Skip to main content

Home/ Ccourses/ Group items tagged comments

Rss Feed Group items tagged

Terry Elliott

The "learner's why" vs the "teacher's why"Reflecting Allowed | Reflecting Allowed - 4 views

  • but this post is long enough as it is…
    • Terry Elliott
       
      Just for the sake of crazy recursion here is the comment I mad about commenting here: I have begun adding group annotations to this blog post.  Here is the group page for those who might want to join our Diigo group and comment along with us: https://groups.diigo.com/group/ccourses I think annotating this way is superior to commenting.  I suppose it is commenting, but carefully targeted to responding to a specific sentence or as fine-grained as the choice of a word.  Downside? While it is a public group it does call for an investment in learning how to annotate with Diigo.  My experience is that that investment pays back royally. Positive and negative?  It is messy, especially when you get tons of annotstors in the group. I love the annotated link tool that allows you to send a cached link to anyone to view even if they are not a Diigo user: https://diigo.com/04j3l2. I love how you can scrape all the comments and highlights out and then repurpose them.  It would be so much fun to try a project where each of us would do group annotations, turn them into a blog post and then create a zine or storify or use WP Anthologize to create an epub with all the posts and then commentary at the end. Ok, sorry Maha.  This has become some sort of recursive monster of a comment about comments within a comment. With no real comments about what you wrote in your comments box.  Technically, I think this might be a Klein bottle or s moebius comment.  
    • swatson217
       
      I love the recursive monster.  Great idea about the fun project.  :)
  • this topic was Mia Zamora’s “guilt-free” zone piece.
    • Terry Elliott
       
      I never bought into this guilt free deal.  Shame free, but I think guilt might also be a byproduct of not reciprocating.  It is one's conscience at work.  I feel guilty that my papers are not marking themselves.  I feel guilty that my markings are si imperfect and often futile.  I feel that guilty is like friction: you had better have some if you want navigate a twisty track with others. 
    • swatson217
       
      Hmmmmmmm.....I still wish more people were being reciprocal.  A little guilt is sometimes a good motivator.  I agree.
    • swatson217
       
      This makes me curious to know the "Why" of the CCourses facilitators.
    • Howard Rheingold
       
      The why for me is to introduce open, connected learning -- the infrastructure, the methods, the culture -- to more educators. To model, support, and communicate with them. With the hope that they will enlist, educate, and support others. I do buy into the guilt-free deal. Why should learning and communication always be painful? Why not do what you feel like doing once in a while.
  • ...8 more annotations...
  • the “why” of the #ccourses facilitators (wonderful people as they are) is likely not only different for each one of them,
    • Terry Elliott
       
      just a test here to see if you can highlight over a portion of someone else's highlight.
    • swatson217
       
      I have a hard time with the videos, too....if I could sped them up, I think I could focus better.
  • leaving an impression of a “formal” course
    • swatson217
       
      I guess my nature is to ignore that which I don't need to think about...this had not even crossed my mind :)
    • swatson217
       
      I have no idea if I am doing any of this annotating correctly.  Bear with me, folks.  Maha, I think I told you that a collegaue is using your can of ingredients" activity with her class.  I will share if any of them actually finish it.
    • swatson217
       
      Here we run into the newbie's problem of not knowing what you don't know.  It takes some active engagement and searching out connections and information to start to feel like you have a handle on it...catch 22 if you don't, you have no idea what you are missing.
    • Terry Elliott
       
      Remember that when you unhighlight what someone says, you also dump their comment off the page (although it is still in the Diigo group page).
  • the “why” of the #ccourses facilitators (wonderful people as they are) is likely not only different for each one of them
swatson217

Mimi Ito - Weblog: Connected Learning = Abundant Opportunity + Terror + Hard Attentiona... - 7 views

  • Most were reluctant
    • Terry Elliott
       
      Learned behavior, learned mindsets. Unlearning is the devil's own.
    • Terry Elliott
       
      Reminded of my first attempts with zeegas--unclear, uncertain
    • Kevin Hodgson
       
      And we learn in those uncomfortable moments, including how to create our own agency with technology. With Zeega, you've pushed the boundaries in many directions, Captain Zeega.
    • Tania Sheko
       
      It's scary at first but once you get used to it, it's easier than F2F in my opinion.
    • Maha Bali
       
      I think I now find it easier than f2f too... That probably requires elaboration, though :) as I know it's not intuitive. I wonder if it is a phase everyone goes through to finally reach that comfort, or if it is just something some people are more disposed to enjoy/be comfortable with, while others not (like intro/extroversion)
    • anonymous
       
      with an online comment/post, there is no interruption, no direct contact to 'see' how others take what you say or do, and this can make it easier- or at least appear 'safer' on a personal front - esp. considering the teens Mimi was talking about... but, there is also a sense of permanence when people write and put something out there, whereas in f2f, what you say is gone in that moment. When something is written, people (potentially anyone) can come back to it, and this can be perceived as a threatening sort of exposure, perhaps even the person writing it might not want to have to see it again... so it is both easier and harder at the same time for different reasons for different people.
  • Despite the encouragement of local mentors, they didn’t see themselves are part of that world and ready to contribute, at least not yet.
    • Terry Elliott
       
      Schema. Or as max Stirner calls them,"wheels in the head".  Wheels in the head are any ideas that the mind cannot give up.  For example, I am not an artist/creator/maker,  I am a consumer.
    • Maha Abdelmoneim
       
      How do we decide who's enthusiastic? What is being Net Savvy? The difference between introversion, extraversion and the level of ease a person finds in company of others for whatever reason. Are all modes of communications comfortable to everybody and why? On a personal note: I am not comfortable writing at all but I can talk for hours when it comes to f2f :)
    • Terry Elliott
       
      I totally admire your English.  It's way better than my Egyptian. ;-)
    • Maha Bali
       
      I've experienced Maha's talking firsthand via phone and it's awesome :) But I like her writing too, even if she doesn't feel comfortable with it. So cool to have you here in Diigo Maha!
    • Maha Abdelmoneim
       
      I'll graciously accept your kindness, both of you /curtsy (a WoW emote, if you're wondering) :) But seriously, I've had managers and even senior mangers who would sit very quietly, apparently (stress on apparently) reluctant to contribute to a conversation/discussion in a training situation. I used to catch myself making assumptions as to why (won't go into that here, too long) then see them fully engaged in an exercise where they had to sit on the floor and use Lego pieces. When I tried different approaches they did join A conversation, not necessarily mine, not necessarily with me watching, but they learned and contributed to the learning. hmmm now I'll start editing myself /lol so better stop and hit post. .
    • Terry Elliott
       
      Yes, I have this problem all the time in the classroom where my expectations get in the way of reality. Trying more to be mindful of this blindspot in my teaching.
  • Help! How do I know what to pay attention to?
    • Kevin Hodgson
       
      A good reminder that everyone has their own thresholds for navigating the flow in a "space" like #ccourses, and that even the most savvy will miss a whole lot of the interactions. That's OK.
    • Terry Elliott
       
      This also raises one of the essential questions of connected learning:  what do we attend to and how?  We have to have a basis for filtering (another name for attending).  Some of these filters are very fine and designed to have potable water as their product, but most are very porous screens designed to get the big rocks out so that we can build meaning with them.  And the ability to switch out filters should be one of the hallmarks of a capable person in digital systems.
    • Terry Elliott
       
