1,553 Matching Annotations
  1. Mar 2016
    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.

  2. 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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    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


    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.


    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
    8. I was informed last week

      This paragraph brings the negative consequences to the personal level--the effects on the author, a student.

    9. On another note, I am wondering how these budget issues will affect the future of academic research libraries,

      paragraph explores the future effects on author's discipline, academic research libraries.

    1. Rather, bullshit is used to conceal, to impress or to coerce. Unlike liars, bullshitters have no use for the truth. All that matters to them is hiding their ignorance or bringing about their own benefit.

      Provacative but for a purpose.

    1. I think again of all my jettisoned plans.

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    2. It has the potential for moving the shipvessel but without a hearty crew it is a wreck in waiting.

      I am thinking of container ships here. These behemoths ply the seas with tiny crews and mostly automated shipping plans. The hearty crew is only needed to get underway and to weigh anchor at their final destination. This is modern education, on automatic pilot with a skeleton crew mostly playing cards below deck, clueless about anything that asks them to risk judgment or variance from the stayed course.

    3. "How many film versions of Treasure Island have been made?"

      My screencst version of Treasure Island: "The Maps of Treasure Island"


    4. unstrategy

      I unschooled all my kids. Is that akin to unstrategizing? Is unstrategizing the same as doing nothing, the same as one hand clapping, the same as that damned finger's silent pointing at the moon?

    5. I was reading Terry Elliott's blog post "My Map, Your Territory."

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    1. I plan on returning to this on a daily basis as I work through the semester.

      This is the most interesting part of the week's work, personally--creating my own candle to be drawn toward and even burned by, but it is my own.

    1. I found a conference on empathy.

      Vialogue for Sharing the Silence](https://vialogues.com/vialogues/play_embedded/27325)

    2. suddenly occurred to me that this moment

      the silence sudden? occurring? the moment silent? sudden? occurring?

    3. silence

      this word is not a pipe

    4. we can not frame more than our shadows

      the frame is an illusion, oh, a shadow of a shadow, a shade twice removed

    5. joy and sadness

      Is this a continuum, does it have a between?

    6. The moment is gone.

      And gone again,

      and again,

      and...the moment is always going, going,

      and gone again.

    7. What do those investors feel for learners?

      Nothing. Greed. A greedy nothing. Greednought.

    8. Fear of silence


    1. “If you change the way you look at things, the things that you look at change.” Max Planck

      Feels like a clicking into place this quote does.

    1. Liminal thinking: http://liminalthinking.com/

      Dave Gray's great screencast. Here it is as a vialogues video: https://vialogues.com/vialogues/play/27163/

    2. Reparations:  http://www.theatlantic.com/magazine/archive/2014/06/the-case-for-reparations/361631/  Ever change your mind about something

      This is one of my favorites.

    1. The organizational aspect: handwritten annotations always seem to be messy and squeezed into the margins of a paper. With hypothes.is, the annotations appear in a column on the side and can be more easily read.
    2. don't have to print out the articles
    3. It enables students and teachers to interact.
    4. Seeing others responses on the same page as mine.
    5. Your annotations are stored online so multiple people can annotate the same document easily
    6. annotate articles for use with a research paper.
    7. the possibilities for debate and discussion is great.
    8. The efficiency of it. You can make notes on something without having to worry about having enough room in the margins or loosing your notes
    9. I like seeing what others have highlighted as well as what they have to say. I enjoy being able to reply to their comments as well. This device is also super user friendly and quickly available on many sites.
    10. It makes reading it more memorable.

      I love this. Memorable. Part of my theory of close reading is that the slowing down and summing up and otherwise internalizing makes the reading easier to remember and easier to access in our memory schema.

    11. Interactions with others.
    12. Being able to share important articles with others.
    13. being able to view other's comments on the same article
    14. Being able to see the perspectives of other people who have read that article.
    15. I understand it's use and how to use it but like I said I don't understand the purpose.

      This is up to me and will be the subject of a ten minute "why is this worth learning and using" minilesson.

