive PD sessions, where reflective practice and collaboration is at the heart of teacher learning, is a model I turn to all the time.

    2. There is wide agreement that we need to rethink the outdated factory model of education to meet the needs of all learners in our schools.

      While I agree with you, I am not sure it "wide agreement" enough to see policy changes reflect that thinking. Granted, the educational system is a slow-moving freight train. But if there was enough momentum for a shift, it would be happening all over, not just in pockets.

    3. We cannot prepare students for these careers that don’t yet exist, we must equip them to be able to adapt and work in a world that is complex and dynamic.

      This the most difficult part of being an educator. I teach sixth grade. Eleven year olds. What will the World be like for them when they graduate high school? College? Who knows? So, focusing on critical thinking skills is important -- and collaboration and problem-solving. As we identify skills that translate across disciplines, and time, we do justice to the learners in our spaces.

    4. Educators need to better understand and attend to the misalignment in the workforce job skills and our educational system that leave over half of college graduates to be under-employed  or under-qualified for their jobs.

      It seems to me that we need to do more to value and support and enhanced our Vocational Education System, which we have often underfunded and devalued as a place for those who can't cut it in academic/traditional high school settings. If we rethink Voke Ed, we could create powerful pathways for many students into the trade fields and beyond.

    5. According to the report, the skills that will be in high demand by 2020 are: Complex Problem Solving Critical Thinking Creativity People management Coordinating with Others Emotional Intelligence Judgement and Decision Making Service Orientation Negotiation Cognitive Flexibility

      These are all excellent anchor points, and articulated well. Thank you for sharing this.

    1. Hmm .. page notes? I guess I would note that this page is a post about digital writing. Or not. It's a debate playing out in the margins of the post. Karen kindly represented some interesting criticisms of digital writing.

    2. How on earth can we talk about this in the field?

      Like this, perhaps? And maybe we say, writing is just writing. But ten years ago? Five? Writing digitally was very different. Probably the label remains from a time when we (you, me, us) were trying to explain how technology was changing the way we wrote and interacted and read. Maybe it is no longer different. (Although, I don't think we are there yet)

    3. Full disclosure: if it seems this question comes out of left field, my dissertation takes up ideas of  literature as a power mechanism for the social elite, one mechanism that is challenged by cultures of the Web

      Thanks. Interesting dissertation idea.

    4. 4TDW Conference
    5. This post is dangerous.

      I am here, in the margins of your writing, writing alongside with you. We are two. The digital aspect of our world allows you to write one day, send it into the world, and then I read it, and write with you another day. Is that one aspect of Digital Writing?

    6. And the difference between reading with kids and studying literature.

      You take a turn here, from Writing into Literature. I wonder how you perceive the bridge from one to the other. Is Digital Reading a thing?

    7. What are the implications for English teachers of what  Mr. TW, Mr SA, and Ms SE have said? Should they be thinking about “digital writing?”

      Yes, but critically. Their arguments are valid and worth viewing and making sure we have some answers. I don't have all the answers. I keep exploring.

    8. Is the only real “digital writing” writing in computer languages?

      No, I don't think so. Do you suggest that writing code is the only form of pure digital writing?

    9. “What is the desired outcome for ‘digital writing’ and how is it different from other, regular, writing?” she wanted to know. She couldn’t see a difference.

      This is the kernal of the question. And we have asked it before. Can we just drop "digital" and call it "writing"? I prefer the term "composing" because it has larger arcs and possibilities.

    10. Discussions of audience. “When teaching kids to write in school, who are you teaching them to write for?” she demanded.

      She's a smart one. Critical question. How we write, and what we use to compose, depends on whom the audience is, and what the writer/composer is trying to convey.

    11. In other words, written language is more and more only part of the communication scenario.

      Hmm. But this seems to back the point of digital writing ... that writing is no longer just words on the page, but something much larger. Visuals and charts, yes, but also composing with video and with audio and with interactive elements.

    12. He also believes it is much more important to discuss the issue of what he called “sociality,” that is,  of managing one’s identities across the different spaces one inhabits on the web, and thus the varied purposes for which one writes.

      This is different, though. Important, and worth noting, but not the same as thinking of how the use of digital platforms might alter the ways in which we write. What does it mean when we embed links to associative information? How does a video thread extend the written word? Does voice of the writer inserted right into a written text change the notion of how the reader's interaction with the piece? This is more with the inquiry of the question, in my opinion.

    13.  Is there a unified and cohesive set of characteristics that make digital writing identifiably distinct? Can it be defined in a way that works across multiple or varied contexts?

      I bet some researcher has, in fact, done this. It might be along the lines of "Communication across digital mediums in which elements of writing and media (audio, video, etc) intersect with connectivity of content." - That sounds rather gibberish. Maybe he has a point.

