1,649 Matching Annotations
  1. Apr 2016
    1. the Department will relyonevaluations of teachingby colleagues in the Department, student feedback, anddata submitted by the candidate

      colleague recommendations? other data besides SITES

    2. We also recognize that new technologies have created opportunities inside and outside the classroomto improve student learning. The department values innovative and successful teaching in both traditional and technologically enhanced classes.

      describe an exemplary lesson? describe an exemplary course? Describe an exemplary service moment?

    3. fall under the heading of teaching expand beyond the traditional classroom

      how much can this informal part be a part of the process.

    4. Candidates must provide documentation that illustrates their achievements in teaching, research, and service, including SITE evaluations.

      what documentation will we expect?

    5. eaching, research/creative activity, and service

      teaching and service--service to university, faculty, students?

    Annotators

    1. Dave Cormier

    2. "In search of a new resilience for learning."

    3. a few words that I am hearing at the moment

      One of my favs is "college and career readiness"

    4. I try to think back a few years...
    5. Rationalisation.

    6. Resilience or Resistance?

      “The general principle of antifragility, it is much better to do things you cannot explain than explain things you cannot do.” – Nassim Taleb

    7. Resilience.

    1. I hope you'll share this story through your own networks

      I learned about:

    2. Probably, because they are "too busy" with the work of connecting youth and volunteers, and collecting information to convince donors to continue supporting them.

    3. or to help new programs grow in other places.

      OK, we need you to take six months away from your busy schedule to write this book: "Rules for Radical Digital Community Organizers" written by a kinder, gentler Alinsky-like leader--Daniel.

    4. On the Mapping for Justice blog I've been posting articles pointing to other data portals. I also created a concept map, showing some of the portals I have found.

      Daniel has been modeling this digital community organizer role for as long as there has been a graphical environment. I know that he has paired with some folks at Indiana University to help with his work and would love to hear how that is turning out.

    5.  I recognized several years ago that adding layers of information showing arts/tech would enable users to know where such programs were located, and where more are needed, but I've never found the resources/partners to build this level of understanding.

      I think this is a profound question you have raised: building levels of understanding, how to do it. The understanding comes from the connectivity, connectivism at work, right? Now I see why you valued your time at CLMOOC with folks who know that knowledge, learning and ultimately wisdom are the result of interaction, relating, sharing, playing and being in a shared space. In areas of poverty, that is the richest resource--each other and what we can make together. You can substitute a lot of capital with human caring and sharing. A lot. We need digital community organizers. We need them badly! Stand aside, Obama, and make room for the Digital Community Concierge

    6. the Chicago Tutor/Mentor Program Locator, created by my organization in 2008,

      Everything appeared to work for me. I assume that you need volunteers to update information. Ideally, you need API's that help you do that automatically. This represents a real opportunity for someone to help you automate your system. Or...scary thought...rebuild it. The problem is always how do we keep up with the data. Since this "keeping up" represents a huge investment in time (hence, dollars) I can appreciate your difficulty.

    7. Virtual Corporate Office presentation

      William Gibson's aphorism--the future is here, just not evenly distributed--applies here. I appreciate how Daniel sees Little Black Pearl's work and attaches his own to it--as in "Let a 1000 little black pearls grow." What he likens learning (the tutor/mentor connection) to is company distribution system. Corporations could be that learning distribution system. Any organization could be part of that distribution system. It is a profound piece of a new way of looking at learning as apart from schooling. Let's get to evenly distributing Daniel's ideas. They deserve a much wider listening circle.

      .png)

    8. videos like this,

      This comment taken from the YouTube comments section: "We did this 8 years ago! Cabrini Connections has a great place in my heart. If it was not for them I probably would have been in the gang. Now I graduated from Moody Bible Institute and plan to live overseas."

    9. Below is a video shown

      What he says.

    1. “It’s the unending, gratuitous, punitive increase in prices that is driving all of this,”

      Not finding the source for this quote. Only people referencing this article

    2. New America Foundation.

      WTF! My bs radar just exploded

      https://youtu.be/NtLycerCLYU

      Check out this [ultra right online mag](http://www.frontpagemag.com/point/211813/obama-and-soros-funded-liberal-think-tank-promotes-daniel-greenfield#) about this fouindation. Ugly writing.
      
    3. average student now leaves school owing
    4. mortgage crash
    5. Forty years later, in 2010, it accounted for 11 percent

      Here is a graph I found. Actually it is worse in some states than others.

    6. Between 1950 and 1970

      Paragraph about "facts". As a critical reader we need to investigate the facts and how they are interpreted. As above with the facts about profits being made my government so too here about percentages of family income and percentage increases of the CPI. Anybody up for looking instead of just taking him at his word. A good critique needs to explore facts and their fair use.