    16. It is nice to be able to easily annotate articles online without having to print and write on them. With the class instruction given, learning to use hypothes.is was not difficult.
    17. It is a very effective tool. It will be very useful when marking up articles for our research papers.
    18. easy to maneuver.
    19. I like using online annotation better than on paper.
    20. It provides the opportunity to annotate documents in a much more efficient way. Also, the ability to see other comments promotes learning and various interactions.
    21. simple and user friendly
    22. very useful in creating discussion and allowing somebody to find the key points in an article.
    23. ead and participate and see my classmate commons through it.

      My classmates' commons--wow, what a phrase!

    24. First thought was that the documents appeared to be too over-marked.

      Students often feel cramped by lots of highlightings on top of highlightings.

    25. a different experience

      not sure if this is damning with faint praise or just withholding judgment.

    26. looks minimal

      not sure what this means, probably not a criticism.

    1. n easy ask. OK, everybody stand or sit
    2. the assumptions the author makes


    1. Really interesting discussion of some of the assumptions the author makes in the post.

    2. Encouraging movement

      The key word here is "encouraging". And the simplicity of it--standing--is such an easy ask. OK, everybody stand or sit whichever suits you at the moment. But what if you need folks to sit so all can see? We now can appreciate that your whole philosophy of learning is reflected everywhere, even down to the furnishings!

  3. Jan 2016
    1. Navajo creation story
    2. written in the stars they can be read and remembered forever.

      Constellations are forever. They tell stories and they are practical tools for navigation. And you don't need Google Maps or Google Earth to make them mean something.

    3. Have we forgotten how to look up?

      Great question. One of my goals when I retire is to build my own telescope. I love the stars.

    1. These models

      I use a model for analysis that goes like this:

      1. What is the "text"?
      2. What is the context?
      3. What is the subtext?

      I initially used this model to teach 8th graders about how to analyze political cartoons. Later I used it as a tool for analyzing all manner of media. I have added a fourth text to this.

      1. What are the pretexts (assumptions)?
    2. Cenk Uygur

      Big fan of the Young Turks and have been since their AirAmerica days and before. Combine them with Chuck Mertz' WNUR show "This Is Hell" and podcast with the same name, I feel halfway informed about the world

    3. a recent spat

      Correction: a recent spate?

    1. breaks it down vividly

      How do you mean? Give a specific time stamp and say why that is an example of vivid.

    1. a former Latin teacher

      I did not know that!

    2. Teaching: Just Like Performing Magic

      It feels like magic sometimes including the possibility for failure. Plus, it takes lots of practice just like magic does.

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    1. raine.

      What is the purpose of repetition here specifically and in poetry in general?

    1. Update: We have since implemented RSS and that turns out to be a better solution than Atom for Slack integration. To use it, just change stream.atom to stream.rss in the examples here.
    1. Today's foreign/second Language teaching methods are based on the belief that students should be as autonomous (or even independent) as possible in the process of acquiring the target language and the communication skills in that language (Benson, & Voller, 1997; Dam, 2002; Morrison, 2012).

      Is this true?

    1. Theprincipleismerelythisthatdifferentsubjectsandmodesofstudyshouldbeundertakenbypupilsatfittingtimeswhentheyhavereachedtheproperstageofmentaldevelopment.

      You would think that this was obvious, but in some schools and universities we are as far away from that as we can be. Learning is not a treatment to be undergone, yet...

      This is the entry point for everyone's oscillating learning wave.

    1. See, these are political questions and they are philosophical questions.

      I see her argument as an extension of Tim O'Reilly's essay "The Architecture of Participation" . And I see it as a Marxist way of viewing political and economic agency as a function of some idea substructure. Although I find it intriguing that Watters uses a mesh metaphor at the end of the post. We are enmeshed in rather than standing upon political and philosphical assumptions and axioms.

    2. Who will direct Watters to this shared work or is that even wanted?

    3. to make it "future-facing”

      I cannot begin to say what "future-facing" means. I am reminded of an old George Carlin routine where he notes that a plastic Jesus in one's car is probably facing the wrong way. If Jesus is helping you, then he ought to be looking at the damned road, right, not you. I don't think we need to project onto the future a roadmap (template) especially one that is as waste-ridden and futile as 'school'. Talk about a manifestion of Eliot's wasteland. Rather I think we need to feedforward from the future. We need to imagine what we mean by content and context delivery and connected learning and the programmable web. Then we need to allow ourselves to be drawn toward that future as we live in the present. And we need to allow ourselves to modify that future present like a feedback loop.