    14. And they thought “digital writing” was, basically,  hogwash.

      I love this sentence. It's good to hear from others and to dissect the terminology of the profession.

    15. (4TDW)

      Which makes it a perfect time to wonder, critique and question the whole notion ... (notice I am using the hashtag for Digital Writing Month .. ha!)

  7. Aug 2016
    1. recognizing the importance of internationalism and acting upon it are very different things.
    2. the shortcomings of an attempt at global learning

      I guess I hope you all will come up with some practical solutions to this issue of Open Invitations and Cultural Acceptances and more. I mean that with my heart, and not with any sarcasm. Perhaps a set of "Remember This" for folks planning what they hope/intend to be a Global Experience. That would be an important artifact of these discussions. Thank you!

    3. However, for most of us not in the US (or the UK), this vision has often signalled top-down, US-to-world, Anglo-oriented, decontextualized, culturally irrelevant, infrastructure-insensitive, and timezone-ignorant aspirations, even when the invitation for us to join in may be well-intentioned.

      I need to bookmark this sentence and remember it anytime I am involved in some open learning system. Thank you for expressing this in strong terms.

    4. critical

      That word again ... I know Remi asked about it ... I wonder about it ...

    5. We don’t use the same digital devices and this has had a surprising impact on how we each work when we’re away from our desks.

      I'd be curious to know about these obstacles -- I know it is an ancillary discussion -- the technology -- but I find it intriguing how the technology is both the opportunity and the barrier.

    6. THREE timezones

      Time zones are their own challenges when it comes to collaboration It requires a lot of patience and coordination -- which may be a stumbling block to being inclusive across world cultures -- someone(s) has to coordinate the time zone jumps (never mind the cultural elements)

    1. Who should I talk to next?

      Looks like it's been happening right here ...

    2. Go look at it now!

      You mean, literally, right?

  8. Jul 2016
    1. Start by admitting that it exists, then begin to develop simple, easy to use ways to tap into the flow or to use existing channels (social media, email, online communities) to do so.  If we don’t, then we still have the status quo with its secret backchannels and old boy/old girl networks.

      Acknowledgement, following by action.

    1. Teachers ought to seek out ways to engage students by finding educative uses for both spaces, especially when those spaces can converge on a single project and then expand to share that experience with a broad audience. If we want authenticity from our students, we need to take authentic risks that allow student voices to prevail.
    2. Watching and listening and reading gave me some insights into my students that I may have missed otherwise. The quieter students wrote more than I expected, and the students who seemed disinterested in class seemed to open up in this creative space. I didn’t have to tell any students to be respectful of ideas or their peers; students governed themselves in a surprisingly egalitarian way.
    3. A second Google Doc contained the story as it emerged without commentary or multiple voices.

      Concurrent docs? Hmmm.

    4. paper storyboard

      I love this storyboard! Funny, right? The paper planning process notes are something I want to dig into almost as much as the collaborative story itself ...

    5. The comments section buzzed with ideas and then some brave souls started brainstorming on the document itself.

      I am curious to know how many waited for the first words to appear before jumping in ....

    6. I used the comments feature of Google Docs to ask questions.

      This is where the margins are important -- sort of like here, I guess, we comment. Having two texts (and now three?) running concurrently is an intriguing thought, made more accessible with digital (but of course, you can do the sam with paper)

    7. Many students today move fluidly between digital and physical spaces, but not all.

      And, in fact, many students still need guidance on navigation of those spaces. They can find them ... but can they use them to the fullest limit? We still need teachers!

    8. It began with a blank Google Doc.

      As everything does ... the blank page ... the collaborative element is what changes this dynamic, though. We're, together, staring at the same blank document, and then ... words appear.

    1. video

      Rooster soundtrack ...

    2. What’s in your right-click menu?

      Mine is nearly empty. Interesting. I almost never venture into the land of the right click, but not sure why. I mostly use the tool bar of my browser. Right click land seems more efficient ...

    1. If tech isn’t connected to life it is an inert idea

      But it is up to us to make sure that doesn't happen ... developers often don't know the way something will be used (they have an idea ... often, it is wrong ...)

    2. poem

      Me, too

    3. field walks

      I am a huge fan of field walks -- or learning walks -- or whatever term we want to use, where we head out not in any one direction or with any specific intention ... merely to discover something you didn't know you might discover.

    4. reader’s zoo
  9. Jun 2016
    1. Note: This website is all about digital marketing, so it has a certain bias towards how to "sell" messages. Still, I think its analysis here is useful. - Kevin

    2. The voter who wants information tailored for their personal political preferences need only click a couple of boxes on a list to ensure they get newsletters personalized in a way that direct mailers can only dream of.