      Thresholds were originally a barrier to the grain escaping from the threshing room floor and out the door.  It was intended to prevent waste.  We don't have the same kind of scarcity in a connected space.  We can't be concerned about "waste".  Instead we have to be obsessed with making sure that we have the best grain in the mill so that we can have the best flour.  Maybe we need one out of a hundred of the grains in order to have the very best flour.  You don't get that with a threshhold.  You get it by finding a way to sort and winnow the best from the rest and not just the wheat from the chaff.
    • Tania Sheko
       
      It's difficult to break out of the traditional concept of following a defined sequential path and instead dip into the stream.
    • swatson217
       
      Yes, #clmooc was my first nonlinear course, and it was a learning curve to grasp the webbed nature of participating - but once I did, it was such a beautiful thing!
  • ...29 more annotations...
  • Quiet
    • Kevin Hodgson
       
      Still on my reading list ...
    • Terry Elliott
       
      Check out the TED talk above for the tl;dr version.
    • Tania Sheko
       
      That book helped me and others I know to realise that being an introvert was not a weakness, and to accept ourselves and not push against who we are.
  • “xdogx”
    • Kevin Hodgson
       
      See: https://flic.kr/p/p7rUiM  for my comic response (of sorts)
    • swatson217
       
      great comic response :)
  • In many ways these different forms of participation fit into what Internet product people might call an > engagement funnel where newcomers and the less net savvy like me march steadily from awareness to engagement to becoming active contributors and content generators.
    • Kevin Hodgson
       
      Yes, and we need to value all levels of the participation, too. Us loudies need to make sure we are inviting, not shouting so loud that others feel they can't contribute, or feel guilty about not contributing. Now that I think of it, my own appeal for more facilitators to get involved in the social media spaces of CCourses runs into conflict with that very statement. Dang it.
    • Terry Elliott
       
      No, I think it can be reconciled,Kevin. If other step up, you can step back or shout in a different direction or encourage and cajole in different spaces. Or just chill and observe and report back.
    • Maha Abdelmoneim
       
      @Kevin I don't think there's a conflict. More involvement is not equal to shouting so loud. May be we need to think of being more inviting in more ways?
    • mitomimi
       
      I also don't see a conflict but I do think the question of what the right invitations are is crucial. Having the "loudies" (lol) to keep modeling high engagement is essential and I at least have appreciated the individual pokes and invitations from this same core group.
    • Maha Bali
       
      Love this thread, and thank you Maha and Mimi for letting us know that we "loudies" (cute term, will adopt!) are not shouting too loud for you (though we may be too loud for others)
    • swatson217
       
      I never thought of myself as a loudie, and am on the introvert-side of the continuum for sure, but the folks at #clmooc taught me that exponential things happen when you jump in.  Thise who are "too" quiet may not know what they are missing.
  • colliding through a loosely orchestrated cross-network remix
  • constellation
    • Kevin Hodgson
       
      I am big on the constellation metaphor -- the stories that emerge when stars are connected by imagination.
    • Maha Bali
       
      Made me think of u immediately, Kevin, that thing u did for #clmooc - the word constellation evokes that for me now
  • This heterogeneity can feel like chaos and collision of competing styles and expectations, but I also see it as a site of productive tension that is characteristic of connected learning. Connected learning is predicated on bringing together three spheres of learning that are most commonly disconnected in our lives: peer sociability, personal interests/affinity, and opportunities for recognition. In kids’ lives these are friends, interest-based activities, and school. In connected courses, this is the reciprocity and fun in the social stream, our personal interests and expertise, and institutional status/reputation.
    • Kevin Hodgson
       
      Dang. She hits a home run with this paragraph!
    • Terry Elliott
       
      Simon Ensor's Clavier Project simplifies this to providing an interesting space so that interesting people can do interesting 'things'.  I admire the abstraction here and would love to see the practice in the previous paragraph.  Phonar/clmooc/ds106/diy.org/kqed's do now/Paul Allison's Youth Voices. This is where this theory tears into the road and the rubber either stays on the tire or you get new tires.
    • Maha Abdelmoneim
       
      I am not sure how are they disconnected? I see them as intersecting. Take the example of someone playing a team sport that they love. All spheres are represented and interconnected almost merging together. School and work can be sketchy where, depending on teachers,managers, colleagues, available choices etc, some spheres become larger or smaller and affect the balance of the picture.
    • mitomimi
       
      Maha that must mean you are a connected learner :). Sadly I feel a lot of kids are "learning" just for the grade and they don't see it as part of what they are interested in or what they are socially connected to.
    • Maha Bali
       
      Maha's and Mimi's responses are a good reminder about how connection is not just about online or tech. It should be obvious but we can sometimes forget that!
    • swatson217
       
      I am still struggling to get teachers to see the value of this connecting.  I know, it's a marathon.
  • We are still struggling with how to capture some of the complexity of the activity of connected courses.
  • neck and neck race
    • Kevin Hodgson
       
      And what is interesting -- most of their tweeting has been making connections together (I think -- no data to back that up. Jamieson?), as Simon and Maha work magic in the social media sphere.
    • Maha Bali
       
      Yeah, what is more interesting is the amount of UNHASHTAGGED tweeting between us (Simon, Kevin, Terry, Susan) as well as other stuff where i stop using the #ccourses tag... I sometimes do it on purpose to reduce my noise; other times to just squeeze a few extra chars in, and sometimes for semi-privacy. Until recently, Alan and Mariana were top tweeters, too. Tho i find the majority of their tweeting "supportive" as in, helping others, which i love about them both, whether it is official or unofficial
    • swatson217
       
      I admittedly get caught up and forget to hashtag.  :)
  • We can see that so far about half our visitors are new, and that the spikes, again come with the live events
  • I hope that we can continue to embrace the abundance and diversity of forms and intensity of engagement while also guiding each other to try something new, to slow down or speed up our default metabolism, or appreciate a new perspective or geekdom.
    • Kevin Hodgson
       
      and the unexpected ...
    • Maha Bali
       
      Definitely the unexpected :)
  • Quiet: The Power of Introverts
    • Terry Elliott
       
      Ito's listing here is important.  They are all examples of the social craft of connecting which is a subset of the discipline of teaching and learning.
  • co-facilitators
    • Terry Elliott
       
      One of those filters is the folk and all manner of them, expert and otherwise.  The lived experience of the folk is one of the most profound filters we have.  Books are another.  The idea of ideas is another.  Metaphor and figurative language in general are others.  I think the notion of love is one of the most profound filters there is.
    • mitomimi
       
      My team had a motto back in the early days of Internet studies: "The best search engine is a well-informed friend." I am probably defaulting to this as my filter strategy. Not sure if this is the right one given the opportunity for new encounters on ccourses though.
    • Maha Bali
       
      Well, Mimi, you can add to your list of well-informed friends as you go :) that's how it works for me, a few key people connect me to everything and everyone else, then i'll meet a new person who becomes "key" coz i love what they help me connect to... And so on :)
    • swatson217
       
      Love as a filter- yes, yes.
  • ruminating on the implications for Connected Courses
    • Terry Elliott
       
