1,546 Matching Annotations
  1. Dec 2016
    1. But we did extend a sales tax last election

      Yeah, a regressive tax. I am reminded of the Finnish courts who fined a multimillionaire in accord with his net worth

    2. its going beyond pulling the quotes from the book and postulating about education

      I am not sure what "beyond" means here. Feels like a judgment, a noting of a failing. I based a lot of my formative teaching years doing exactly that. I would try to find ways to make the quotes work in meatspace. Maybe that's not what you mean by this, but I find any attempt to connect across contexts (known or unknown) to be a winner.

    1. there are levels of knowl­edge about the facts they already know, which unveil other ways of knowing, which can give us much more exact knowledge about the facts. This is a right that the people have, and I call it the right to know better what they already know. Knowing better means pre­cisely going beyond the common sense in order to begin to discover the reason for the facts.

      I liken this to Johari window analysis.

    2. There's no such thing as just being a coordinator or facilitator, as if you don't know anything. What the hell are you around for, if you don't know anything. Just get out of the way and let somebody have the space that knows something, believes something.

      Wow! This is a no messing around, everybody's got skin in the game world. I could see this as the climax of a movie.

    3. starting from where people are, to go with them beyond these levels of knowledge without just transferring the knowl­edge.

      I am getting confused as to who is talking. And I consider that to be a very happy problem.

    4. you can lead a horse to water but you can't make him drink. PAULo: Yes. MYLES: This is a problem they deal with in academia by hit­ting the horse over the head and beating on him till they force his nose in the tub, and just to keep the blows from continuing, he'll try to drink. My system is to make him thirsty, so he'll volunteer to drink.

    5. this is my way of working, of thinking. First I try to make a circle so the issue can't escape

      Embodied cognition and praxis here and further down. It rings true and sympathically through me.

    6. Each one with his ignorance.

      LOL, each of us must own both what we know and what we don't and especially what we don't know that we don't know.

      Or perhaps we need to heed Zizek about the unknown knowns:

    7. If you have a convic­tion, you have a responsibility to act on that conviction where you can, and if you're doing education, you act on it in an educational context

      Is this true?

    8. about their expectations

      The less we expect of our people, the less democracy we have.

    9. I am using this chapter without copyright holder permission. If you have issues with my interpretation of 'fair use' then talk to me. I could put password protection on this WordPress page if given a compelling argument--like a takedown notice. But I doubt I will do that.

      What I would like to see happen here is not just annotation but discussion outside and through the various wormholes and palimpsests we make in the manuscript. And I would like for there to be curation of the generated annotations into other processes and products: images, gifs, short plays, kinetic poetry, quote boxes, zeegas, and on and on. Bryan said it was beginning to look like a cMooc. Yes, and this is the kind of work that opens up the adjacent possibilities that are the hallmark of complex systems. Let's make infinite play.

    10. he better the democracy

      this is the Sanders message before, during and after the electon. For example, he recently visited the HQ for KQED and spoke with students about politics and the recent election

      This morning our Youth Advisory Board met with @BernieSanders at @KQED @KQEDNews and talked about issues that matter to them. #2nextprez pic.twitter.com/t6fgTPV9th

      — KQED Learning (@KQEDedspace) December 2, 2016

      (And yes, you can embed tweets into hypothes.is.)

    11. Practice

      Praxis makes perfect

    1. They hadn’t thought about the downsides. These tools offer remarkable empowerment, but there’s a dark side to it. It enables people to do very cynical, damaging things.”

      Hence the absolute necessity of fact checking tools like Hypothes.is. Here is a way out: https://blog.jonudell.net/2016/10/30/marshalling-the-evidence/

      And here too: https://blog.jonudell.net/2016/10/29/bird-dogging-the-web/

    2. “organise the world’s information and make it universally accessible and useful”

      like most mission statements--bullshit. It is a filter so you have always got to be following the filter. In this case no one but a few know what the filter does specifically. It is built to be used therefore it is designed for abuse and misuse.

    3. the proof: an entire page of results

      Is the author assuming that most people regard Google Searches as anything more than a result? Gospel? How many people have even a rudimentary understanding of page rank? Whose duty is it make sure they do?

    4. “a-r-e”. And then “j-e-w-s”.

      If you flip the words around to "jews are..." you don't get predictive searches. Why? I guess it doesn't think of the words as a question. Check out the related searches at the bottom of my page with this query.

      How in the world can these results be so skewed? Is there an active community of antisemitic folks actually looking for self-justification or is this a gaming of the search system?

    1. And a mirror world.

      Hint:

      Hamlet:

      Suit the action to the word, the word to the action, with this special observance, that you o'erstep not the modesty of nature: for any thing so o'erdone is from the purpose of playing, whose end, both at the first and now, was and is, to hold as 'twere the mirror up to nature: to show virtue her feature, scorn her own image, and the very age and body of the time his form and pressure.

      Hamlet Act 3, scene 2, 17–24

      https://www.youtube.com/watch?v=HtYCXO-jAJg

    2. I have no idea how to do this.

      Federated wiki? wikity? chooseth yer own alt-ity?Hackpad with endless wormholes?

    1. It’s actually hard to break out these different points, since they overlap and repeat throughout the section.

      Focus shift is very interesting in this interview format. Foreground/background/gestalt. I think that explains why it seems an injustice at time to dissect. Usually when that happens for me I write poetry or create something to translate one whole gestalt into another.