    7. Why was college so expensive?

      Again, uses question as transition. Try it sometimes. It works. Helpful to reader and writer.

    8. the sticker price

      Collinge agrees with Taibbi--it ain't the car loan interest, it's the cost of the car.

    9. Collinge – who founded the website StudentLoanJustice.org

      See link above or here.

    10. first in the history of drunken bullshitting

      You funny, Taibbi.

    11. Collinge

      What Collinge did

    12. His whole life was now about his student debt.

      Brilliant way of summing up what was said above.

    13. Collinge’s creditor,

      the particulars of the horror story

    14. a thirtysomething scientist named Alan Collinge

      First story. had a dream and invested in himself found a job lost his job couldn't find as good a job couldn't repay student loans.

    15. Why is this happening?

      Taibbi uses the same trick as before to transition to the "why" question, why is America acting like a vampire? This 'vampire' metaphor reflects another article Taibbi has written about Wall Street in which they are described as vampire squids.

    16. the government actually stands to make an enormous profit on the president’s new federal student-loan system, an estimated $184 billion over 10 years,

      The other major bad actor according to Taibbi is the Department of Education and its predatory lending wing. If you look at one of the background pieces above (http://www.nationalreview.com/corner/356551/what-profits-rolling-stones-matt-taibbi-misunderstands-student-loans-jason-richwine) you will see a different view about this number (even though the article agrees with much of what Taibbi writes).

    17. these little regional economic empires, the federal student-loan system is essentially a massive and ongoing government subsidy

      Student loans fuel everything. And if the legislature cuts university funding, then the university just makes it up with increased tuition. Students (aka taxpayers) go further into debt in what amounts to a tax increase on "users".

      Where's the money, Lebowski?

      The students have it (or they can borrow it). The conclusion that we can draw from Taibbi's analysis here is that public higher education is no longer seen as a public good paid for with public money. Western Kentucky University gets less than 20% of its budget from the state.

    18. First

      Note how simple and effective this kind of transition is. He says in the paragraph above that there are two major actors to blame. Then he takes the next to paragraphs to point the finger of blame where the real responsibility lay.

    19. They all take responsibility for their own mistakes

      Very powerful psychological analysis of the feelings of those with student loans. Take responsibility-->realize these are not irresponsible folk-->they are angry--> shift here to Taibbi's opinion, they should be-->they are not the cause of the miseries caused by this debt-->universities are as well as one other actor (hint: our hero in chief and all the others in the great game of politics)

    20. For this story

      Chekov reportedly said that if a gun appears in the first act it has to go off before the play ends. Taibbi shows the 'gun' here--the interviews of the people who have been shamefully and oppressively outraged.

    21. shameful and oppressive outrage

      Very strong words.

    22. How is this happening?

      Taibbi anticipates the good reader's question here and uses it as a way to transition. I think this is a perfect transition--helpful, anticipatory, and opening up the paragraph to follow. It is that natural flow of reader curiosity that a good writer has to assume the reader has.

    23. The thing is, none of it – not last month’s deal, not Obama’s 2010 reforms – mattered that much.

      This paragraph is bit of genius. Simple and to the point. It acknowledges the short-term good that was done either actually or theoretically, but dashes these to the ground by arguing that "it's not the interest rate, it's the principle." This is especially important because it acknowledges Taibbi's assumption that this is a financial crime perpetrated on students much like sub-prime loans and derivative speculations were perpetrated on Wall Street. "Eerily reminescent" speaks volumes. With legislatures increasingly getting out of the business of higher education after 2008, we can see that higher tuition is just a way of shifting taxes from the state to vulnerable, powerless students. Despicable.

    24. Obama had

      Earlier Obama-as-champion-of-students narrative

    25. that the student-loan controversy is now entirely about interest rates and/or access to school loans.

      Taibbi carries on the Obama story and how he strategically changed the student loan game by making debt about rising interest and making access to debt the real issues as opposed to the runaway cost of an education in general.

    26. a typically autoerotic assessment

      Example of over the top-ness? Fair. Puts off readers. Audience considered here by Taibbi?

    27. undergraduate loans under the new plan

      Rates now.<br>

    28. Flash-forward through a few months of brinkmanship and name-calling,

      So...this is a long story about how Obama outplayed everybody and made it a win-win situation for himself and the Congress. And at first glance for students as well.

    29. In a Karl Rove-ian masterstroke, he simply pretended they weren’t there and changed the subject.

      Brings up big political problems and then compares him to Karl Rove, Republican strategist--ignore the problem.

      Critique: is this the best way to introduce the student loan scandal?

    30. Victor Juhasz

      https://en.wikipedia.org/wiki/Victor_Juhasz

      Really interesting background for the artist who does the original artwork for this piece.