      This would be a very profound filter to read about. Not what Ito found in her research but how she mucks about it, how her ruminations follow and work.  Her discoveries on how she filters the great steaming compost of her research from start to intial finish. 
    • mitomimi
       
      I wish there was more conscious method to the madness... It's not that I don't have any systematic process, but I really rely on having mental space for pattern recognition to happen over time and that's why I think I'm challenged by the pace of ccourses. I do like the metaphor of filtering that you're bringing to this. I find the thought that good filters might exist to be comforting. But I don't have them! I tend to rely on immersion more than filtering as a method I guess. Which is anthropological... but at some point, yes, one does need to make some choices!
    • Maha Bali
       
      This is all getting me itchy to read about Mimi's work on researching connecting learning for several reasons: 1. I want to know how she researched it when she's not comfortable on twitter (haha) 2. I am interested to know about research methodology 3. I fell in love with Mimi reading this post and I want to immerse myself in her work and anything she writes!!! Strange how seeing Mimi on hangout for a few mins did not give me much insight but this post was like..wow... I can't explain the profound effect it had on me, both for my own reflections but also how it made me feel and think about Mimi.
    • swatson217
       
      I hope Mimi is reading these comments :)
  • the most awesome staff
    • Terry Elliott
       
      Yes, how have the staff been involved.  How are they filtering and testing and adjusting and doing?  They are deep in the mill, grinding the wheat, keeping out the chaff.  
  • feeling the pull of the fragments of notes
    • Terry Elliott
       
      If you are feeling the pull of the notes you should succumb to their siren call and gives us those unpolished notes.  Just let us know that they are just that.  Let us filter them if they really are pulling at you. 
    • mitomimi
       
      I suppose I could think aloud on twitter more. It's hard to find time to find the quiet time to pull together a blog post. Or maybe I'm setting the threshold too high on blogging :)!
    • Maha Bali
       
      I love what Tania Sheko has done: put together her annotations into a blogpost. I understand that not all people can blog as often and not all feel comfy with unfinished thoughts being out in the open. It's a risk, and i regret it sometimes. But i think there is a middle way for people like Mimi who can blog such awesomeness but feel they cannot do it as frequently. One really useful way of blogging is to curate what you've been reading. I do it sometimes to help me organize my thoughts, and also to let people know i appreciate their work. Mimi's post we are annotating here did so much of that for me and did not feel long at al actually. It was v engaging and full and rich.
  • social stream that I know I’m missing.
    • Terry Elliott
       
      Yes, you are missing something.  I take solace in the disturbing fact that almost every stream of infor mation you might have received was only so much noise.  It is only when you drink it in that it becomes signal.  Your signal and your meaning. The faith we need is that our system of connections is robust enough to be trusted.  So...the system of connections both digital and actual is what is 'holy'.  It is what we do to honor that web and remake that web that is our greatest task.  Connecting is a social craft.  It is time we started honoring it as such.
  • I’ve so appreciated observing and learning from my more experienced online co-facilitators as they surf the rapids;
    • Terry Elliott
       
      I have spent the better part of the last two summers internalizing and then externalizing your research into connected learning--the values and principles you have so carefully drawn out of your research.  We are surfing the rapids on the kayak that you and your researchers designed especially facilitators from #clmooc.
    • mitomimi
       
      Thank you for this Terry and for your courage in surfing the rapids!
  • I don’t even know what to say about @cogdog Alan who apparently can comment on blogs and make a GIF while hosting a live event.
    • Terry Elliott
       
      I think that praise is due here to Alan,  but I would like to remind you that there is a web of unsung and unheralded and unknown that are yet to be uncovered.  it is our work as facilitators and helpers and participants to tease and ease them onto the dance floor.  God knows they can boogie better than I can if we can just get them onto the floor and teach us how to juke.
  • “legitimate peripheral participants,”
    • Terry Elliott
       
      Actually I prefer descriptions of what people do when they legitimately and peripherally participating.  The abstractification of digital space I think is the occupational hazard of researchers.  it is my job to shout out that the emperor has no clothes.  What is legitimate and what is peripheral and how is that different from marginal and what constitute participant membership?  No...freaking...clue.  
    • Terry Elliott
       
      cornucopia/distributed network/cop/ cross-network remix/immersive theater/funnel/community/hybrid/constellation/stances. I am confused. Good.
  • or that the delicate social machinery we’ve stitched together is going to fall apart
    • Terry Elliott
       
      The only way it will fall apart is if you don't trust the users to pick up the slack in the web.
  • Living at the collision of multiple CoPs, funnels of engagement and streams means that we can all find a way to succeed!
    • Terry Elliott
       
      Reminds me of a pinball.
  • mmersive theater where participants are all experiencing a different narrative.
    • swatson217
       
      This is interesting to try to visualize; it takes my mind into photos of intertwined galaxies.  I wonder sometimes "how" different the narratives are that we each experience.  Perhaps the similarity fades as you move away from each rhizome that you participate in.  Of course, our perception of our narrative is crucially affected by our lens, our filter(s), our biases.
  • sequentially by different facilitators
    • swatson217
       
      I am curious how different facilitators will dip in differently...
  • pulled together some stats
    • swatson217
       
      I am glad you pointed this out - I had no idea these were on the CC site!
  • Our “open” rate on the emails to subscribers is a whopping 50.7% compared to the industry standard of 16.7%
    • swatson217
       
      interesting...I had no idea.
  •  
    Wow -- this piece by Mimi Ito deserves the full annotation/comment of the group. Let's get into it!
  •  
    Wow -- this piece by Mimi Ito deserves the full annotation/comment of the group. Let's get into it!
Kevin Hodgson

Newest Syndicated Blogs | Connected Courses - 0 views

  •  
    Wanted to add this list of blogs to our Diigo and point out the "random post generator" -- I've been doing regular travels around the CCourse blogosphere because it seems as if commenting is not really happening on any grand scale here.
Terry Elliott

Howard Rheingold Connected Courses - How is #ccourses going? Where should it go? Let's ... - 6 views

    • Terry Elliott
       
      I see it as a a rich space where I am responsible for my own learning and knowing.  But I am also responsible for those who are with me.  I worry that I don't get more of a sense of who has skin in the game and who doesn't.  I am trying to use these tools in my own connected courses, I am trying to connect with students here and in those classes.  How do I make connecting as routine as a syllabus AND how do I make it as valued as a syllabus.  I want to know more about how I can navigate the existing sharky waters of hied. How have others used aikido moves to enable connected values and principles in what amount to mostly unconvivial sharing tools.  
    • Kevin Hodgson
       
      My only wonder/concern is that other than you, Howard (and Alan, to some degree, earlier), facilitators seem to be absent from the online conversations, other than the scheduled video hangouts.  It can feel a bit ... like the classrooms that Connected Courses is trying to remix, where the knowledgeable person in the front of the room (or in the hangout on my screen), talks and shares expertise, but then is not all that active in the ancillary conversations going on outside of the classroom (hangout).  Tell me I am missing those conversations, and I will be happy/content in that knowledge.  When I bounce around the blogs, I am most often likely to see you (Howard), Terry, Mariana, and a few others in the comment sections. Maybe more plans for projects like #WhyIteach are in the mix (hope so) and ways to get folks to make content (a shared ethos of open learning? A collaborative letter to a Dean about the need for more connective learning? etc) connect deeper will emerge (doubly-hope-so).
    • Maha Bali
       