    1. Footnotes.

      Oh the face of reasonableness, oh the talking heads of eruditon, oh the sages on the stages--do we have any idea about the opposing forces we are referring to here, who we are facing? These faces are not the slightest bit interested in our sage, reasonable, erudite intelligent colloquy. What they want is to exercise power over us NO MATTER WHAT. I think about this all the time living where I live, surrounded by who I am in Dumbfuckistan. And it is not just my paranoiac mask speaking here. Sometime very soon, much sooner than later, the forces of conversation, reason and smiling/nodding/agreeing heads will see that fascism only cares about satisfying its will to power over others. And it will be too damned late to have a Plan B. And what is Plan B: it is making sure that every day you do something to grab any lever of power around you that will make authoritarianism less likely. Among those levers is reasonable argument, but also unreasonable, passionate giving notice and standing witness. Giving money to help others. Making sure you stand up physically for others. I am a neophyte at doing this because I hate to cause others discomfort, but I am learning to do it.

    2. to criticize and attack them in such a manner that the political violence that has always exercised itself obscurely through them will be unmasked
    3. "We let technology into our lives. And now it's starting to control us."

      And every bit of tech cuts both ways it reveals the location of hidden animal can be tweaked to endanger humans as much as it is used to save endangered species? "Yes," he said, "so sadly, yes."

      https://nicholas.duke.edu/about/news/titimonkeymapping

    4. should

      Nonono. A 1000X no. Haven't we had enough "shoulds" decontextualize or not? I will have none of it. And what the fuck does 'fully developed' mean. That sounds suspiciously like 'best practice'

    1. Daniel does a lot of great work

      CURATION BY CALLOUT

    2. try to find connecting points

      CURATION BY THREAD

      Trying to pull out common threads. Also, trying to pull out substantive differences.

    3. In the interest

      CURATION WITH OTHER MODES (image, text in image, gif, video, sound files)

    4. am removed from the anchor text

      CURATION WITHIN THE ANNOTATION FRAME

      CURATION OUTSIDE OF THE ANNOTATION FRAME

    5. rough take

      CURATING BY SUMMING UP

    6. to each other

      CURATION WITH EACH OTHER

    7. reacting to ideas

      CURATION BY REACTION

    8. It’s also invisible, to some degree.

      CURATING BY SHARING (PUBLIC, UNLISTED, and PRIVATE GROUPS)

      Private annotations for oneself and for private groups are also possible. Nice. Fine grained. Along with tagging, there are many possibilities to send annotations in multiple channels within Hypothes.is (private groups, public notes, tags, social sharing).

    9. These annotations are for me an experiment in meta-curation, curating about curation. I hope that we can draw some lessons in how to curate from Kevin's post. It would be great to do this elsewhere and then draw our discoveries together on Hypothes.is.

      In lieu of starting that project I have begun a private group where we can gather together curatorial strategies. Here is a link if you want to join Curation Strategies: https://hypothes.is/groups/j3eoYn2b/curation-strategies

      It might also be helpful to come up with a set of specific (curation strategies) and generic tags (curation) that we can search for on Hypothes.is here: https://hypothes.is/stream?q=tag:curation

    10. Sifting

      CURATING BY SIFTING

      Technique #1: thinking of the marginalia as vein to be mined for nuggets and gems. Begs the question: what criteria do we apply to the vein so that we can sift stuff?

      Notable quotes (why notable?) Main ideas Worthy figurative language (metaphors, symbols, analogies) New wine. Old wine in new bottles

    1. Something happened in this thread, Troy. It was very brave of you to admit that you might be part of the problem. Hailing failing, as Richard Saul Wurman put it, is something we do not do well or at all in the US. We need anonymous places where we can go and admit what we have done in the name of pedagogy. I am not giving up. I note that neither are you. It is a very weird job we have. It is a combination of concierge, facilitator, and beater. We beat the ground for the pheasant. The pheasant explodes in a liftoff of feather and muscle. What do our students do? Maybe it is a crappy metaphor, but the idea of putting food down where the goats can get to it no longer works for me either. We need to help them hunt and eat their own game. It is a messy business. Troy, you are doing yeoman's work. You care. And you inspire. KEEP ON!

    1. Media literacies as an educator has been what I *do* for the better part of twenty years.

      I have annotated elsewhere about how any talk of 'education' is politically situated.

  2. Nov 2016
    1. "It is time to give up on the idea that we are doing students a service by limiting the range of writing experiences we offer."

      Often students don't get a chance to become excellent or at least proficient in a particular type of writing in school. Outside of school they embrace thousand of tweets and texts and instagrams and snapchats. They choose to limit themselves to a range of writing activities outside of the classroom. They get very competent at them. Some are even inspiring. I would not worry about limiting their writing experiences so much as their purposes and their audiences.

    2. Just noticed that this is article is over three years old. Perhaps we need a newer one or we need to conduct one ourselves.

    3. I would say that digital writing "generatively complicates" the art of teaching writing, but that we shouldn't let the variety of new technologies overwhelm us

      Interesting and useful analytic frame for consideration of the difference between complexity (which cannot be managed) and complicated (which maybe you can).

      https://www.youtube.com/watch?v=N7oz366X0-8

    4. heuristic

      Not sure if this is a heuristic or a checklist. I think of heuristic as something like George Polya described in this book, How to Solve It. I would love to have more of these kinds of rules of thumb or better yet a path toward creating ones own custom rules of thumb.

    5. "We have all these devices and technologies available to us. How are we being intentional? How are we being thoughtful -- taking time to craft writing with these digital tools?"