    31. BY MATT TAIBBI
    32. Scandal

      oed

      Etymology: Early Middle English scandle , scha(u)ndle , < Old Northern French escandle, Central Old French eschandle , semi-popular < ecclesiastical Latin scandalum cause of offence or stumbling, < Greek σκάνδαλον , recorded only in Hellenistic literature, in the fig. sense ‘snare for an enemy, cause of moral stumbling’, but certainly an old word meaning ‘trap’ (compare the derivative σκανδάληθρον spring of a trap), believed to be < the Indogermanic *skand- to spring, leap: compare Latin scandĕre to climb, to scan v.

    33. Ripping Off

      Sets tone for article, hints of 'rough" talk to come? Likely he did not write headline, that's the editor's job.

    1. Who will name me? Who will love? Who will listen? Who will forgive?
    2. “ if I do not love the world if I do not love life if I do not love people I cannot enter into dialogue.”  ― Paulo Freire, Pedagogy of the Oppressed

    3. Nobody cares

    4. Nobody knows.
    5. ended in feelings of hurt and hard words. 

    6. We are wronged.

  2. Mar 2016
    1. leaching lead into the drinking water ever since.

    2. his office received a rebuke

    3. emergency manager law.

      Heckuva job Snydie!!!

    4. "It was a mixture of ignorance, incompetence and arrogance by many decision makers that created a toxic and tragic situation that produced the Flint water crisis."

    5. Michigan Gov. Rick Snyder says he has a plan.

    1. may see a choice between spending money on teachers or on plumbing as no choice at all.

    2. This winter’s crisis in Flint, Mich., has cast new attention on lead in water supplies.

    3. federal rules that largely exempts schools from responsibility for the purity of their water.

    4. Anxious parents may wonder

    5. eight schools’ drinking fountains in 2006, and in more schools in 2008, 2010 and 2012.

    1. innovate depends largely on how we define learning

      It seems innovation means to most minds doing something to someone else. In that sense I find it undemocratic and eventually destructive. Analogously, is a "discussion" that is foisted onto learners in Blackboard, for example, a real discussion or just a bunch of atomic responses to a prompt? The latter I think. Innovation is not static and most definitely not a thing. It is only innovative insofar as it is connected with or against something. Otherwise it is just another irrelevance like so much reform has been in education over the last two generations.

    2. And the vast majority of “innovation” I’ve seen in my visits to schools around the world doesn’t amount to much change at all in the area where we need it most

      innovation seems like a catalytic action. It is not innovation unless there is some kind of response, push back, acquiescence, reaction to or toward.

    3. OED entry

      innovation

      (ɪnəʊˈveɪʃən)

      [ad. L. innovātiōn-em, n. of action f. innovāre to innovate: cf. F. innovation (1297 in Hatz.-Darm.).]

      1. a.1.a The action of innovating; the introduction of novelties; the alteration of what is established by the introduction of new elements or forms. †Formerly const. of (the thing altered or introduced).

         1553 Brende Q. Curtius 221 b, Perdicas, whose ambicious mynde desirous of innouation, was (he sayde) to be preuented in time.    1561 T. Norton Calvin's Inst. Table Contents, It is the duty of private men to obey, and not to make innovation of states after their own will.    1597 Hooker Eccl. Pol. v. xlii. §11 To traduce him as an authour of suspitious innouation.    1614 Selden Titles Hon. 286 Thanes remained as a distinct name of dignitie, and vanisht not at the innouation of new honors.    a 1639 Webster Appius & V. v. iii, The hydra-headed multitude That only gape for innovation.    1796 Burke Corr. (1844) III. 211 It is a revolt of innovation; and thereby, the very elements of society have been confounded and dissipated.    1824 L. Murray Eng. Gram. (ed. 5) I. 65 This spirit of innovation has extended itself to other parts of grammar, and especially to the names of the Tenses.    1874 Green Sh. Hist. vii. §1 Cranmer and his colleagues advanced yet more boldly in the career of innovation.

      †b.1.b Revolution (= L. novæ res). Obs.

         1596 Shakes. 1 Hen. IV, v. i. 78 Poore Discontents, Which gape, and rub the Elbow at the newes Of hurly burly Innouation.    1633 T. Stafford Pac. Hib. i. xx. (1821) 206 For the same reason of innovation, he besought them to send unto him fiue Lasts of powder with match and lead.

      1. a.2.a A change made in the nature or fashion of anything; something newly introduced; a novel practice, method, etc.