      You just reminded me: I see nothing in the course design that helps people who are TEACHING students and involving them in #ccourses to help those students interact with each other. I am mostly seeing other educators here...
    • Maha Bali
       
      Agreeing with Kevin here. There are a couple of other facilitators active in some spaces. Helen on twitter and blogs (did not realize she was a facilitator at first, though); Mia Zamora (she's a facilitator, right?) and Jonathan on Google+ and Mimi is starting to respond on Twitter now. But in general, I would have expected the facilitators to be active throughout and across. The only ones who are really doing that are Howard and Alan. As in, they were there from the very beginning (pre-pre-course) and everywhere in all spaces, "listening" & responding. Not every facilitator can read/listen to everything (though Alan/Howard almost seem like they do! don't know how!) but given the sheer number of facilitators their responsive presence has potential to be so much stronger.
    • swatson217
       
      I am agreeing with Kevin and Maha.
  • a better sense of how the course is being perceived and how participants would like to see it go in the future
    • Howard Rheingold
       
      I hear you and we're working on it. Give it a few days and you'll see some action.
    • Terry Elliott
       
      You guys are the greatest.  Really proud to be working with you.
    • Kevin Hodgson
       
      I realize, too, my comment goes against the grain of Connected Learning. While I appreciate all the facilitators, I shouldn't sit around and wait for them. As Howard notes, "What it is, is up to us."
    • Maha Bali
       
      I don't think its going against the grain, exactly, Kevin. It's a kind of speaking out. And it's also the case that some learners need more direction, or more support or explicit permission in knowing they can take their own direction... If that makes sense?
swatson217

Chicken/egg reflections on intercultural maturity, criticality, & open-connectednessRef... - 1 views

  • Then again, it might just be because I now know them enough to understand their humor
    • Tania Sheko
       
      Me too, born in Australia but from Russian and German background - both parents born outside Australia. I've always felt that I am both and neither.
  • I still feel kind of hybrid)
  • our ability to share humor might be a function of how well we know each other
    • Tania Sheko
       
      Yes, there is the connection between friends who respond to the same humour and share interests, but there is also the shared history that allows common responses. 
  • ...29 more annotations...
  • Then this got me thinking about the difficulty of sharing humor not only across cultures, but online
    • Tania Sheko
       
      Because, of course, open online environments do not discriminate on the basis of race or anything else.  Humour is such a tricky thing. You can live in the same house for decades and still not get somebody's sense of humour. It's almost a language in itself.
  • And some “i have nooo idea what you’re talking about” things
  • It’s interesting to study the effect of this on how well creative brainstorming works…
    • Tania Sheko
       
      What do you mean by that, Maha, your point about creative brainstorming?
  • how I never got the refs to Greek mythology
    • Tania Sheko
       
      Me too, and at Uni I studied literature, and was too busy to catch up on all the reading I needed to get the references. So when my first son proved to be a big reader, I made sure he read a lot of the mythologies - Greek, Roman, Norse, etc. I'm sure that kind of roundedness helps with self confidence. There's so much referencing - how much of our culture is referenced from history!
  • In my PhD research, I ask a chicken-and-egg question about intercultural maturity and critical thinking.
  • empathy
  • is likely to be open-minded, curious, willing to question one’s own views, interested in understanding different world views – all of which mean this person is likely to behave positively in an intercultural learning experience
  • A good critical thinker
  • intercultural
  • exposure to diversity
  • But how to develop these characteristics?
  • If you’re closed minded and not curious, you’re unlikely to seek intercultural exchange
    • Tania Sheko
       
      Can you change students from being closed minded to open minded? I hope so, because otherwise education is a waste of time. But sometimes I meet teachers who are so closed minded (in terms of trying new ways of teaching) that I give up hope.
    • swatson217
       
      Can you change teachers fro being close minded to open?
  • So which comes first?
  • But if you have never been with people different from yourself, how do you learn to behave in these situations in such a way that helps you learn from it?
  • and so you keep finding yourself in situations and you take advantages of opportunities to connect openly, and then you reap the benefits of that, which fuels you further?
    • Tania Sheko
       
      This is such an important question, and one I've been thinking about over the years. Do I give up with certain people and just focus on convincing those who are open? My job as a teacher librarian depends on convincing teachers that it's worth collaborating with me. Otherwise I can't work with students apart from traditional resourcing.
    • swatson217
       
      yes yes yes
  • how do you get someone into intercultural experiences
  • Is it that you start out as someone who loves openness and connection
  • Same questions could be asked of open/connected learners
  • how do you develop critical thinking needed to develop intercultural maturity without being in an intercultural experience;
  • But how would you “get in” if you don’t already have that attitude?
  • That question plagues me with reference to whether we can actually draw people into open/connected learning
  • Like Laura Gibbs, i’d take curiosity over security any day.
  • A lot of people are monuments/avatars/objects before we decide to engage
  • Someone said her students were shocked when a book author (Howard Rheingold) replied to their tweets. As in, they had not before really thought of him as a real person. Funny.
    • Tania Sheko
       
      Yes, my students are confused and very surprised that a 'real author' would even consider connecting to them online. Once an author was involved in my students' blog comments, and one student said he would rather not know him as a real person because he wouldn't be able to live up to his 'imagined' persona (my words).
  • is it possible for someone to get interested in open and connected learning, to become a connected educator, without first experiencing the beauty, the potential of that, if they are not originally of open/connecting attitude? Or not digitally literate, even.
    • Tania Sheko
       
      I still wonder if what I experience as an enjoyable connective experience is unique to me and those who have chosen to participate. Maybe some teachers wouldn't find this kind of thing interesting or enjoyable.
  • How do you draw them in to try? If you give a workshop on it, hands-on, will they come? Will it sound like gibberish and feel overwhelming?
    • Tania Sheko
       
      And how do you sustain that even if the workshop is successful?
    • swatson217
       
      I struggle with this with my teachers.
  • about how joining an academic conversation midway feels? It’s the same for joining an open online community or finding oneself in a new culture
  • It takes time to figure out where to start, whom to talk to, how to talk, how to engage in culturally acceptable ways, etc.
    • swatson217
       
      Maha, this is a great question!
Kevin Hodgson

lastrefuge: Develop a digital me - 2 views

  • so let’s start over…
    • Terry Elliott
       
      'do overs' allowed
    • Simon Ensor
       
      When do we never start over?
    • Kevin Hodgson
       
      (made a comment and lost a comment) Is this more of our loop conversation that started on twitter? I like Simon's words of "You are just on a longer loop" to Susan. Looping around.
  • I found that the way it appeared to be militated and implemented within institutions wrung out all the joy and potential of that which technology could bring:
    • Terry Elliott
       
      As if all the caring was wrung from it?
    • Simon Ensor
       
      (Ir)rationalisation, militarisation, institutionalisation. the alchemists. "Learning business management" Performance - nonperformance.
    • Study Hub
       
      Caring versus military micromanagement
  • they could harness a form that facilitated a multiplicity of ways to understand – to communicate – to be creative – to think – to explore…
    • Terry Elliott
       
      You helped them determine their own freedom.  Determining freedom sounds paradoxical if not downright oxymoronic.
    • Study Hub
       