      Teaching at the university level with mostly at-risk students has made me question the majority of the intentional work (read as syllabus, curricular, objective-driven). It produces bad products and even worse processes. My question is whether or not this result is systemic.Is the system a "bad work' machine? Will it generate crappy product through crappy processes even if well-intentioned? I think that it is easy to forget as we try to make a digital tool play nice under the status quo that all of our teaching work lives inside of a political spell cast long ago and apparently well warded from real change. Being intentional is not enough. Just look at the public school horror that Michigan has become with its utterly unaccountable charter schools. Those systems are absolutely intentional and deliberate in their hierarchy.

      I always wanted to think that I could lay parallel tracks in my classroom, separate and better than what the system provided. That was a fool's paradise. Every tool and idea I taught should have been judged by its capacity to enable the adjacent possible, to open affordances, to help them build their own bullshit detection devices. I should have done more than just permit infinite play. i should have made discovering passion AND translating that with palpable precise skills into something useful and fun.

      I had the model in front of me the whole time--my own children's unschooling. I would like to think that I did some of that unshooling on those parallel institutional sidetracks, but I don't think my intent was clear or deliberate enough. I think that I loosed them into the world unprepared for the systems of political inequity and fear that are there.

      So...in the scheme of things (i.e. the status quo institutional imperatives already at work in education from K-University) the issue should not be about how digital writing is crafted, but how purpose is invoked. Each learner is an invocation. Whatever tools and ideas and paths we use, they must all serve the goal of navigating the inner world of personal purpose and the outer one of political power. We must situate anything we do within a larger and potentially more controlling context.

    6. "There is not a writer in our classrooms today who will not be producing something with a digital writing tool in her or his lifetime."

      Almost all of the tools that I think most folks put in the digital writing camp are binary doppelgangers of their analogues. For example, Power point as used is mostly a flip chart with more bells and whistles. Note taking apps are 3X5 cards with a digital twist. Even hypothes.is is just marginalia with a social bent. So what I propose is that what we teach is how to apply ANY tool to the task at hand. What that means is that we need worthwhile work for our students and we need to do that work using the tools at hand. And by 'tools' I mean digital, analog, and any other that can be pressed into the larger service of gather, making sense of and sharing the problems and questions and solutions and stories of the world.

    7. Students need intensive help with writing

      And abiding purpose And deep practice And encouragement And more than anything else--time to make it right and well.

    8. my advice, in short --

      Some sage advice from that modern parable and paragon of the condition humaine, The Big Lebowski

      https://www.youtube.com/watch?v=O5epuPMf-7Y

      https://www.youtube.com/watch?v=LG09C25LQlU

    1. They keel over like canaries in coal mines filled with poison gas, long before any robust types realize that any danger is there.

      No they aren't. Real artists are not fragile at all. They can create. They have a form to pour themselves into for when the fascists kill them. But they live on. Anti-fragile. Alive. In remembrance. Their breath being breathed in others' lungs.

      Please watch what I mean through my surrogate, The Boss:

      https://www.youtube.com/watch?v=T2UF8yw89yE

    1. the need to strategically mobilize to protect American freedoms and identify and address the needs of people who are suffering in zip codes throughout the United States, and the world, is more acute than ever.

      Yes, we need to keep this focus where it has always needed to be regardless of the party in power.

    1. let's remember that unlike all previous walks into the doom did not have tools of connection and lifelines that are available to us now.

      It is a great time to be alive and fight and build. Cross the streams!

      https://www.youtube.com/watch?v=3OOF0FpKiYk

    2. We are not free if we subject others to slavery.

      https://www.youtube.com/watch?v=eFkmRp_G2uo

      Well you better listen my sister's and brothers, 'cause if you do you can hear There are voices still calling across the years. And they're all crying across the ocean, And they're cryin' across the land, And they will till we all come to understand.

      None of us are free. None of us are free. None of us are free, one of us are chained. None of us are free.

      And there are people still in darkness, And they just can't see the light. If you don't say it's wrong then that says it right. We got try to feel for each other, let our brother's know that We care. Got to get the message, send it out loud and clear.

      None of us are free. None of us are free. None of us are free, one of us are chained. None of us are free.

      It's a simple truth we all need, just to hear and to see. None of us are free, one of us is chained. None of us are free. Now I swear your salvation isn't too hard too find, None of us can find it on our own. We've got to join together in spirit, heart and mind. So that every soul who's suffering will know they're not alone.

      None of us are free. None of us are free. None of us are free, one of us are chained. None of us are free.

      If you just look around you, Your gonna see what I say. Cause the world is getting smaller each passing day. Now it's time to start making changes, And it's time for us all to realize, That the truth is shining real bright right before our eyes.

      None of us are free. None of us are free. None of us are free, one of us are chained. None of us are free.

      Written by Barry Mann, Cynthia Weil, Brenda Russell • Copyright © Sony/ATV Music Publishing LLC, Universal Music Publishing Group

    3. I engage in intellectual pursuits
    1. "The perfect unfairness of this is that when we limit another’s voice, we create an ecosystem reliant upon limitation. And that’s the ecosystem in which we now swim. We can’t ask for freedom to take risks, to follow our own curiosity — to be scholars — if we don’t offer that freedom to others."

      I have no effing clue here. Perfect unfairness? limit another voice=censorship or something more insidious like ignoring or falsely acknowledging? ecosystem? WTF? Why are we swimming in context? Why can't we be rhizoming in context? Or quicksanding in context? The fact of the matter is that the wealthy and the powerful CAN AND DO demand freedoms that none of the rest of us have--privacy for example.