         1548 Act 2 & 3 Edw. VI, c. 1 To staye Innovacions or newe rites.    1641 (title) A Discovery of the notorius Proceedings of William Laud, Archbishop of Canterbury, in bringing Innovations into the Church.    1717 J. Keill Anim. Oecon. Pref. (1738) 47 This Attraction‥is no Innovation in Philosophy.    1800 Asiatic Ann. Reg., Misc. Tr. 106/1 The tribute you demand from the Hindûs‥is an innovation and an infringement of the laws of Hindustân.    a 1862 Buckle Civiliz. (1873) II. viii. 595 To them antiquity is synonymous with wisdom, and every improvement is a dangerous innovation.    1868 Freeman Norm. Conq. II. viii. 297 The sturdiest champions of Norman innovations.

      †b.2.b A political revolution; a rebellion or insurrection. (= L. novæ res.) Obs.

         1601 R. Johnson Kingd. & Commw. (1603) 227 Neither doth he willingly arme them for feare of sedition and innovations.    1726 Leoni Alberti's Archit. I. 77/2 A Province so inclined to tumults and innovations.

      3.3 spec. in Sc. Law. The alteration of an obligation; the substitution of a new obligation for the old: see quot.

         1861 W. Bell Dict. Law Scot. 450/1 Innovation, is a technical expression, signifying the exchange, with the creditor's consent, of one obligation for another; so as to make the second obligation come in the place of the first, and be the only subsisting obligation against the debtor, both the original obligants remaining the same.

      4.4 Bot. The formation of a new shoot at the apex of a stem or branch; esp. that which takes place at the apex of the thallus or leaf-bearing stem of mosses, the older parts dying off behind; also (with pl.) a new shoot thus formed.

         1835 Lindley Introd. Bot. (1848) I. 168 Shoots which have not completed their growth have received the name of innovations, a term usually confined to mosses.    1845 Florist's Jrnl. 130 The lateral ones‥terminate a two-leaved branch, or innovation, while the central peduncle springs from the apex of the older branch.    1863 Berkeley Brit. Mosses iii. 13 One mode of branching‥is known under the name of innovations.    Ibid. Gloss. 312 Innovations, accessory branches produced generally after the fruit is perfect.

      5.5 Comm. The action of introducing a new product into the market; a product newly brought on to the market.

         1939 J. A. Schumpeter Business Cycles I. iii. 84 Innovation is possible without anything we should identify as invention, and invention does not necessarily induce innovation.    1958 J. Jewkes et al. Sources Invention ix. 249 It seems impossible to establish scientifically any final conclusion concerning the relation between monopoly and innovation.    1962 E. M. Rogers Diffusion of Innovations v. 124 It matters little whether or not an innovation has a great degree of advantage over the idea it is replacing. What does matter is whether the individual perceives the relative advantage of the innovation.    1967 J. A. Allen Sci. Innovation & Industr. Prosperity ii. 8 Innovation is the bringing of an invention into widespread, practical use.‥ Invention may thus be construed as the first stage of the much more extensive and complex total process of innovation.

      6.6 innovation trunk, a kind of wardrobe trunk.

         1912 Bag, Portmanteau & Umbrella Trader 20 Nov. 18/1 The Innovation Trunk Company‥makes a striking show of wardrobe trunks. They also specialise in the refitting of ordinary wardrobes according to their principle.    1913 A. Bennett Regent iii. 83 Many parcels and boxes, comprising diverse items in the equipment of a man-about-town, such as tie-clips and Innovation trunks.    1915 E. Phillpotts Angel in House i. 17 Robert and Manservant enter through the main entrance carrying Innovation trunk.

      Hence innoˈvational a., of, pertaining to, or characterized by innovation; also in Comm.; innoˈvationist, one who favours innovations.

         1800 W. Taylor in Monthly Mag. VIII. 684 Writers, who bring against certain philosophic innovationists a clamorous charge of Vandalism.    1817 Bentham Plan Parl. Reform Introd. 194 A proposition so daring, so innovational.    1873 R. Black tr. Guizot's France II. xxv. 492 His kingly despotism was new, and, one might almost say, innovational.    1959 J. P. Lewis Business Conditions Analysis v. xxiv. 534 The insights of economics do not illuminate the process of innovation very much.‥ On the optimistic side of the innovational outlook, it can be argued, [etc.].    1960 L. S. Silk Research Revolution iii. 50 In the past, the United States has had three great innovational pushes.

  3. willrichardson.com willrichardson.com
    1. “innovation”

      OED entry innovation

      (ɪnəʊˈveɪʃən)

      [ad. L. innovātiōn-em, n. of action f. innovāre to innovate: cf. F. innovation (1297 in Hatz.-Darm.).]

      1. a.1.a The action of innovating; the introduction of novelties; the alteration of what is established by the introduction of new elements or forms. †Formerly const. of (the thing altered or introduced).

