1,695 Matching Annotations
  1. Nov 2016
    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


    4. professionals


    5. teachers


    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.

  2. 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?


    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."


    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."
  3. 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.


    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.


    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”:


      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)


    4. The people were all engaged


    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.

  4. 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.



      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.


    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.


    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?

  5. 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


    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.

    5. we teachers need be doing the technology, too

      I asked my students last week what kinds of apps, programs, web links they could be showing me. I said to put them up on our Twitter hashtag, on our Remind account, on a Hackpad I have set up, on a G+ community "we" are using. My hope is that with many redundant channels the message will break through my thick skull. THEY DO NOT KNOW THAT THEY HAVE A UNIQUE AND CLEAR SIGNAL THAT IS WORTH SHARING.

    6. nodding my head here

      Me, too, but for a different reason. Hindsight is perfect. We justify ex post facto. History disposes, turning facts into what it says is truth. The quote by Sibberson is actually quite nuanced, a helluva lot more than my teaching is. Franki says that writing in the classroom is a conversation, one that by definition is at least a two-way channel. Too true, but the devil of facilitating that channel is in the details that are always shifting underfoot. No one way. No true way. And the truth that I have discovered (notice that is a little "t") is that most people given half a chance are not particularly passionate about writing. Most aren't given even half a chance at any point in their reading and writing 'careers'. I am still figuring out at the university level how to promote passion or, failing that, how to instill an attitude of careful craft. I work with students who have been failed in horrendous ways. They are categorized as students who need remediation. Ugggh. Never. What Sibberson advocates for here is more close listening to the channel, more careful translation, more careful risk-taking. It is hilarious (and sad) how badly words fail us as we try to share with each other how to do that. Hilarious and sad.

    1. I don't know how to respond or if I should respond. I guess I already did. Fuck it, dude. Let's go bowling.


    2. "We tend towards disorder."

      No shit.

    3. A sort of rythm which plays free jazz-like between our lines.
    4. punctuated by moments of ridicule. 
    5. "What happens when we transmit the repeated message, You are broken, here let me fix you? or worse, Shh, let's ignore all it and be happy?"

      Eitherororneithernornor, such forks are horrors

      Forks Charles Simic

      This strange thing must have crept

      Right out of hell.

      It resembles a bird’s foot

      Worn around the cannibal’s neck.

      As you hold it in your hand,

      As you stab with it into a piece of meat,

      It is possible to imagine the rest of the bird:

      Its head which like your fist

      Is large, bald, beakless, and blind.

    6. laugh weakly

    7. struck by a vision.

    8. I really hate this fucking song.
    9. The fucking walnut veneer, brass handled drama freaked me out.
    10. centre cannot hold

      It can hold, it does hold, just not forever.


    11. Things fall apart

      “If you don't like my story,write your own” ― Chinua Achebe, Things Fall Apart

    12. a raw post

      raw...like meat...like real...like Iggy


      Dance to the beat of the livin dead Lose sleep, baby, and stay away from bed Raw power is sure to come a-runnin' to you If you're alone and you got no fear So am I baby let's move on out of here Raw power is sure to come a-runnin' to you Raw power got a magic touch Raw power is much too much Happiness is guaranteed It was made for you and me Raw power, honey, just won't quit Raw power, I can feel it Raw power, it can't be beat Poppin' eyes and flashin' feet Don't you try, don't you try to tell me what to do Everybody always tryin to tell me what to do

      Look in the eyes of a savage girl Fall deep in love in the underworld Raw power is sure to come a-runnin' to you If you're alone and you got the shakes So am I, baby and I got what it takes Raw power is sure to come a-runnin' to you Raw power got a healin' hand Raw power can destroy a man Raw power, it's more than soul Got a son called rock and roll Raw power, honey, just won't quit Raw power, I can feel it Raw power, honey, can't be beat Get down, baby and a kiss my feet Everybody always tryin' to tell me what to do Don't you try, don't you try to tell me what to do Everybody always tryin' to tell me what to do Don't you try, don't you try to tell me what to do

      Raw power has got no place to go Raw power, honey, it don't want to know Raw power is a guaranteed O.D Raw power is laughin' at you and me

      This is what I wanna know Can you feel it? Can you feel it? Oh, honey, feel it Can you feel it? Can you feel it? Can you feel it? Raw power Raw power Raw power Raw power Can you feel it? Feel it Raw power Raw power Raw power Raw power Raw power Raw power Can you feel it, baby?

    13. Seizing the perimeter

      Perimeters. Landscape. Equilibrium. Look out. There be rocks, abstract noun kraken tearing apart the ship of feeling. What a gavotte, a fucking Morris dance that I can't dance.


    1. tell better stories and translate boring data into beautiful visual content right in your browser. Share or download using our all in one easy-to-use editor.

      looks pretty versatile



    1. Adding this as a test of stuff and things and orphans.

      final test of the thngy for the thingy

    2. "oh, i don't know."So...I am aware to some degree or other about othering. Now what? Curated by tellio.

      testing the orphan tab

    1. "oh, i don't know."

      So...I am aware to some degree or other about othering. Now what?

    2. The other.

      I like to think of this word in one of its earliest meanings: either.