    2. How many students have the time or the money or frankly the interest to attend conferences?

      Mostly none at the level I teach at. And frankly,unless the conferences are just plain interesting instead of sit&git or might help them make valuable connections, why bother.

    3. students

      losers

    4. professionals

      sociopaths

    5. teachers

      clueless

    6. WHAT ARE YOU?

    7. What are you?

    8. What are you?

    9. [.........................]

      more Ahabs and fewer Queequegs

    10. [................]

      Moby Dicks

    11. [............. ]

      disaffected poor rural white whales

    1. Youth born or living in high poverty have fewer people in the family, neighborhood or school who model the wide range of careers youth might aspire to, or who help kids build study habits and experiences that enable them to "do well in school".

    2. Is this something we should be talking about?
    3. What do you think?

      I have never had a more beaten passle of students this semester than any other in my 20 years+ of teaching. I am just now noticing how badly the worm has turned. This has been a slow process. A gradual desuetude of the house of higher ed.

    1. The Dude shuts the door on the old man’s bellowing

      His answer is already in his head. Just grab another rug. Problem solved.

    2. Get a job, sir!

      A solution that the Man always wants--wage slavery and mos def not a replacement rug.

    3. Get a job, sir!

      Faux respect.

    1. Innovating — changing to make something better

      I divide innovation (and boy do I have issues with this word especially with Christenson, cf, Jill Lapore's http://www.newyorker.com/magazine/2014/06/23/the-disruption-machine?currentPage=all) into sustaining and disruptive elements. I do not think that innovation connotes a generic good. It can be good or bad, positive or negative or both or neither. For example, if learning management systems allow us to innovate in ways that allow us to create a hypersurveillance state in the classroom or the school I think of that as a sustaining innovation, but mos def not positive. Or I think of digital annotation in the service of trolling and hate speech to be a destructive innovation. The idea of innovation as solution is a destructive one, but dominant among Silicon Valley technocrats. These folks have a vision of the learning world (and by these people I refer to Gates, Peter Thiel, charter schoolists, and Ayn Randian autodidacts of all stripes) that has a fascist, true believer stripe a yard wide and a mile deep. Their brand of tech solutionism is truly innovative, but not something better. I don't mean this sound so damned disrespective of your point of view here because I see that you want only a particular kind of humane and limited tech. We need that kind of limitation but I also think we need the uglier rhetoric of pushback, something I love so much about Diane Ravitch's conversion experience as she writes about in her blog. She pulls no punches because she knows the innovators who oppose her don't fight fair.

    2. grounds authentic engagement

      Words are such frail reeds and jargon is the frailest of the frail. We are not gears to be engaged by clutch and transmission. Why is there such a profound abstraction within the hiearchies of education. It seems as if these same folks are the first to leap from the fire of the classroom into the cozy confines of administration and abstraction. Engagement is not a listicle and certainly not way to manage complexity. I know I sound begrudging and sour here, but I really don't fully trust anyone who speaks in the ungrounded eduspeak of "learning experiences", "high levels", "authentic engagement", "deep teaching", and "cognitively engaging environments". And judging by your next comment, neither do you. And, truth to myself, I find myself as guilty as I accuse others to be, but at least my bs-0-meter is fully functional and self-referential.

    3. Teachers implementing technology can guide students in these possibilities

      And they can be guided in return...if they only ask.

  3. Oct 2016
    1. The modern system of retail pioneered by Gilman — distant large-scale production facilities coupled with local human-scale consumption environments — was the first piece of what I’ve come to think of as the ‘American cloud’: the vast industrial back end of our lives that we access via a theatre of manufactured experiences. If distant tea and coffee plantations were the first modern clouds, A&P stores and mail-order catalogues were the first browsers and apps.

      Tis profound connection here.

    1. Courage is love’s miraculous face. It achieves its miracles through transformation. It allows the impossible to become possible; the unendurable to be endured; trust to be renewed; and the unexpected to become the inevitability that opens you to unprecedented insights about who you are, about what life is. When courage stirs, it delivers the strengths you need but didn’t know you had

      Drivel as abstraction, abstract drivel.

    1. instant connectedness

      should we have a set of words that describe the gradations of connection in online communications? Contact might be the least connected and collaborative might be the most? Connection is not a monolithic word. It is damnably nuanced. It has both negative and positive connotations. What are we to do?

    2. Focusing on the learner, not just the learning, shifts the focus to a larger moral imperative to embrace the opportunities to educate and empower the students in our schools and classrooms in powerful ways.

      I am sorry, but this jargon sticks in my throat. I don't know what 'larger moral imperative' means. It seems to me that a smaller moral imperative is still an imperative, neither big nor small. This is what kept me from reading all of Couros's book. Too much jargon. I know it is a powerful personal bias on my part. I wish it wasn't so but there you have it. I kept wanting to ask him, elaborate or give me a fer instance or I need a concrete example. School is nothing to me without the concrete. Abstraction is a tool for seizing power or so it has come to mean that as I have experienced it.

    3. Why blog?

      HOMAGOSO

    4. to become “distinguished”

      I have absolutely no desire to become distinguished or proficient or any other measure other than helpful and serving others.

    5. Get feedback, and keep learning.

      I am thinking here that we learning by crossing boundaries and barriers. We reflect outside of the boundary (blogpost/tweet/FB) and we reflect inside the boundary (self-thoughts, private journals). The learning happens for me when I cross the margins and borders. If the boundary is impermeable, well...no learning. This is the part of connected learning theory that I would like to look at more--permeability and community and connection and learning. Or to be a little more legible, the necessity of a commons to learning.