      This is also a strange privacy line, too, right? A candidate knows what you want because it is scouring your responses, and maybe extrapolating to Tweets and Likes and other social media posts. It is using algorithms to parse through your data (my data, our data) and then sending you what you want to see. This may just create another Echo Chamber in our lives.

    3. Of course, the internet is not the first technology to play a game-changing role in political campaigns. The advent of the radio gave politicians a voice and the ability to broadcast in a way they had never had before. Television, too, presented candidates to the world a more than just a slogan or a speaker, but as a person, live and in living color (all, at least eventually in color).

      Good to have some historical perspective. Each technology changes the way that a candidate potentially reaches voters. Those who don't adapt often don't survive for very long.

    4. An event streamed via the internet is just as live as the radio or television broadcast that accompanies it, yet is also easily accessed immediately and in perpetuity following the event via any one of dozens of free video streaming services.

      It is also more likely to be picked apart and remixed by the opponent. Veracity of content is part of the equation, too. With so many editing tools in our hands, can we even believe what we see with our own eyes to be true?

    5. An individual can hear a comment, record it, upload it, and tweet it to thousands of people within seconds of it occurring.

      This is part of the Revolution ... one person potentially (and that is a key word here) can shift a campaign. Potentially.

    6. Today political campaigns are no longer about being able to shake every hand in the room but rather about reaching every single person who might wander into a polling place and mark a ballot.

      This was always the case, I think. Politicians always wanted voters. The difference is that data analysis makes the courting of voters more focused.

    1. Collaborative writing, in general, is an activity that builds on our inner voice while opening us up to alternative voices.

      And this is why I write online, and join in discussions. It's an exploration.

    2. collaborative autoethnography, a participatory approach to researching lived experience from participants’ perspectives, done collectively. This kind of research privileges the voices of the participants and empowers them to research themselves rather than have others research and write about them. It also has the collaborative element which provides a supportive way of incorporating the worldviews of others to help us understand our own selves more critically, and perceive our experiences in the light of how others see theirs. It supports inner voice by challenging it, and in doing so, I believe, such an exercise has potential to raise critical consciousness.

      I know Maha and others (including myself) have tinkered with this and reveled in the messy nature of collaboration, searching for voices and themes and links between experiences.

    3. how do I maintain my own self-esteem (which is admittedly quite difficult to shake, but still shakeable by micro-aggressions) while trying to listen constructively to the perspectives of others.

      This is what faces us all, if we allow for the introspective/reflective voice to take hold.

    4. I am deeply disturbed by dominant discourses in society that silence the voices of others, particularly women and ethnic minorities. I am frustrated by people who put others down, particularly online. And I am always surprised by teachers and academics who talk of empowering and encouraging their students while they constantly put others in academia down, by belittling their research, providing harsh and hurtful feedback, stifling dissent, and harming them in countless micro-aggressive ways.

      Maha starts off from a strong position, noting the conundrum of the Digital Age, which both opens the doors to new and opposing views while also shutting down discussions and discourse with ease.

    1. you can put the handprints of 30 children in your pocket and you can read The Untext at one sitting without having to spend six weeks in the MOOC.

      Nice visual. I wanna dip my palm in paint and press it up against the page.

    2. The Untext demonstrates that writing is a function of complex, multiscale networking as words, phrases, clauses, sentences, paragraphs, marginalia, links, and images flow through and around one another to create new ideas. This has always been so, but precious, static print concealed this dynamic flow of ideas. Modern technology has made this flow of desire more apparent.

      This is my favorite passage in this article so far. It covers a lot of ground and a lot of thinking that is aligned to my own about learning and writing and connecting. That dynamic flow of ideas is what keeps me engaged as a writer/learner, and helps me think of my role as a teacher, too.

    3. About the Authors

      Thanks to all of you for trying to make sense for the rest of us. I'm tempted to think: Oh, so this is what we were doing?

    4. We suspect that this kind of writing has always been possible, but modern technology makes it likely and so easy.

      Yes. True. Another hint of how digital is changing/altering/shaping literacies -- in how we write and how we read and how we interact with texts and each other.

    5. There is no authority and no position in a swarm, at least no position with political, rhetorical, and power implications.

      and thus, no distinguishing anchor. In fact, this article about the writing of the Untext is prob now the anchor, and I wonder if there is tension in that fact -- that by writing and explaining about the Untext, we have lessened its power as a rhizomatic document?

    6. We believe that The Untext is an accurate expression of rhizomatic learning as we experienced it in #rhizo14, and we invite readers to look through it, in all its chaotic messiness, multimedia-ness, and important marginalia.

      We do, even if some of us still question the whole rhizomatic metaphor for learning. Learning can be messy at times. Collaboration is a tricky balance. Writing in and around and among spaces are their own difficulty.