      Determining freedom sounds appalling! Trying to create a fissure or crack in implacable academic space where freedom could emerge?
    • Kevin Hodgson
       
      Love this sentence ... idea .... and how it formed all that went forward from there
  • ...8 more annotations...
  • they were bad!
    • Terry Elliott
       
      Bad dog. Bad.
    • Terry Elliott
       
      No bad dogs.
    • Study Hub
       
      They were bad - we were bad... all bad! (Just heard on the radio: When shepherds get hungry - they will eat their sheep... I think this is it: when we punish the teachers they eat their sheep!)
    • Kevin Hodgson
       
      I'd say, good dog, there.
  • And it definitely did not feel like joyful learning.
    • Terry Elliott
       
    • Terry Elliott
       
      This is an example of joyful learning for me: listening to Wendell Berry's poetry in his voice.  This is joy rising up from the ground, not power raining down from above.
    • Simon Ensor
       
      Poetry and process
    • Study Hub
       
      The peace of wild things!
  • my first digital artefact!! So bad!!
    • Terry Elliott
       
      Someone should put it on their digital refridgerator to share and show:  I am here, I am here, I am here.
    • Simon Ensor
       
      Kid art. Toddlîng. Performance... Self-censorship Constable sketches.
    • Kevin Hodgson
       
      I'd like to see it, in fact, now that you have me curious ... does it still live online?
  • I have tried to bring some of that back for my students – to see if the passion and the play could happen in our classrooms as well.
    • Terry Elliott
       
      It is the going out and the coming back.  Coming down from the mountains and talking to the folk. 
    • Terry Elliott
    • Terry Elliott
       
    • Terry Elliott
       
      Just wanted to embed this picture.  Stillness of a zen moment while we bring the learning down from the tech mountain.
    • Simon Ensor
       
      Stillness, pause, attention, Not learning but living.
    • Study Hub
       
      Didn't want it to feel all Moses and messianic. I did not want to bring the learning from the tech mountain - but to say - hey - this mountain is here - there could be beauty - there is some danger - there is risk - go on - check it out for yourselves...
  • Terry Elliot’s zeega on learning
    • Terry Elliott
       
    • Terry Elliott
       
      Right click on the zeega above, open in new tab.  This is easily and overall the best one of these I have ever done. Thanks for showing.
    • Simon Ensor
       
      Pinball, pinball, pinball. Subliminal, peripheral, capture. Learning ecology.
  • Develop a Digital Me: http://learning.londonmet.ac.uk/epacks/posters-digital/
    • Terry Elliott
       
      This little url is a triumph for all especially for your perseverance.  Let it shine, girl, let it shine.
    • Simon Ensor
       
      Timetable unstable
  • staff were not given the space and time to play with the new technology
    • Kevin Hodgson
       
      This so typical, no matter the learning institution ... even in elementary schools, where you would think play would be the heart of learning. But not for teachers, apparently ....
  • Develop a Digital Me
    • Kevin Hodgson
       
      I imagine this becomes an intersection of reflection and introspection and identity exploration for many of them. http://payload.cargocollective.com/1/2/66131/2083019/identitycrisis%20copy_860.jpg
Terry Elliott

Don't Abandon the World | Attention Must Be Paid | RhetCompNow - 1 views

  • ripped all 20 ways
    • Kevin Hodgson
       
      I am all about the rip ... and sharing inspirational thinking ...
    • Terry Elliott
       
      ripremix...remixrip...ripemixr...anagrams anyone?
  • Change Perspective Reframe the familiar
    • Kevin Hodgson
       
      These two dovetail nicely, right? Finding the time to do this -- and the energy -- is important, and yet ... how many of us do it? 
    • Terry Elliott
       
      Love the Stones in the background singing "Gimme Shelter"
  • Poeticize the irritating
    • Kevin Hodgson
       
      What ... the ...heck ...does ... that...mean? Another phone call ringing off the hook three on the main line seven on the cell all to tell us what we already figured out on our own by looking out the window ... school has been cancelled due to the white covering and the threat of rain, freezing all of our plans in their tracks....
    • Kevin Hodgson
       
      Hmmm ... poem formatting got flattened there ....
    • Terry Elliott
       
      But isn't flattened as I read it.  Did you 'fix' it somehow?
    • Kevin Hodgson
       
      No -- it was flattened in the text box when I was annotating but seems OK here .. strange, right? Am I flat stanley or not?
  • ...2 more annotations...
  • Soundmap
    • Kevin Hodgson
       
      I want to do more with soundmapping .... I am  reading Steven Johnson's How We Got to Now and the chapter on how sound transformed out lives is so interesting ...
  • bullet points all week by adding my own annotations to them using Diigo
    • Kevin Hodgson
       
      I wanted my comments to mesh with your comments, but found I hit a wall and could not remember how to do that, so I have made my own. http://gph.is/18S0U2u
    • Kevin Hodgson
       
    • Terry Elliott
       
      OK, I am annotating your annotated link right here.  So...it does work and you can collaborate and its serves Beltran right for being a Yankee now.
    • Kevin Hodgson
       
      Yer talking to a Yankee fan ...
Tania Sheko

Why Read This, Why Read That?Reflecting Allowed | Reflecting Allowed - 1 views

  • that she found reading books (quickly, i assume?) easier than wading through tweets and blogs; whereas I clearly did the tweets/blogs things quite comfortably but found reading books “too much”
    • Tania Sheko
       
      I feel the same as Maha, easier to read and respond to blog posts than read a book on my own - with nobody to talk to and no way of sharing my thoughts. Claustrophobic.
    • Kevin Hodgson
       
      I can both ways, depending on the situation. Here, with Connected Courses, I find I am (like Maha) completely ignoring all the recommended reading and diving right into the social stream.
    • Maha Bali
       
      Kevin I keep remembering that you were initially planning to lurk coz ur not in highered. I think (assuming here) that given your personal goals and interests it makes absolute sense to go that route. I made me realize, reading this, that in some other MOOC, my behavior may be slightly different, where my goal is to get some theory rather than interact w ppl (umm i've yet to participate in such a MOOC, but i do sometimes sign up for an xMooc and just download resources and never follow the 'MOOC itself
  • Anyway, it made me reflect on why I, someone who LOVES reading by all accounts, have a strong preference for reading blogs/tweets over books/academic articles in MOOCs. There are many reasons,
    • Tania Sheko
       
      This is something I've been thinking about for ages but feeling like I've failed in that I've lost the enthusiasm for reading books, or maybe don't have the focus stamina any more. Thanks for writing this out, Maha, I might do my own blog reflection.
  • reflecting on connecting
  • ...30 more annotations...
  • “my way
    • Kevin Hodgson
       
      I think finding our own way is a key element here.
  • Mimi’s point that a connected learning experience “welcomes people with different dispositions and orientations to learning”,
  • In terms of learning: Is the MOOC about experiencing connecting? Or about reading about it?
  • the MOOC is about reflecting on connecting,
  • My first PhD supervisor was big on encouraging me to read diverse articles not single-authored books
  • My second supervisor (who replaced the first) was big on me reading original works by e.g. Marx, Foucault, etc.
  • I also find reading translated works really difficult and find it a better investment of my time to first read more contemporary (or at least, more education-focused) interpretations of the “greats” works, before reading the original. It helps me read it better
  • I do not value the book-authors more than I value the blog-authors
  • can interact with them more regularly
  • more accessible, easier to read quickly
  • 2. Attention issues
  • Philosophical approach to reading
  • This is particularly funny because I keep not finding time to read the”attention literacies” part in Howard Rheingold’s Net Smart, as I get ‘distracted’ into reading different parts of it (i’ve probably read half the book already, just not in order).
    • Tania Sheko
       