    6. Perhaps teachers could “learn twice.”

      Reminded for some reason of carpenter's adage: measure twice,cut once Reminded of the question in Crhis Offut's short story, "Sawdust": where does the sawdust go in a math problem? Reminded of Thoreau's observation about wood--it warms you twice, once when you cut it and also when you burn it.

    1. "socialize gains and limit losses"

      lots of paths of least bad effect and some good effect

    2. And more communication is not the answer (at least not the whole answer). 

      An astonishing throwaway observation that fits in with my own recent interest in how even the atomic level of the net, blog posts, can be generate so damned much signal that it becomes big noise.

    3. herd the various knob-turnings/tweakings in a chosen direction.

      reminds me of the cliche "herding cats"

    4. grok

      puhleeeeze, stop using this non-word.

    5. scale-effects blindness

      Another term of art that I did not know but which makes sense especially in terms of the kind of work that needs to be done after the initial push of work on any project or discipline.

    6. Why's that company so big? I could do that in a weekend

      Rather marvelous exploration here especially near the end where we get the telling binary of "work" v "happy path". Work is error correction. Happy path is...well, it is the raison d'etre for the project. It is the thing that once done is thought forever done. T'aint necessarily so.

    7. In a complex system, the cumulative effect of a large number of small optimizations is externally indistinguishable from a radical leap.

    1. Educating for Democracy in the Digital Age

      high proportion of edspeak here:

      Initiative fully leverage potential address engage opportunity structure students’ commitments and capacities leveraging best practices civic learning opportunities action steps impact

    1. Powerful parables work.

      The pupils of the Tendai school used to study meditation before Zen entered Japan. Four of them who were intimate friends promised one another to observe seven days of silence.

      On the first day all were silent. Their meditation had begun auspiciously, but when night came and the oil lamps were growing dim one of the pupils could not help exclaiming to a servant: "Fix those lamps."

      The second pupil was surprised to hear th first one talk. "We are not supposed to say a word," he remarked.

      "You two are stupid. Why did you talk?" asked the third.

      "I am the only one who has not talked," concluded the fourth pupil.

    2. "empathy hat"

      I thought this said "empty hat" at first and then it morphed into "empty heart" and finally into "empty art". What does this have to do with empathy hats? It does not follow. Yet it does follow "as the night the day, Thou canst not then be false to any man."

      https://www.youtube.com/watch?v=sXS2esgBvxQ

    3. What does it mean to develop a "digital identity", find your "voice"?

      It means, it signifies, it is without praise or condemnation what it is.

    4. None of Us Are Free

      Well you better listen my sister's and brothers, 'cause if you do you can hear There are voices still calling across the years. And they're all crying across the ocean, And they're cryin' across the land, And they will till we all come to understand.

      None of us are free. None of us are free. None of us are free, one of us are chained. None of us are free.

      And there are people still in darkness, And they just can't see the light. If you don't say it's wrong then that says it right. We got try to feel for each other, let our brother's know that We care. Got to get the message, send it out loud and clear.

      None of us are free. None of us are free. None of us are free, one of us are chained. None of us are free.

      It's a simple truth we all need, just to hear and to see. None of us are free, one of us is chained. None of us are free. Now I swear your salvation isn't too hard too find, None of us can find it on our own. We've got to join together in spirit, heart and mind. So that every soul who's suffering will know they're not alone.

      None of us are free. None of us are free. None of us are free, one of us are chained. None of us are free.

      If you just look around you, Your gonna see what I say. Cause the world is getting smaller each passing day. Now it's time to start making changes, And it's time for us all to realize, That the truth is shining real bright right before our eyes.

      None of us are free. None of us are free. None of us are free, one of us are chained. None of us are free.

    5. "My humanity is bound up in yours, for we can only be human together."
  4. tachesdesens.blogspot.com tachesdesens.blogspot.com
    1. For me and many the only way out is through. For me it was through a postage stamp of ground that even after 30 years I am only on a nodding acquaintance with.

      It has taken me this long to discover only this and these very littles: https://www.youtube.com/watch?v=vsu_dCr2VGg

    2. It is a privacy of sorts: this page, my thoughts, these words.

      Isn't it pretty to think so? Who owns your blog? Who mines your blog? Who owns the memory spoor that is your blog? The googazonbook knoweth.

    3. Does God read crude graffiti?

      God is the Panopticon. Her commandments are the graffito of our lives made cog-like in our mind's gearing. Lock the gates.

      https://www.youtube.com/watch?v=D0IO9EIWJ4w

    4. "The Panopticon must not be understood as a dream building: it is a diagram of a mechanism of power reduced to its ideal form." Michel Foucault.

    5. Greenwald demos why he is so important.

    6. I am reading your post backwards because I can.

    1. playing with Canva before taking the time to watch video tutorials. So I recommend you do just that – watch the tutorials to save time and frustration.
    2. Canva

      Love the font. I don't remember seeing that one on Canva before.

    1. speaking truth plurally.

    2. in the Renaissance

      Yes, in the Renaissance, but what about now. What constitutes "thinking and speaking well" at this moment? Does it also included Instagram/Snapchat/Cartooning/Meme-ing/Soundclouding/Zeega-ing/etc?

    3. apparently rigid educational system could, paradoxically, induce liberated thinking.

      This is an impossible assertion to prove or disprove. Don't know where you go from here in a conversation other than to say perhaps Shakespeare was the hardy outlier who was liberated in spite of not because of.