    4. reliant on

      reliant as they are on...

    5. “participation architectures.”

      I much prefer this nomenclature especially since it allows me to add Christopher Alexander to the mix. He argued that there are machine systems and growing systems. Or perhaps we can think of the distinction as between engineered and rhizomatic? Or using James Scott's terms: legible v illegible.

    6. but the lack of constraints

      and hilarity ensued...MySpace is/was/never has been less templated than Wordpress. Just not as well templated as Wordpress or as peopled by good developers who add more choice via plug-ins and the WP API. But make no mistake: plug-ins are templates.

    7. A hand-built site is much less templated, as one is free to fully create their digital self in any way possible.

      This is partly true, but....every space is a templated space. Coding creates the space. Text boxes and the metaphor of page and post are templated. Just minimally so. Templates are not the boogey man. A haiku is a template, a sonnet is a template, but is anyone reasonably arguing that Basho and Shakespeare would have been better off not using them. We use templates to create buildings. We call them "forms" and use rebar and concrete to send them to the sky.

    8. It’s a nod to political power, social power as well.

      And it's a nod to the practical idea that you don't allow inexperienced folk the chance to muck up the works accidentally or maliciously.

    9. learning as a process

      learning as a process that develops the __.

      You fill in the blank with your own expertise NOT HERS or any others. If this all about power and control then the ends and means must be about that as well, even to the point of arguing individually for the idea that content is king.

    10. Control over the content. Control over what’s shared. Control — a bit more control, not total — over one’s data.

      You MUST control what you share and know and are. What makes this dictum any different than programmed learning where you must mast this set of content. Just Watters telling us what we must do as opposed to Skinner.

    11. it is important to have one’s own space in order to develop one’s ideas and one’s craft.

      A root initial condition for being a connected productive person on the web.

    12. Learning on the Web opens that intellectual exchange up in new ways. Authority, expertise, participation, voice — these can be so different on the programmable web; not so with programmed instruction.

      This is nothing if it is not connectivist MOOCs like CLMOOC.

    13. content as the center of learning

      vs. connection and creation as the center of learning. Of course, you deal with content as a teacher but it through the learner connections that we educe learning.

    14. “teaching engineer”

      The fucking hubris of this is worthy of the profanity. This is classic Taylorism and worse because engineering/managing complexity is impossible unless you force everything into a 'legible' state, a reduced state.

    15. Me, I rewound and replayed those statistics videos a lot. It didn’t help.

      Education fails for most of us when it becomes this farming adage: just put the food down where the goats can get to it. If all education is, is this, then almost everybody will be left out. I think that is what technocrats like Khan and Gates want in their most secret hearts even if they would never admit it--rule by the autodidact, rule by those who look just like them.

    1. "What can I do to enable change for the better in language learning?"


    2. strategy

      Is this only what we will do or is it something else?

    3. Whose language do we speak?  Whose interests do we serve?


    4. What is to be our 'change for the better'?   Who is 'our'?


    5. "BE REALISTIC!!"

      I get it. My alt rallying cry is


    6. I have come to the conclusion that you can not enable change for the better in language learning, if you do not enable change for the better in education.


    7. "What can I do to enable change for the better in education here where I teach?"


    8. What is to be our 'change for the better'?   Who is 'our'?


    9. Nothing, nothing will ever change.

      Something will change.

    10. Open doors are not enough.

      Yes, you have got to feel like walking through.

    1. without investigating how the technologies might be helpful.

      Somebody somewhere has to test these tools IRL and that means they have to take the risk of failure. We just need to make the risk small and safe. We need to protect the early adopters.

    2. “Sticking all kids on an app where they are just having fun but not rigorously learning.”

      Cringe worthy phrases of the day "just having fun" and "rigorously learning". If you got rigor, you not learning. You dead.

    3. for all students v

      all students? one sized equitable tool fits all?

    4. And which are, in fact, worse than a pencil?

      I am ok with quantifying this and even making a rough matrix/rubric of techquity, but I am unwilling to say unequivocally as best practice (shudder...) that a pencil is 'better' than an app. Each has its charms and the user's mileage may vary.