      I can relate to this behaviour.
  • And that’s why I voice these things in MOOCs, because I am pretty sure that courses about connection want ppl to feel they can participate.
  • Taking steps: Conceding Having said all this… I went into unit 2 of #ccourses today and did the following
  • So basically, I hope to engage with these readings “my way” (so not deeply with each entire book, unless it draws me in, but with parts of it)
  • hope that blogposts by other people & the hangout will fill me in second-hand (you see what I am doing here, don’t you?)
    • Tania Sheko
       
      Very clever. I think this method wards away the guilts and also sustains engagement in the course. The alternative would be to give up and feel defeated if you couldn't do everything.
  • P.S. some ppl may say that w blog posts u have no guarantee of quality vs a book recommended by the facilitators. However, there are many ways to gauge a blog’s quality, incl knowing the person, seeing it retweeted often or with many comments – and it takes v little time to skim it to decide to read deeply;
  • lovely quotes from Mimi’s post
  • Connected Courses is a veritable cornucopia of ways of participating with no central platform.
  • colliding through a loosely orchestrated cross-network remix, immersive theater where participants are all experiencing a different narrative.
  • hybrid network, more like a constellation that looks different based on where one stands and who one is.
  • a site of productive tension that is characteristic of connected learning.
  • Connected learning is predicated on bringing together three spheres of learning that are most commonly disconnected in our lives:
  • peer sociability
  • personal interests/affinity
  • opportunities for recognition.
  • reciprocity and fun in the social stream
  • our personal interests and expertise
  • institutional status/reputation
Terry Elliott

Kevin's Meandering Mind | Three Comics for #CCourses - 2 views

    • Terry Elliott
       
      Reminds me of the Miranda warning,  Love how these are custom made comics with a very specific audience that still strive for a wider one
    • Kevin Hodgson
       
      That's the idea -- generate a visual based on concepts and things I am hearing. And poke fun at everyone, in a gentle way (unless your corporate name is Pearson)
    • Terry Elliott
       
      Very powerful point here. thinking also about European Union making  Google acknowledge our right to be forgotten.  One of the reasons why I like duckduckgo as a search engine.
    • Terry Elliott
       
      Love the reference here to Susan's posts?
  • ...3 more annotations...
    • Terry Elliott
       
      Is this really Starship CLMOOC?  Is #ccourses too locked down like a course? 
    • Terry Elliott
       
       Are these really opposed? System A and System B? Reconcileable? Balanceable?
    • Terry Elliott
       
      Thanks for the Posner reference. It has some real relevance in #ccourses and hied. So practical.
Terry Elliott

Hyper-connected learning - using Diigo to share reflections on a post reflecting on ano... - 2 views

    • Terry Elliott
       
      One powerful quake and this brittle system goes down.  Is the same true of all our digital spaces. Access is already limited enough as it is.
Kevin Hodgson

Connected Courses MOOC (#ccourses) and #oclmooc: Assessing Connected Learning... - 1 views

  • the gold standard is to ask what impact the learning eventually has not only on the learner, but on the community the learner ultimately serves. And it encourages us to take the learner’s point of view into account rather than focusing solely on the learning facilitator’s or learning organization’s vantage point.
  • Do we follow up with our learners to see “whether learning made a difference in their lives?”
    • Kevin Hodgson
       
      I don't think we do much follow-up of our learners, particularly at the university level. Down in the K-12 level, we have lots of data around where students have been and where they end up. So might say, too much data, but I find it handy as one tool to get a sense of areas of strengths and weaknesses. And I am curious to know how former students are faring.
  • “It’s not just what kids got out of the course…but what happens next, “Ito reiterated.
  •  
    an overview by Paul
Terry Elliott

No Hiding Your Talents and No Bad Dogs: Happy New Year | Impedagogy - 1 views

  • Sandra Sinfield
    • Kevin Hodgson
       
    • Terry Elliott
       
      Generating stuff you never need--story of my life. Wonderful to see Sandra in axn.  This is why I love Google Hangout(s)
  • a nova in the winter’s dark.
    • Kevin Hodgson
       
      or Heather Nova ...
    • Terry Elliott
       
      Lyrics to Winter Blue Kiss your lashes, hiss you low I'm driven to you like the driven snow There's a place for us to lie For every lover there's a piece of sky To every life a light that shines To every heart a beat that's true Baby you're my yellow summer Baby you're my winterblue You know that this was meant to be Long ago a hundred years from now Tossing on an open sea Love so good it's easy to go down To every life a light that shines To every heart a beat that's true Baby you're my yellow summer Baby you're my winterblue Baby you're my yellow summer Baby you're my winterblue To every life a light that shines To every heart a beat that's true Baby you're my yellow summer Baby you're my winterblue Love you like a jungle fever I'll never never never, I'll never leave Through every vein and every fibre I'll never never never, I'll never leave To every life a light that shines To every heart a beat that's true Baby you're my yellow summer Baby you're my winterblue Baby you're my yellow summer Baby you're my winterblue Baby you're my yellow summer Baby you're my winterblue Winterblue, winterblue ... Winterblue, my yellow summer ...
  • annotate it and share it.
    • Kevin Hodgson
       
    • Terry Elliott
       
    • Terry Elliott
       
      Go to the Vialogues above to comment.  Here is the link if you have probs with the embed: https://vialogues.com/vialogues/play/19196
    • Terry Elliott
       
      I could see where this would be very handy way to make an assignment by using the annotation links as guided reading, asking questions, embedding Google Forms,  well...just wow.
  • ...6 more annotations...
  • did you know that you could embed stuff into the the Diigo annotation boxes
    • Kevin Hodgson
       
      Lots of stuff you can stuff inside things that weren't made for stuffing ...
    • Terry Elliott
       
      We Have Arrived
    • Terry Elliott
       
      I was having trouble embedding a hackpad until I remembered about Embed.ly.  http://goo.gl/1DCgSx
    • Terry Elliott
       
  • text box
    • Kevin Hodgson
       
  • celebrating her post
    • Kevin Hodgson
       
      Oh yeah ...
    • Terry Elliott
       
  • text annotation machine
    • Kevin Hodgson
       
    • Terry Elliott
       
      freaky
  • sound file via Soundcloud
    • Kevin Hodgson
       
    • Terry Elliott
       
      Gotta love that Farfisa Combo. 
    • Terry Elliott
       
      Here is a Wikipedia book I made this morning titled "Rock Lobster:the Birth of the B52s and Fictional Lobsters"
  • Three things to note
    • Kevin Hodgson
       
      and one to share: Beware the Dog
    • Terry Elliott
       
      Irrepressible music just like my daughter's beagle/pug cross.  This music is a puggle.
  •  
    feel free to help annotation this piece about annotation
Terry Elliott

touches of sense... - 3 views

  • Let it bleed
    • Terry Elliott
       
      The motto of the cutter.  The secret answer to the question, "Am I still alive?"  I need a sign from the only God I know--my own body, the only truth as embodied.
  • I will not let the hope of life die.
    • Terry Elliott
       