    4. Yet this system somehow managed to nurture world-shifting thinkers

      I would say "in spite of" here because there wasn't much nurturing. Psychologists have a term for this: hardiness. Others call it resilience. I think the best term for it is Naseem Taleb's--anti-fragility.

      https://science360.gov/obj/tkn-video/fb4adc92-1b7c-4ace-8a9e-1f7bacf8adbc/fragility-robustness-antifragility

    5. You’ve been cheated of your birthright: a complete education.

      Also, you have been deprived of the right and the skills to make your own education.

    6. you’ll hear how engaging with the past generates rather than limits.

      I think that templates within their limits can be generative as well. I use Graff and Birkenstein's They Say/I Say as a text to help students begin to create from nearly nothing to, I hope, something. The problem comes when my students don't get enough time to generate and practice and learn from what they make. Not...enough...time.

    7. domineering pedants.
    8. Got a nice email back from the author.

      Dear Professor Elliott,

      Thank you for sharing my essay “How to Think Like Shakespeare”:

      http://www.chronicle.com/article/How-to-Think-Like-Shakespeare/237593

      I appreciate the notice.

      Yours sincerely,

      Scott Newstok Department of English Rhodes College www.rhodes.edu/newstok

    1. changing the conversations

      shuffle the deck

    2. I pointed out

      Blindspots revealed?

    3. None of the conversations were scripted, programmed or determined by myself (the teacher)

      understand

    4. The people were all engaged

      observe

    5. informal meeting of the minds

      anti-strategize with loving chaos.

    6. Dancing in the wild.

      And dance.

    7. moved from group to group

      cross fertilize, put aside your discipline.

    8. shared

      Then share

    9. come with food

      Break bread.

    10. sat down together

      Sit with folk.

    11. It was a beautiful afternoon of an "Indian Summer" on a grassy plateau in the Massif Central.

      Find a congenial space.

  5. Sep 2016
    1. This is well worth dwelling over, wallowing in, arguing for and against and neither.

    1. For our PE website, the world is not our target audience.

      For some of us, we have a target audience but we never reach it anyway. Wrong target prolly.

    2. a parent celebrating

      Often we celebrate the extraordinary (or what others have defined such). We reward a few teachers or a few students. We celebrate these saving remnants when we should flip the celebration and its story.

    3. Which story are we telling? How will our students benefit? How will this grow our teaching, expand our repertoire, and/or contribute to the community?

      I think I am guilty of telling my story through my students rather than their story. I think that is the default position. So now I need to figure out how to stand where there story lives. All it takes sometimes is one small shift in stance to see a brand new world or to step out of your blindspot.

    1. The world of work demands individuals embody  these skills but our actions in schools still rely on antiquated policies, procedures, and structures which have prevented us from aligning a vision that creates the desired culture and experiences.  It’s critical that we rethink why, what, and how we learn in schools for students to thrive in the information economy of today and tomorrow, not yesterday.

      You cannot industrialize these 'skills'. They are not monolithic things to be pulled apart on the ground and put into students heads like gears. The whole approach is wrong here. The skills we are talking about here are ways of being in the world. And there are many ways, for example, of being a "complex problem solver". Out of context, creative problem solvers are like pundits, expert ignoramuses. See Nicholas Taleb here.

    1. Of course all structured development isn’t irrelevant. Sometimes it is vital and the best way to help people improve.

      Maybe we could develop reading/writing/numerating/citizenship/tinkering schools?

    2. Typical offerings to prepare our future professionals reflect the dominance of the course as virtually the only the mechanism to get any attention.

      The idea of a course is sucking up all the oxygen in the room, a room that isn't really a room anymore, but a semipermeable space, connecting and connected, a node, a synapse.

    1. Was hoping somebody might drop by and annotate a hello. So...I am saying hello to my past self from my future self. Exactly, I am a time travelling and making notes here. Who knew? Time travel is a bit of a bore.

    1. o create a better version of school than what I experienced.

      Or to put a force field around my students for at least part of the day, a force field of curiosity and passion, the most powerful in the universe.

    2. Seth Godin

      How in the name of Odin did this guy get such a wide following. Jingoistic. Narrow. Motto-fied jibberish.

    3. innovator’s mindset

      I haven't read the book, but I admit to a deep distrust and even exhaustion with these words. If he had added 'disruption' to it, I think my mind would be officially blown. BTW, is it even fair for me to critique out of context. Yes and no. Unfair? Yes, but who said life is fair? No, it is never unfair to remark upon the efficacy of jargon.

    1. Ultimate Guide for Becoming an Idea Machine

      I do this exercise on a semi-regular basis especially when I am feeling a little "parched" for creativity.

    1. 4. MAYBE QUIT

      Birbiglia warns, "There is going to be an insane amount of work ahead, and your time might be spent better elsewhere." And he quotes Angela Duckworth who argues that this is the better question: "In what way do I wish the world were different? What problem can I help solve?"

      If that doesn't thrill me, then I should quit. I tell my students this all the time, if the research question doesn't thrill you--quit. Time to eat my own dog food. Hmmm, yummy, better than I thought.

      https://www.youtube.com/watch?v=IA-rIhvpNGQ

    2. 3. LEARN FROM THE FAILURE

      Who will be my editor? This is not something I have asked my learning community to do. Is it something they would like to be put upon to do? Perhaps I need to ask others, my own revolving "dissertation" committee that would actually be useful. Who could this be? Academics need not apply? No, I need a broad spectrum of folks who aren't afraid to be honest.