         1553 Brende Q. Curtius 221 b, Perdicas, whose ambicious mynde desirous of innouation, was (he sayde) to be preuented in time.    1561 T. Norton Calvin's Inst. Table Contents, It is the duty of private men to obey, and not to make innovation of states after their own will.    1597 Hooker Eccl. Pol. v. xlii. §11 To traduce him as an authour of suspitious innouation.    1614 Selden Titles Hon. 286 Thanes remained as a distinct name of dignitie, and vanisht not at the innouation of new honors.    a 1639 Webster Appius & V. v. iii, The hydra-headed multitude That only gape for innovation.    1796 Burke Corr. (1844) III. 211 It is a revolt of innovation; and thereby, the very elements of society have been confounded and dissipated.    1824 L. Murray Eng. Gram. (ed. 5) I. 65 This spirit of innovation has extended itself to other parts of grammar, and especially to the names of the Tenses.    1874 Green Sh. Hist. vii. §1 Cranmer and his colleagues advanced yet more boldly in the career of innovation.

      †b.1.b Revolution (= L. novæ res). Obs.

         1596 Shakes. 1 Hen. IV, v. i. 78 Poore Discontents, Which gape, and rub the Elbow at the newes Of hurly burly Innouation.    1633 T. Stafford Pac. Hib. i. xx. (1821) 206 For the same reason of innovation, he besought them to send unto him fiue Lasts of powder with match and lead.

      1. a.2.a A change made in the nature or fashion of anything; something newly introduced; a novel practice, method, etc.

         1548 Act 2 & 3 Edw. VI, c. 1 To staye Innovacions or newe rites.    1641 (title) A Discovery of the notorius Proceedings of William Laud, Archbishop of Canterbury, in bringing Innovations into the Church.    1717 J. Keill Anim. Oecon. Pref. (1738) 47 This Attraction‥is no Innovation in Philosophy.    1800 Asiatic Ann. Reg., Misc. Tr. 106/1 The tribute you demand from the Hindûs‥is an innovation and an infringement of the laws of Hindustân.    a 1862 Buckle Civiliz. (1873) II. viii. 595 To them antiquity is synonymous with wisdom, and every improvement is a dangerous innovation.    1868 Freeman Norm. Conq. II. viii. 297 The sturdiest champions of Norman innovations.

      †b.2.b A political revolution; a rebellion or insurrection. (= L. novæ res.) Obs.

         1601 R. Johnson Kingd. & Commw. (1603) 227 Neither doth he willingly arme them for feare of sedition and innovations.    1726 Leoni Alberti's Archit. I. 77/2 A Province so inclined to tumults and innovations.

      3.3 spec. in Sc. Law. The alteration of an obligation; the substitution of a new obligation for the old: see quot.

         1861 W. Bell Dict. Law Scot. 450/1 Innovation, is a technical expression, signifying the exchange, with the creditor's consent, of one obligation for another; so as to make the second obligation come in the place of the first, and be the only subsisting obligation against the debtor, both the original obligants remaining the same.

      4.4 Bot. The formation of a new shoot at the apex of a stem or branch; esp. that which takes place at the apex of the thallus or leaf-bearing stem of mosses, the older parts dying off behind; also (with pl.) a new shoot thus formed.

         1835 Lindley Introd. Bot. (1848) I. 168 Shoots which have not completed their growth have received the name of innovations, a term usually confined to mosses.    1845 Florist's Jrnl. 130 The lateral ones‥terminate a two-leaved branch, or innovation, while the central peduncle springs from the apex of the older branch.    1863 Berkeley Brit. Mosses iii. 13 One mode of branching‥is known under the name of innovations.    Ibid. Gloss. 312 Innovations, accessory branches produced generally after the fruit is perfect.

      5.5 Comm. The action of introducing a new product into the market; a product newly brought on to the market.

         1939 J. A. Schumpeter Business Cycles I. iii. 84 Innovation is possible without anything we should identify as invention, and invention does not necessarily induce innovation.    1958 J. Jewkes et al. Sources Invention ix. 249 It seems impossible to establish scientifically any final conclusion concerning the relation between monopoly and innovation.    1962 E. M. Rogers Diffusion of Innovations v. 124 It matters little whether or not an innovation has a great degree of advantage over the idea it is replacing. What does matter is whether the individual perceives the relative advantage of the innovation.    1967 J. A. Allen Sci. Innovation & Industr. Prosperity ii. 8 Innovation is the bringing of an invention into widespread, practical use.‥ Invention may thus be construed as the first stage of the much more extensive and complex total process of innovation.

      6.6 innovation trunk, a kind of wardrobe trunk.

         1912 Bag, Portmanteau & Umbrella Trader 20 Nov. 18/1 The Innovation Trunk Company‥makes a striking show of wardrobe trunks. They also specialise in the refitting of ordinary wardrobes according to their principle.    1913 A. Bennett Regent iii. 83 Many parcels and boxes, comprising diverse items in the equipment of a man-about-town, such as tie-clips and Innovation trunks.    1915 E. Phillpotts Angel in House i. 17 Robert and Manservant enter through the main entrance carrying Innovation trunk.