    7. It was the process of coming together to think and work and make beauty and chaos. It is our way of engaging in exhilarating learning and research. For us, this is scholarship.

      or at least, a way to remain "in the moment" even after the moment -- that arbitrary element of "six week course" -- has ended. The Untext was a desire, for me, to keep moving forward, to remain entangled in the writing of others.

    8. We had no definitive answers. We became distracted.

      Or more like, we needed time to think, to let the experience simmer for a stretch. Reflection points give us another view of the experience itself.

    9. a number of questions

      In some ways, these questions are the inquiry itself, almost more than the writing we did as a swarm. I appreciate that others took the time to formulate questions. I dove in and wrote. Others framed the experience.

    10. do you also sense the energy and engagement and collegiality and even fun underneath it all? We hope you can, because that is what keeps us going.

      So true, and it was this spirit of the digital page that made this kind of writing experiment not only interesting, but also engaging. We did not know how it would turn out. I, for one, did not ever think it would ever become an article for HyPed, or the basis for a presentation, or anything more than thoughts streaming along the page (and the margins of the page)

    11. First, most MOOC research has not brought the connectivist experience to life for readers who have not experienced the rhizomatic swarm of open, online, connected learning.

      Here lies the difficulty of explaining the potential of open learning spaces, and why canned MOOCs at the University level exist. Getting people to wrap their heads around the experience is critical. I'm not sure the Untext did that, though, and wonder if it has made it all the more imposing. Not to take away from the writing and the experience of it. It is valuable. But will its chaotic nature be a closed door instead of an open invitation?

    12. Next time, Hybrid Pedagogy or some other radical, digital journal will perhaps be able to accept The Untext as it emerged without this bridge, this frame of an article that leaves too much out. Soon.

      maybe ...

    13. especially the marginalia

      And it would be an interesting endeavor just to read the margins and not the text. It's multiple storylines emerging from the book itself. I remember taking great interest in the margins of this text, where I felt a bit more free to explore.

    1. Well, we believe we should lift each other up, not tear each other down.

      Keep this message ...

    2. let’s remember all that unites us.

      As a country, not just as a political party ...

    3. So many of you feel like you are out there on your own, that no one has your back. Well, I do. I hear you, I see you.
    4. we are all standing under a glass ceiling right now. But don’t worry, we’re not smashing this one.

    1. We can create moments of wonder by allowing for meaningful confusion in science classrooms.

    2. Although students should pursue their own areas of passion and purpose, sometimes they need to be noticed in order to take that first big step toward original work.

      I don't do enough of this ... I know that and keep making progress and then the year ends (like now) and I think, I could have done more of that. Dang it.

    3. they follow the rules in order to get the grade and move on

    4. He asks too many questions. He daydreams. He makes things. But the truth is, my son isn’t unusual. He isn’t an outlier. See, every kid is weird. Every child starts out as an original thinker, but somehow along the way, so many of them learn to be compliant. They stop making. They stop dreaming. They stop asking hard questions.

      This seems to happen, in my experience, around fourth grade, for whatever reason. I get them in sixth grade and we spend the year trying to show them how to be creative again.

    5. He sees the world differently.

      That's worth celebrating in our corners of the world ... but I know that's not always true in all corners of the world.

    1. If you want a revolution, you have to vote for it.
    2. Young people just don’t vote.

      Maybe this will be the year of the shift ...

    3. “Disenchantment with Obama was a driver of the Occupy movement for many of the young people who participated,” they wrote.

      Which explains the energy behind the Sanders' Movement ...

    4. At a time when the federal government is dragging its feet on every issue, the most significant policy decisions often come at the local and state level.

      This is a critical point ... change happens more on the local level but ... but ... the Supreme Court .. that is the key to so much in terms of fundamental change in the country ... now and into the future ...

    5. It will be the first presidential election in which Generation Y—a.k.a.: Millennials—makes up the same proportion of the U.S. voting-age population as the Baby Boomers.

      Let's hope they become informed voters, too

    6. the rising cost of school has combined with a chilly labor market to create a perfect storm:

    7. Although several polls find that young people are less likely to identify as Democrats, that has much more to do with an aversion to establishments and labels.

      I wonder if this is always true, or just this generation ...

    1. “Student debt will be a central issue in the 2016 elections, both at the presidential election and the congressional level,”

      Let's hope so but somehow, I doubt it. Maybe the continued emergence of Sanders on the Left will force the issue.

    2. The issue weighs heaviest on the minds of millennials, who have endured soaring college costs that forced many to take on tens of thousands of dollars in debt.

    3. $1.3 trillion burden of student debt

      My gosh ... just seeing a number like that makes me choke ...

  10. May 2016
    1. Venn

      What if we took this Venn and turned it again, and where the line meets the circle meets the line, we drew ourselves dancing? - See more at: http://impedagogy.com/wp/blog/2016/05/22/the-wolf-in-the-fold/#comment-12397