    3. 2. FAIL

      Everything I do feels like a failure of some kind. Especially if no one seems to take me up an opportunity to collaborate and learn. I just need to get used to the idea that folks don't get why I was put here like I do. But failing alone is not what we want. We want 'failure toward' something. Or perhaps it is falling toward something. We get up and take more steps and then fall again. Until...like the stupid babies that we are, we keep upright and walk, unsteady but better each time we arise. After that the falls are more spectacular, bur more ...edifying.

      One set of steps I need to take is toward longer form work and toward my regular production of poetry. I live in an academic environment that does not value that in folks like me. I am viewed as a self-publishing dilletante as I do this. So be it. It is more important for me to do than to get folks to attend. That will always be a fail, this attention whoring, this marketing of one's 'brand' in the service of mammon. So...I will write and publish more poetry and begin some longer term projects.

    4. 1. DON’T WAIT

      Every morning as I prepare for class and every day that I have time to explore new ideas (and old ones, too), I should do so and share them. Write posts, write tweets, do screencasts, do hangouts. Do anything. Offer to do anything as long as it gibes with what you want to bring into the world and with what is asking to be born into the world. The only think I know that fits that description is my own voice and self and take and stance on learning in the world. Right or wrong. Mine.

    1. it takes a journey.

      A feldgang into the future, to live there where the eco thrives.

    2. how do you do that?

      The purpose of the course? How?

    3. if the number oneleadership challenge, as I said, is to move stakeholdergroups from ego-system to eco-system awareness,

      His thesis, his is an attempt to motivate a saving remnant, the leadership class? Or is it to build capacity with these new tools for a new leadership class?

    4. situated in the realities of this century.

      Are these future realities or current ones, at the in-your -ace, problem level or at the source level?

    1. academics

      ugghhh, such an ugugugly word. a thing drawn from the tongue like yellow jacket stinger.

    2. I rather regret watching Donna Lanclos and Dave O White's keynote at ALTC.

      I don't regret not watching. I don't regret saying to myself, "I will always have the time I spent not watching, sitting on the porch swing, drinking good coffee, sensing the passing show of the seasons. We makes ours choices and takes our chances. Con-se-quences.

    1. I would love to know what your students are taking from this into their lives. Are they practicing varied literacies toward the same purpose? Are they arguing with pix and text and then making the same argument with video or gifs?

    2. literacy practices allowed (or kept) them to be mobile across spaces and time.

      Each literacy practice has is joys and sorrows, its constraints and affordances.

    3. the ‘_________ literacies’ phenomenon

      Words are just handles on a hot skillet, better to have them than not, n'est-ce pas?

    4. is just a smattering of the literacy practices

      Is all action and being literacy? Seems like piracy to me, but I'm ok wi dat.

      https://www.youtube.com/watch?v=vnGDQ7Rk-pQ

    5. “It’s like we are constantly being literate. Even if you are just thinking, you are making sense of a text of some sort or another.”

      Literacy as a state of being as well as one of doing. Dobedobedo.

      https://www.youtube.com/watch?v=hlSbSKNk9f0

    1. whose rules are we playing it by?

      DNA, emergence, and exaption.

    2. "life is a game."

      Life is an infinite game played for its own sake until we die. The game carries on and just another name for something else that cannot be named because it is everything.

    1. Hasn't this been fun? But what does it mean? Where could this go, how could this go? Is there a way to honor the conversation further? Open it up more? Collaborate on something inspired by this? Or just let it ride the ether, a leaf, a dust mote, a mayfly with its one day?

    2. to slow down

      slow reading=close reading, for me it is a point of honor for the reader to give the writer consideration and care and concern. Reciprocation.

    3. This is a mindset I mean to practice daily in my digital routine and in my blogging.

      Here is mine:

    4. informed, thoughtful, and willing to stake a claim on an idea

      Mais oui, monsieur.

    5. The first job of the writer is to familiarize herself with this conversation. The second is to join. Blogging (and technology) has made joining possible for a much wider range of voices than ever before.

      Part of my education on online learning has been discovering that there is no first and second here unless you want it to be. I have discovered that they are simultaneous for me if I want it to be effective. This is why I leaqve so many MOOCs unfinished. It is because they are totally hierarchic, constructed and rendered unto the learner as a whole thing. Dreadful.

    6. the most amazing technology humans have devised in order to express themselves: our language.

      At first I thought yes, I agree, but then I thought that to call language a technology is to diminish language. Tech is not hardwired in our brains yet. Language appears to be. For example, I think of metaphor as a poet's tool, but I also know from the work of Lakoff and Johnson that metaphor is a description of what the brain through language does.

    7. I disagree completely with the assumption

      I do too, but I think maybe Ryan is hinting at something else,perhaps how Twitter is so unrelentingly bad at nuance and long form discussion--just look at any chat and see the dead end that most of them are. You cannot base a citizenry only on these short form conversations. You might be able to start them and then move them to places like this annotation space or f2f video or blogs (barely, if you have comments turned on) Plenty of inadequacy in blogging as well especially the fact that no one feels obliged to either respond in the margins or (and this is the one that really gets me) in their own comments section. I do think that part of the citizenship of blogging is making sure the fucking comments are on.

    8. Mindset

      Carol Dweck and all her minions have ruined this word for me. Reducing all the aspects of one's being to some manageable this-and-that. Complexity will bite you in the ass if you do that?

    9. I am weary of the calls for "digital citizenship" training in schools because these calls usually have a limited focus: how to be safe, how to maintain privacy, how to cultivate your brand. I find that last one particularly irksome.