      Hence innoˈvational a., of, pertaining to, or characterized by innovation; also in Comm.; innoˈvationist, one who favours innovations.

         1800 W. Taylor in Monthly Mag. VIII. 684 Writers, who bring against certain philosophic innovationists a clamorous charge of Vandalism.    1817 Bentham Plan Parl. Reform Introd. 194 A proposition so daring, so innovational.    1873 R. Black tr. Guizot's France II. xxv. 492 His kingly despotism was new, and, one might almost say, innovational.    1959 J. P. Lewis Business Conditions Analysis v. xxiv. 534 The insights of economics do not illuminate the process of innovation very much.‥ On the optimistic side of the innovational outlook, it can be argued, [etc.].    1960 L. S. Silk Research Revolution iii. 50 In the past, the United States has had three great innovational pushes.

    1. new-comers and novices

      agree, n00bs are fit from the git go, accepting the invitation to participate either overtly or covertly is enough to establish a fit attitude. Fit aptitude will come with practice.

    2. Remix as Professional Learning: Educators’ Iterative Literacy Practice in CLMOOC

      Just a quick look at frequency. Does this jibe as a visual gestalt with the text?

    1. already being innovative.

      I don't even know what this phrase or that word means anymore.

    2. We can’t answer the question “Is tech useful in schools?” until we’ve grappled with a deeper question: “What kinds of learning should be taking place in those schools?”

      Post hoc thinking, yes?

    3. downright orgasmic.
    4. technology for its own sake

      I am an utter instrumentalist about tech. Its proof is in its use. And that value is decided on each use so that what works one day may not the next. It all depends. I couldn't agree more with Kohn on this. The question then becomes, "What does it depend upon?"

    1. All my rowdy friends helping me out.
    2. krakens ahead

    3. a beacon warning

    4. unreality of the cubicle and the dolor of corporate life
    5. Jane Horrocks triumph as Little Voice
    6. Miyazaki and the rain, magical rain
    7. Inspector Clouseau and Jacques Tati's Monsieur Hulot and Degas
    8. the spiral in the fouette
    9. Guatemalen Insanity Pepper
    10. uncanny valley

      couldn't remember this phrase at first so I typed "the effect when the robot is too real" to find it. What is the effect when Google's intelligence seems too real? Uncanny turing?

    11. constant conjunction
    12. David Bowies appearance as Nikola Tesla
    13. Snagglepuss
    14. cinemagraph of a bird bathing in human hands

    15. I ain't talking no Oprah nonsense either.
    1. If one makes a pact with the Devil (Deleuze and Guattari) it appears he (they) wants all your soul.

      According to Rao and Andreesen, software is trying eats everything, but I suspect it is only eating its own tail.

    2. The rhizomatic learning approach

      Here is my rhizomatic learning:

      I eat shiitake mushrooms in the spring. I turn over rocks and am stunned by the sheer amount of nothing that I can discriminate from what I see. And that is a damned good thing to see the undifferentiated rhizomatic power of dirt. I harvest wild ginger and encourage bamboo to grow anywhere I find it on my farm. And more and more and more, Nature is a planetary network that is so beyond complex as to be a single thing.

    3. If one makes a educational pact with the internet, as a progressive educator, or as a critical educator, are our souls at risk of damnation?

      One of the reasons (and there are many more) my wife and I farm is because it connects us with each other and Nature. Nature is not the Internet. It doesn't give a rat's ass what the Internet is. If the software tries to eat Nature, it will find itself being eaten from within. Nature serves as a largely indifferent and "red in tooth and claw" counterbalance to the idiocracy of language and metaphor and idea and number. Nature is like entropy. In the end we all get turned into grass and in a further end the sun goes supernova and we all get sizzled like a bacon. [hands dusted]

    1. vulgar monetary gain...

      I think it is more in terms of "vulgar prestige gain" and how we extract value by promoting a cult of personality around community leaders which in turn increases the prestige value. Reminds me of corporations buying back their own stock in order to concentrate wealth in the hands of stockholders aka executives with stock options. Employees could be paid better wages and in turn could fuel the economy by buying more, but that is not how it works because it does not benefit those who own the capital.

    1. This requires an intricate balance. Innovation and social change upset this balance, and the system must reorganize itself to accommodate changes. In our present economy, prestige is no longer so tightly harnessed to improve the well-being of members.

      Is this why reciprocation on the web with posts and comments has become a ghost value, there but not there?