      Hope is fractal.  The tiniest bit be representin' of the whole. 
  • Let us bleed our life over blank sheets.
    • Terry Elliott
       
      Red Smith was asked if turning out a daily column wasn't quite a chore. …"Why, no," dead-panned Red. "You simply sit down at the typewriter, open your veins, and bleed."
  • ...46 more annotations...
  • Let us laugh out loud at this madness.
    • Terry Elliott
       
      It's only blood.  We'll make more.  Let the IV run to your pen.  And write until you grow faint as the memory of your loss concentrates in your veins.
  • I got the joke.
    • Terry Elliott
       
      Me, too. And ask not for whom the joke sings, it sings for thee.
  • I knew that I was effectively dead. 
    • Terry Elliott
       
      At Thomas Merton's Grave BY SPENCER REECE We can never be with loss too long. Behind the warped door that sticks, the wood thrush calls to the monks, pausing upon the stone crucifix, singing: "I am marvelous alone!" Thrash, thrash goes the hayfield: rows of marrow and bone undone. The horizon's flashing fastens tight, sealing the blue hills with vermilion. Moss dyes a squirrel's skull green. The cemetery expands its borders- little milky crosses grow like teeth. How kind time is, altering space so nothing stays wrong; and light, more new light, always arrives.
  • many metamorphoses over the years
  • How do you live after death?
    • Terry Elliott
       
      Death, be not proud, though some have called thee Mighty and dreadful, for thou art not so; For those whom thou think'st thou dost overthrow Die not, poor Death, nor yet canst thou kill me.
    • Terry Elliott
  • This was all a nightmare. 
    • Terry Elliott
       
      The darkness drops again; but now I know    That twenty centuries of stony sleep Were vexed to nightmare by a rocking cradle,    And what rough beast, its hour come round at last,    Slouches towards Bethlehem to be born?
    • Terry Elliott
       
      One, two! One, two! And through and through       The vorpal blade went snicker-snack! He left it dead, and with its head       He went galumphing back.
  • I lived still in hell.
    • Terry Elliott
       
      Midway along the journey of life I woke to find myself in a dark wood, for I had wandered off from the straight path. Canto 1, Inferno
  • How wrong could I be?
  • Her silence, and in particular her rictus terrified me.
    • Terry Elliott
       
      Vintery, mintery, cutery, corn, Apple seed and apple thorn; Wire, briar, limber lock, Three geese in a flock. One flew east, And one flew west, And one flew over the cuckoo's nest.
    • Terry Elliott
  • How does one live when one knows one is dead?
    • Terry Elliott
       
      Sound track to Dead Man, Neil Young http://open.spotify.com/track/3TAPPBn35eyY4I07FgMxuy
  • "You have been through hell."
  • "Why not me?"
  • "Education Nirvana."
    • Terry Elliott
       
  • inkling
    • Terry Elliott
       
      Origin of INKLING Inkling is a mighty word. Middle English yngkiling whisper, mention, probably from inclen to hint at; akin to Old English inca suspicion First Known Use: 1513
  • a bit of surprise
    • Terry Elliott
       
  • "Miracles do happen"
    • Terry Elliott
       
  • "Hurrah!" I hear you say.
    • Terry Elliott
       
  • a stunned silence
    • Terry Elliott
       
  • "We've realised over the past few hours, that we really haven't got a clue what on earth we are playing at, so we have decided as a group to abandon all pretence at leading policy for world education."
    • Terry Elliott
       
  • a congregation of education hacks
    • Terry Elliott
       

      Audio and voice recording >>
    • swatson217
       
      I love this comment.
  • There is one more thing
    • Terry Elliott
       
  • Prince Edward Island, in Canada.
    • Terry Elliott
       
  • Mr Dave Cormier
    • Terry Elliott
       
  • "Who?" I hear you say.
    • Terry Elliott
       
  • what will now become official world education policy.
    • Terry Elliott
       
  • "Rhizomatic learning, or rhizomatic education."
    • Terry Elliott
       
    • Terry Elliott
       
  • Mr Cormier, it appears, will be giving us a detailed report
    • Terry Elliott
       
    • swatson217
       
      cooooooool
  • surprised as any of us
    • Terry Elliott
       

      Voice Recorder >>
  • The world is really a mad, mad, mad, and wholly uncertain place..
    • Terry Elliott
       
      W. B. Yeats, "The Second Coming" from Mohammed Raiyah
    • Terry Elliott
       
  • "Hello! Can you hear me?"
    • Terry Elliott
       

      Audio and voice recording >>
  • "Idiot!" "Fucking idiot."
    • Terry Elliott
       

      Voice Recorder >>
  • "Idiot!" "Fucking idiot."
    • Terry Elliott
       

      Voice Recorder >>
  • "So, what next?"
    • Terry Elliott
       

      Record and upload voice >>
  • "If I were to put my hand there?"
    • Terry Elliott
       

      Audio recording software >>
  • "No, it's unsafe, there's a loose block." "If that were to come off, that's a bloody big block.
    • Terry Elliott
       

      Audio recording and upload >>
  • "What if I moved my foot up a bit."
    • Terry Elliott
       

      Record music with Vocaroo >>
  • "Fuck. Fuck. Fuck."
    • Terry Elliott
       

      Audio and voice recording >>
  • "Yes, that seems better."
    • Terry Elliott
       

      Audio recording software >>
  • significance
    • Terry Elliott
       
      significance (sɪgˈnɪfɪkəns)  [a. OF. significance, or ad. L. significantia, f. L. significāre to signify: cf. signifiance. Not frequent before the 19th cent., but cf. next.]  1. a.1.a The meaning or import of something.  c 1450 Merlin ii. 39 Often axed Vortiger of Merlyn the significance of the two dragons. [Ibid. 40 significaunce.] 1649 Milton Eikon. viii. 73 Empty sentences, that have the sound of gravity, but the significance of nothing pertinent.  
      Audio recording and upload >> b.1.b Without const.: Meaning; suggestiveness.  1863 Geo. Eliot Romola iii. xxiv, To one who is anxiously in search of a certain object the faintest suggestions have a peculiar significance.  
      Record and upload audio >> 3.3 Statistics. The level at or extent to which a result is statistically significant; freq. attrib., as significance level; significance test, a method used to calculate the significance of a result; hence significance testing vbl. n.  1977 P. Johnson Enemies of Society xi. 157 In psychology, for example, it is notorious that 'results' use
  • "You fucking idiot." "Fuck, fuck, fuck."
    • Terry Elliott
       