      They are not about citizenship. Citizenship is about duty and obligation, one to the other. It's like being an EMT--you can't just "treat" the ones you like. All or none. Either we are all citizens or eventually we will all be prisoners.

    1. "Blind Orion Searching for the Rising Sun"

      Here is an image annotation tool to share a discussion about the art here? ANd by sharing I mean asking questions, answering questions, observing, generalizing...the full catastrophe.

      BTW, what should be the end results of this conversation? A collaborative transcript and reflection? Begin with the end in mind or just grow the result like a crystal?

    2. An article tailored exactly to social annotation, yet the crickets blare their silence. We are called by Byrne to attend, but I can't see any comments. This is one of the most serious problems with online life--we live in a zero sum 'attention" world. There is only so much to go around, but that attention is neither honored when lavished or respectfully asked for. We invite people to attend (or at least Byrne did) and we do not attend or at least not for very long. And what happens to the products of attention once they have been given? I think that the person who asks us to look is duty bound to make sense in some way, to curate the responses into something genuine. The responses should not be allowed to just languish in the margins. I find the digital "look at me, look at me" attention culture we live in is...shallow and devious. Is the time I just spent here, is the attention and energy I just gave justified by the request to be here? It might be. It is a paying forward of Byrne's worthy writing, but I want it to mean something more than that ethical and intrinsic value. I want the question to be a quest.

    1. There are different testing styles. Like some people will write a paragraph in one text, while others, will hit send everytime they would have taken a breath had they been saying those words

      Now this is a fascinating possibility, texting for some is an almost direct oral crossover from speech where you hit enter "everytime you would have taken a breath"

    1. Digital Pedagogy Lab

      While I found your attempts to include me as a virtual participant, if I had not insisted, I would not have been included. And Digital Pedagogy Lab was not particularly inclusive nor were the other f2f participants in the channels that were available to me. In fact I felt that my marginal questions were considered invasions of the space, subversions of their private and closely held conversations. Could I have tried harder? Of course, but the ignoring, the not listening and the inevitable silencing of this white male was felt as well

    2. open online spaces

      What is an open online space? In a world where half of the world does not own a cell phone, what definition of "open" and "online" even makes sense?

    3. everyone’s responsibility to listen and care and support marginal voices.

      Why is this so? Responsibility is a heavy word.

    1. online realms

      Is paper a realm? Have never thought of it that way. Every medium is a realm? Is it helpful analytically to make this distinction? Similarly, it is helpful to make the same distinction between digital and not digital?

  6. Aug 2016
    1. blind swordsman
    2. or even smart work.

      Glad he addresses the corollary to the first myth: work smarter not harder. I...despise...that expression. Substitutes one boomer value for another.

    3. Changing human lives in some small but significant way. Really giving, affirming, improving life.

      What matters?

      changing human lives for the better

      really giving

      affirming and improving life

      A lot of vaguery here. Let us get specific on this Hackpad.

    4. That’s not to say billions of dollars will shower down on you from the sky if you do. Bur

      How doing something that matters matters. Well, put and very humble. I love the one that says, "If in matters it won't kill you."

    5. So what does? Doing something that matters.

      Amen. "Hard work" is one of those powerfully foolish abstract nouns. Don't let it hold sway.

    6. I know plenty of people, especially young people, who’ve worked themselves to the bone. Educationally, professionally, personally. And guess what? There’s no pot at the end of the rainbow anymore.

      Millenial experience as opposed to Boomer values. Be a flaneur

      https://vimeo.com/19873779

    7. recapitulation

      If you do a cursory look up of the word it is wide ranging across many disciplines--in more general terms, a recapitulation is a mapping.

    8. Hard Work Doesn’t Equal Success. Mattering Can Transcend It.

      Imagine that. Cool.

    1. analyzing process points

      Feedback and assessment. Is this another one of those false binaries? I'd argue not. The latter is what the USDA does in a meat packing plant. The former is what a chef might do if she could advise her lamb provider how to grow a better quality lamb for her restaurant clients. Yeah, I know, that feedback doesn't exist. I don't think assessment is moving in another direction unless it moves toward feedback and away from ...assessment.

    2. keep calm

      This is the best advice of all. How often do we advise students on the emotional temper that we need to have when we write? Shouldn't that be part of any "template", the emotional design?

    3. the process is more important than the product, most of the time

      This binary is the bane of our profession. It's all process and its all product. Is this a distinction without a difference?

    4. it’s an intentional design of the classroom experience to help students explore writing in different angles, with different strategies, for different reasons.

      I know this is what we do as teachers...we design. We construct 'safe' environments for students. Up to a certain age I think the only skin in the game that learners should have is what they decide to ante up themselves, their passion for learning, no grades just observations. But at some point, they gotta eat some dirt. I am not for throwing kids in the deep end (see this week's This American Life: http://goo.gl/NfuhNo) but that scaffolding has got to come down at some point and their ladders have to come out. It may be a weak analogy, but they have to get strong. Tools like Troy Hicks MAPS are just that, a tool. There are others. Like weight training regimen, most of them work until they don't. Why? Because we don't make them our own. It is somebody else's template. And that is fine up to a point. I can rarely get folks to agree with me on this, but in the end learning must be personal and mostly idiosyncratic. And by that I don't mean that all learners are iconoclasts but rather that all learners worthy of that name have their own style, angle, strategies, and reasons. You must move past the intentional design to an internal design that is you, unique as your voice and as singular as your brain waves.