How did the concept of professionalism become so dominant? And why is it assumed to be innately desirable? Professionalism has certainly travelled a long way in a short time. In the space of a hundred years, the words “professional” and “amateur” have virtually swapped places. At the end of the 19th century, an amateur meant someone who was motivated by the sheer love of doing something; professional was a rare, pejorative term for grubby money-making. Now, amateurism is a byword for sloppiness, disorganisation and ineptitude, while professionalism–as Humphrys suggested–is the default description of excellence.
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DIY Media - 0 views
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see Lessig: remixing media is new kind of "writing"
ARE WE TOO PROFESSIONAL? | More Intelligent Life - 0 views
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Over-professionalism is everywhere. Teachers in England are trained to plan lessons in segments of three minutes, a theory which leaves little room for spontaneity in the classroom. They are also often exhausted before term even starts because of the endemic pressure to plan every lesson weeks in advance. It is all too tempting for teachers to sacrifice freshness–which is impossible to measure or record on paper–in favour of form-filling. But can education ever be mapped out in such prescriptive terms? Anthony Seldon, Master of Wellington College, thinks not: “The erosion of trust in education is sucking the life out of classrooms, teachers and students. You can tick all the boxes under the sun and still be a lousy teacher. You cannot encapsulate the human experience of learning in some mechanistic pedantry.”
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Measurement is another fetish of professionalism, as if something that cannot be measured isn’t quite real. This was a central criticism by Sir Ivor Roberts, who wrote a stinging valedictory telegram when he retired as the British ambassador in Rome in 2006: “Well-conducted diplomacy cannot properly be measured. We manage or contain disputes; very rarely do we deliver a quantifiable solution. Indeed, we should be sceptical of ‘permanent’ solutions or models.”
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Academic Evolution: Scholarly Communications must be Mobile - 0 views
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Genres of scholarship will change in terms of their length and their appearance as mobile computers become a primary outlet for intellectual work.
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Genres of scholarship will change in terms of their length and their appearance as mobile computers become a primary outlet for intellectual work.
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But perhaps even more significantly, scholarship on a cell phone will be more social and more interactive -- and therefore more aligned or coincidental with teaching. We may begin thinking less in terms of scholarly publications as vetted objects, and more in terms of scholarly activities being conducted by trusted authorities. This raises profound questions about peer reviewing practices, as well it should. We are going to find that sophisticated intellectual work is going to be conducted outside of the ivory tower, and those within those elite walls must find ways to articulate their skills and knowledge through these new intellectual mechanisms (hardware, software, social practices) -- or risk getting excluded from the more consequential conversations.
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"Genres of scholarship will change in terms of their length and their appearance as mobile computers become a primary outlet for intellectual work. "
Online Literacy Is a Lesser Kind - ChronicleReview.com - 0 views
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So let's restrain the digitizing of all liberal-arts classrooms. More than that, given the tidal wave of technology in young people's lives, let's frame a number of classrooms and courses as slow-reading (and slow-writing) spaces.
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The shape and tempo of online texts differ so much from academic texts that e-learning initiatives in college classrooms can't bridge them.
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er federal technology subsidies (the E-Rate program) had granted 30 percent more schools in the state Internet access, they determined that "the additional investment
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Don't agree with a lot of points here, like the title itself, but some interesting observations. Author asserts that "the shape and tempo of online texts differ so much from academic texts that e-learning initiatives in college classrooms can't bridge them". To the problem of students being unable to process long, in-depth 'traditional' texts, author offers the following solution: "let's restrain the digitizing of all liberal-arts classrooms. More than that, given the tidal wave of technology in young people's lives, let's frame a number of classrooms and courses as slow-reading (and slow-writing) spaces." I doubt it's even possible to create slow-reading 'islands' when the whole of students' lives takes place in a fast-reading environment, as the author confirms. Would it not be more effective/doable to adapt academic materials and the way we handle them, so that they can be better processed in 'fast-reading' manner?
A clash of cultures: cultural differences within American and Japanese animation - 0 views
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Geert Hofstede & Intercultural Value Dimensions
Brandeis University LibGuides @ Brandeis - Henry Jenkins and Participatory Culture - Je... - 0 views
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A central goal of this report is to shift the focus of the conversation about the digital divide from questions of technological access to those of opportunities to participate and to develop the cultural competencies and social skills needed for full involvement.
Adolescents' anime-inspired - 0 views
Why Heather can write - 0 views
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Teachers sometimes complain that popular culture competes for the attention of their students, a claim that starts from the assumption that what kids learn from media is less valuable than what schools teach. Here, however, much of what is being mastered are things that schools try-and too often fail-to teach their students. (It has been said that if schools taught sex education the same way they taught writing, the human race would die out in a generation.)
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such informal teaching occurs across a range of other online communities.
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we could talk about young anime fans who are teaching each other Japanese language and culture in order to do underground subtitling of their favorite shows.
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How Fan Fiction Can Teach Us a New Way to Read Moby-Dick (Part One) - 0 views
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remarkable pedagogical and artistic approach taken by Ricardo Pitts-Wiley, the Artistic Director of the Mixed Magic Theater. Ricardo worked to get incarcerated youth to read Moby-Dick by having them rewrite and update Melville's novel for the 21st century
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I had an opportunity--and this was probably the best part of the experience for me--as a teacher to release their imaginations. Boy oh boy, no matter how much I write I'll never be able to fully capture the degree to which their imaginations were released and they released me, too, to say you don't have to play by the ABC game. You don't have to go by the numbers. You can rethink these characters and it's okay, and you can honor them and rethink them at the same time. When we started the writing process, I started by saying, "Pick a character and write a story about the character." They all chose their favorite character in the novel and wrote a story about just their character.
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