      The word and its world is locked in a yin yang. And why not? We are bipedial, binociular, binary brained, two-handed. The other and othering is embodied. Utterly. The world on the other hand (you see) is manifold, multilateral, messy and amusingly non-compliantly

    1. Thanks for giving me a venue to vent. I just spent hours upon hours that I won't get back trying to engage with folks who don't really care about me except to other me with their ideas of white male privilege. Yes, I am white and privileged because of that. OK, now what? Do you want me to change? How do you want me to change that condition? Of course this is tripwire territory. I don't give a shit. Let the claymores jump up to chest level and do what they do best.

    2. Is it so difficult to [under]stand?

    3. Twitter wouldn't do.

      You can't talk to a hashtag.

    4. A remark of Jesse Stommel came back to me.

      I think Twitter is Google's Stupid Translator. Then again I think of journal articles as Stupid Expanders.Words are hopeless hooligans but I'm with them as long as they buy the first round.

    5. Shriek.
    6. Shriek.

    7. Shriek.

    8. who has no doubt spent hours preparing for this moment.

      YOu can't close read reality as it happens? That is what the gut and the soul are for--those wordless, non-complexity reducifiers?

    9. Shriek.

    10. Shriek.

    11. No, words just won't do...

      Yet...they just did. Words about complexity reduce complexity. so....fucking....what.


    12. reduces complexity.

      Well...fuck. I guess thinking reduces complexity. Don't let complexity be the enemy to doing shit.

    1. connect to issues of identity and difference that are pressing within the US.

      Yes, there is a tendency to consider the US as monolithically privileged in these conversations. It is not. I live in a rural area that is extremely lucky to have any utility service at all. If it were not for the New Deal in the 1930's and the development of rural telephone and electic coops, there would be no internet in the boondocks. if we had to electrify the boondocks today, certain political elements would shrug and say, "I got mine and the devil take the hindmost." We are not all the same in the US.

    2. You can watch live (or recorded) at this YouTube link (we hope YouTube works or at least streams well enough in your country).

      Ever consider using Periscope or one of its variants for doing adhoc livestreaming from #digped? I know I am fond of laying extra work on youse guys, but perhaps we need to have a streaming jockey at conferences--and there only job is adhoc, getting the flavor of the conference, person on the street interviews.

    1. more than 1,500 educators and leaders of public, private and charter schools

      Do you even need teachers in this system? Perhaps we will call them concierges and pay them like Trump would pay his hotel and casino workers. You would certainly need more of them under any kind of coaching, mentoring regime.

    2. used

      This is the difference between these two products. The agency is direct with Google. I use Google Classroom. Here it is flipped. Facebook uses you and your inputs to filter out--what? Is there any proof that what FB filters is connected well with the incredibly complexity of learner curiosity and passion. I can only say that Zuckerberg and his minions must have poured over Skinner's pigeon experiments because now he is giving us all the bird.

    3. The idea is to encourage students to develop skills, like resourcefulness and time management, that might help them succeed in college.

      I am assuming that there is strong data that establishes a strong correlation between this LMS and resourcefulness-timemanagement-college success? How many acts of faith can dance on the head of a pin?

    4. student-directed learning system

      How can they say student-directed. It's a Facebook algorithm.

    5. Facebook is out to upend the traditional student-teacher relationship.

      Which student-teacher relationship? It is not monolithic. The power relationship? The sharing relationship? Or the whole relationship? When they are done will there be teachers anymore? If it can be done by a robot algorithm then is should be done by a robot algorithm?

    1. The image represents all participants converging to create a mesh of resources and opportunities.

      Not quite. There are two other classes of participants: lurkers and virtual connectors. I am one of the virtual participant who is both allied to one of your inner circle of participants, @vconnecting, and as a free agent. For example, I wanted to share the keynotes via the video annotation cloud program, Vialogues.com. For some reason they are unembeddable, Your cloud tag of participants has an impermeable boundary that keeps my message from getting through. I finally did make contact with @cogdog and Alan tweeted out some support. As of now...no response. Is this because you have a pre-set mesh, is it because the IRL demands of the institute demand inner focus, or is it because designing for virtual participation was at best an afterthought?

    2. people making connections in serendipitous ways.

      I am drawn to the work of James C. Scott, Seeing like a State. The best summary of his idea of legibility is on V. Rao's web site Ribbonfarm. Since we can also annotate with images, the one on that site from Scott's book is dispositive.

    3. Thanks so much for doing this Chris. For those of us who are connecting virtually these road maps help us quell the FOMO and embrace the JOMO.

    4. ways in which institutions marginalize people

      My attendance as a virtual participant makes me connect with the marginalization of those who are on the outside looking into #digped. It is unconscious for the most part and mitigated by the work of folks like Virtually Connecting. I understand the distraction and pressure on organizers to satisfy the needs of those who signed up and attended. In truth, they are in the first class seating. Unless you do serious pre-planning or a separate virtual institute, well...you get what you get. It does, however, violate my own personal online ethos

    1. Carry On!

      Haven't read this in years. I had Service's selected poetry when I was in junior high. Loved it.

    2. colossal Wreck

      I feel the weight of the zeitgeist sometimes and think I know what is going to happen. Or I think I know what I want to happen. But I feel so much like a man from the future viewing the throne of Oxymandias. Instead it is limestone building with stone columns with the names of long dead white guys inscribed in stone on the frieze. My building on my campus...

    1. bulwark of uselessness

      LOL, the more purely useless, the more potentially useful.