    1. Dave Cormier's Masquerade.

      Isn't it fun to fool the hoi polloi? Isn't it grand to play the gadfly, deny I know what I most assuredly know, and then chuckle inside myself atop my high and clever perch? In the end wasn't Williams just a cruel and highhanded git?

      I am reminded of Robert Frost. Most folk think that his poem "The Road Less Travelled" is a sweet little ditty about choice, the perfect poem for a commencement address. In reality it is a profoundly uppity retelling of the myth of Sisyphus. Even if Frost and Williams are right and we live in a world where the right Deleuzian hand doesn't know what the left Guattarian one is doing (or even better Deleuze is fooling Guattari with legerdemain they are both masters of), I ain't buying it. I am living in my own masquerade, the masque of the red death where nature, red in tooth and claw, finds us all shivering in our burrows. And that is no genius discovery, now is it. Here's what is funny--D&G fancied themselves as expert enough at botany to tell us something about the world--they hid behind the metaphor of tree and toadstool, a masquerade of the first water. Why? Because they could.

  4. Feb 2016
    1. So, I turn the question back on you – given that education can mean ‘leading out’, given that we can be with Freire and want to empower our students for action – how and why do you use technology in your teaching and learning? 

      Thank you so much for letting this powerful light shine out from you and your blog. As I got to the end I was looking at the word 'ludic' and seeing 'lucid' which sent me to the OED and the word 'eludicate'. The word has come to have an unhappy teaching context for me. It means to shine a light on something, but its original Latin sense is "late L. ēlūcidāt- ppl. stem of ēlūcidā-re, f. ē out + lūcidus bright." I see elucidation as an inner act, a drawing forth of the inner light that we all have. It is not what I do as a teacher that matters so much as what our learners do, how they shine. Insofar as I determine that with tech and systems and testing, then I am not teaching, I am not helping my learners shine their own lights and light their own ways in the world. I really believe that in my shared learning spaces. It makes me crazy and ill sometimes when I fail. Really crazy, but it seems like I am in good company here.

    2. and to write themselves as they develop their own voice and power negotiating the arcane and exclusionary practices of HE

      When I taught secondary school for ten years, the metaphor that ruled my attempt to be a counterveiling force subverting this instrumental status quo was the parallel track. In my classes I was laying down a set of parallel tracks next to the existing ones. My tracks didn't go anywhere. They were a respite, a haven from the stormy madness of testing and grading and all that lot. It was a respite, but I do believe the assertion that in a sick system no one is well. I see this growing all the time at the university level. The saddest part of this is that the students come to me programmed to be strategic instead of ludic. They all but tell me, "Just tell me what to do." They hate the idea of play in the classroom. Hate it. It is a flat miracle that some of them unlearn this when they realize that I won't punish them for playing with the work.

    3. valorisation of what is called education at the expense of learning, joy and growth.

      the triumph of instrumentalism, of the schizophrenic idea that learning can serve both fear and joy. It can't.

    4. To be a learner today is to live in a world designed by high-functioning socio-paths:

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      Now this is dangerously playful idea. And what we want is high functioning empaths. It is a dangerous place to live for empaths. In fact no matter how much we want to play, there are those authoritarians who keep demanding that we put up our legos as childish things. I think that play is connection: genetically, neuronally, socially, and pragmatically. To adapt Rousseau, humanity is born free to play, but everywhere they are chained.

    5. collaboratively

      I agree that collaboration can be play, but is it necessarily so? I have had some pretty unpleasant drudgery that was a colabor.

    6. How can education facilitate action – especially by the previously powerless? Viz. Freire (http://www.freire.org/paulo-freire/).

      Do you wonder that this instrumentalism, this idea that learning is a tool is just as much a worry that learning is behaviorally and technologically determined? Maybe that is what you are hinting at in your title?

    7. the play-to-learn opportunities) into education?

      Is play2learn a separate entity to be developed or is it integral or even a core 'crystal' from which all good learning grows. The lesson from children is that play is at the core of language and physical movement.

    8. offers you access to the Banana Song -
    9. Can we harness technology for ludic and emancipatory practice?

      Can we use tech to be playful and free? I can and I do, but if I couldn't and it didin't then I shant.

    1. I anticipate continued ambiguity, confusion, and even frustration as we (re)shape this mashup of more formal academic discussion facilitation with informal and emergent social annotation.

      Very important to suss out the blindspots inherent in every form of technology. And to find the values hidden within every piece of software and ask is that game worth the candle?

    1. Another is find ways to increase planned giving bequests to tutor/mentor programs, or to organizations like the Chicago Bar Association's Lend A Hand Program, which distributes grants to tutor/mentor programs.

      Crowdsourcing programs like Patreon would be a great addition for regular contribution and INdiegogo and kickstarter (there are dozens of these) for events and project funding.

    2. Charities don't have these type of ad dollars and never will.

      I don't think they need them in this new media environment, do you?