      Record audio or upload mp3 >>
  • at a crux again
    • Terry Elliott
       
      crux (krʌks)  [L.: see cross.]  ‖1.1 = cross, in heraldic and other expressions. crux ansata = tau 2 b (see quot. 1930).     1841 J. G. Wilkinson Manners & Customs Anc. Egyptians 2nd Ser. I. xiii. 341 The sign of life (or crux ansata) was compelled to submit to the unintelligible name of 'Key of the Nile'.    1896 [see ankh].    1930 E. A. T. W. Budge Amulets & Superstitions xviii. 340 It is wrong, too, to call the sign ☥, crux ansata, the 'handled cross', for whatever object the hieroglyph may represent, it was certainly not a cross or anything like it. ‖2.2 Astron. The constellation of the Southern Cross.     1837 Penny Cycl. VIII. 198 Crux, a southern constellation formed out of Halley's observations by Augustine Royer in his maps published in 1679.    1870 Proctor Other Worlds xi. 253 There is in the constellation Crux, a pear-shaped vacuity of considerable size. 3.3 fig. a.3.a A difficulty which it torments or troubles one greatly to interpret or explain, a thing that puzzles the ingenuity; as 'a textual crux'. Cf. crucify v. 2 c. (Used by Sheridan and Swift with the sense 'conundrum, riddle'.)    [Cf. G. kreuz, Grimm, 2178 g, (quoted from Herder 1778, and Niebuhr); according to Hildebrand taken from the scholastic Latin crux interpretum, etc.]     1718 Sheridan To Swift Wks. 1814 XV. 56 Dear dean, since in cruxes and puns you and I deal, Pray, Why is a woman a sieve and a riddle?    1718 Swift To Sheridan Ibid. 61 As for your new rebus, or riddle, or crux, I will either explain, or repay it in trucks.    1830 Sir W. Hamilton Philos. Perception Disc. (1852) 69 note, Ideas have been the crux philosophorum, since Aristotle sent them packing to the present day.    1859 Maurice What is Revelation 70 To look upon them as mere cruxes and trivialities which may be left to critics.    1875 Jowett Plato (ed. 2) IV. 401 The unity of opposites was the crux of ancient thinkers in the age of Plato.
  • "My God, oh my God , why have you forsaken me?"
    • Terry Elliott
       

      Record audio or upload mp3 >>
  • "I  thirst"
    • Terry Elliott
       

      Record audio or upload mp3 >>
  • "I swarm up towards the sunlight, gasping for air."
    • Terry Elliott
       

      Online recording software >>
  • "It is finished."
    • Terry Elliott
       

      Record and upload audio >>
  • in significance
    • Terry Elliott
       
Terry Elliott

touches of sense... - 1 views

  • looked up at me
    • Terry Elliott
       
      Jazz divines your intention, your attention.  
  • just Jazz
    • Terry Elliott
       
      a dog juste
  • "Why had I stopped?"
    • Terry Elliott
       
      Remote gazing, scopaesthesia,
    • Simon Ensor
       
      Ah another new word. Yes, technology amplifies what...
  • ...17 more annotations...
  • freedom is framed
    • Terry Elliott
    • Simon Ensor
       
      Excellent article. Had not situated Lakoff. Understand better now my own desire for progressive lenses.
  • All means of capture: camera, phone, pen, paper, I had left at home.  
    • Terry Elliott
    • Simon Ensor
       
      Binary framing. Power framing. Main framing.
  • There he was again, questioning, "What are we doing?"  "Is this where will stay?"  "Will we stay here for ever?"
    • Terry Elliott
    • Simon Ensor
       
      That is Jazz.
  • patient impatience
    • Terry Elliott
       
      "I calmly get frustrated waiting on waiting. I'm a patient person but impatiently patient about waiting"~Urban Dictionary
  • "What was that?" "What made that noise?" "Where was it?" "Is it safe?"
    • Terry Elliott
    • Simon Ensor
       
      That is Jazz
  •  A few yards on, the clouds were becoming rather menacing.   I felt a few spots of rain.   There were gusts of winds rustling the surviving leaves on the trees. 
    • Terry Elliott
    • Simon Ensor
       
      That is a cool comment
  • the sky seemed to have fallen onto the path. 
    • Terry Elliott
       
      HennyPenny
    • Simon Ensor
       
      Wow I am learning. Had never heard of that reference to the sky falling.
  • puddlestruck
    • Terry Elliott
       
      Reciprocate turbulence.
    • Simon Ensor
       
      Recycle resonance
  • watching the stories span out
    • Terry Elliott
       
      radiant
    • Terry Elliott
       
      gradient
    • Terry Elliott
       
      patient
    • Terry Elliott
       
      arcadian
  • There is something comforting, something animistic in meeting those we have never met outside of a screen in a puddle-journey...
    • Terry Elliott
       
      You have been magicked.  You're it. Let the wild hunt begin anew.
    • Simon Ensor
       
      There are poems and stuff in this stream.
    • Terry Elliott
       
      The poetry is both within and without the post,  twining, divining, opining. Catastrophe is a dish best tasted together.  
  • ingenuity
    • Terry Elliott
       
      ingenuity (ɪndʒɪˈnjuːɪtɪ)  [ad. L. ingenuitās the condition of a free-born man, noble-mindedness, frankness, f. ingenu-us ingenuous: cf. F. ingénuité (16th c. in Hatz.-Darm.), It. ingenuità (Florio, 1598), possibly the immediate source. The employment of the word as the abstract n. from ingenious (for ingeniosity or *ingeniety) appears to be confined to Eng. and is connected with the confusion of the two adjs. in the 17th c.: see ingenious II and ingenuous 6.]  I.I Senses connected with ingenuous.  †1.I.1 The condition of being free-born; honourable extraction or station. Obs.     1598 Florio, Ingenuita, freedome or free state, ingenuitie, a liberall, free, or honest nature and condition.    1614 Selden Titles Hon. Pref. C ij, Ingenuitie, not Nobilitie, was designed by the three Names.    1614 Raleigh Hist. World v. iii. §16. 705 Such other tokens of ingenuity for his wife and children as every one did use.    1638 F. Junius Paint. of Ancients 254 The noble Art‥being forced to seek her bread without any ingenuitie, after the manner of other sordide, mechanike, and mercenarie Arts.    1658 Phillips s.v., Ingenuity is taken for a free condition or state of life. †b.I.1.b The quality that befits a free-born person; high or liberal quality (of education); hence, Liberal education, intellectual culture (cf. II). Obs.     a 1661 Fuller Worthies (1840) II. 214 He intended it for a seminary of religion and ingenuity.    1662 Stillingfl. Orig. Sacr. ii. ii. §1 He [Moses] was brought up in the Court of Ægypt, and‥was skilled in all the learning of the Ægyptians; and these‥ prove the ingenuity of his education. †2.I.2 Nobility of character or disposition; honourableness, highmindedness, generosity. Obs.     1598 [see sense 1].    1603 Florio Montaigne ii. viii. (1632) 215, I should have loved to have stored their mind with ingenuity and liberty.    a 1638 Mede Wks. (1672) i. xxxii. 1
  • 'education' in the dark ages
    • Terry Elliott
       
      Opposite of the golden age fallacy is the dark age fallacy.  
  • an infallible model
    • Terry Elliott
       
      AKA, the papal bull model.
  • Preamble.
    • Terry Elliott
       
      Please do let us ramble before we amble.  The random feldgang is so civil.
  • wayside
    • Terry Elliott
       
      So very Biblical: As he sowed some fell by the waye syde. (Tyndale, Luke)
  • Such wastage
    • Terry Elliott
       
      MOOC waystrels?
  • learning ecologies of the time
    • Terry Elliott
       
      Stupided? Self-stupided?
1 - 15 of 15
Showing 20 items per page