    1. '
    2. a lark was singing joyfully
    3. moral accountability

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    4. 'numeric accountability'

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    5. some form of accountability

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    6. 'accountability'

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    7. we can not remain indifferent to the use of weapons

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    8. Economists are not all convinced

      "When you remove religion, people start believing in all kinds of bullshit, such as economics" @nntaleb #RWRI

      — YOUINVEST (@LieraMarco) February 26, 2016

      <script async="" src="//&lt;a href=" http:="" <a="" href="http://platform.twitter.com" target="_blank" rel="nofollow noopener">platform.twitter.com="" widgets.js"="" target="_blank" rel="nofollow noopener">platform.twitter.com/widgets.js" charset="utf-8"></script>

    9. strive

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    10. counter greed?

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    11. massive financial interests
    12. it is also a battlefield.

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    13. massive financial interests
    14. Altruism

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    15. lasting peace

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    16. massive demonstrations in the streets of Paris

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    17. Daniel Bassill in Chicago

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    18. the list of ongoing conflicts on Wikipedia.
    19. United Nations Conference COP 21

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    20. encouraging cooperation rather than competition

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    21. peace than war

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    22. massive inequality

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    23. massive student debt

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    24. standardised testing

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    25. Who actually is in favour of war

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    26. our education targets' are currently set

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    27. reset 'our education targets'?

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    28. Who are we performing for?
    29. whose interests are 'our' 'education targets' set

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    30. Is education preparation for war?

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    31. EDUCATION-INDUSTRIAL-MILITARY-COMPLEX

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    32. saved from our own savagery...

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    33. to encourage those who have an interest in the services to become Officers of the Regular or Reserve Forces"

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    34. may develop powers of leadership

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    35. target practice

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    36. In 2001, in the UK,  40,509 kids were receiving military training, including weapons training while at school.

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    37. a 'youth organisation'

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    38. ammunition was live
    39. a flag was raised

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    40. 'tac, tac, tac'

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    41. was being paid to do so

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    42. in the bunker feeling rather smug

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    1. Book: SuperBetter

      @tellio working on this book right nows.

    1. What does the "B." stand for in Benoit B. Mandlebrot?

      Be. He be Mandelbrot.

    1. Each story or video should end with a "call to action" pointing people to this list that I maintain, or to similar program directories maintained by others.

      Yes, a call to action. Always be 'selling', always be sharing, always be helping.

    2. While some students will begin to write stories, others need to begin to build directories showing what tutor/mentor programs operate in the area they focus on.  Others will begin to build web libraries, pointing to resources programs and students can learn from.  Others will begin to track activity and create maps like the one above, that show who is doing this work, and connect them with each other.

      Many hands with many eyes and many perspectives, stances, and capacities--that is an open way of looking at volunteers. And those capacities need building. That is part of the psychic pay of being a volunteer--growing within a context that helps you.

    3. I created this concept map to illustrate this vision

      ConceptMap

    4. This is all part of a 4-part strategy created since 1994.

      Dan talked about this in our Hangout. Simple, direct, tattoo it on you forearm, but not easy.

      FourPartChangeStrategy

    1. something like this:

      I want this tool to also be able to annotate the image. So instead, here is my image response.

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    2. bogost

      Can you dip into the margins within the margins, ie the stuff to the side of the text? Nomadwarmachine did just that below to point out that one of the links is 404. I highlighted bogost from Remi's tag pagebecause I just read Bogost's provocatively titled article, "Gamification is Bullshit" I am wondering how far outside of the primary zone of annotation one can wander in before it becomes that rabbit hole of distraction. Let's see, where was I?

    3. Playful Annotation in the Open

      Does Remi know we are here? Bets on how long till he responds?

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    4. What are the playful qualities of learners’ open and socially networked annotation?

      I am reminded of my favorite Brit philosopher here: A.N. Whitehead who insisted that we needed romance before precision, we need play before pragmatism. When I began teaching Hypothes.is this semester my emphasis was first on homago, especially the messing about part of that. Now I am moving toward being more precise about its affordances, for example, in writing summaries. But even when we are being instrumental and pragmatic with the tool we can still have a playful attitude. If there is no joy and play in using the tool, then why bother. We won't continue to use it, will we.

      BTW, we really need a copy to clipboard function here that nicely gathers in all these annotations much like Diigo has. Just saying.

    1. amount they pay
    2. opportunities for paid student employment
    3. hope with all my heart that this is not a trend
    4. do not have any answers
    5. how can a major research institution expect to maintain its mission as such without a current, up-to-date, and extensive library collection, and librarians
    6. cannot participate in professional development activities unless they pay for it out-of-pocket.
    7. a lasting impact on current and future students, including out-of-state, or even international students