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OED rear, v.1 (rɪə(r))  Forms: 1 rǽran, 3 ræren, 3, 4 reren, 5 reryn; 4-6 rere, 5, 6 reere, (3) 6 reare, 7- rear; (6-7 rair, 9 dial. rare).  [OE. rǽran (:-OTeut. *raizjan) = Goth. -raisjan, ON. reisa, to raise. OE. had also árǽran arear (in use down to the 17th c.).     The main senses of rear run parallel with those of the Scandinavian equivalent raise, but the adopted word has been much more extensively employed than the native, and has developed many special senses which are rarely or never expressed by rear. Hence, on the one hand, rear has in many applications been almost or altogether supplanted by raise, a process which is clearly seen in the usage of the Wyclif Bible (see note to raise; in the version of 1611 rear is found only in 1 Esdr. v. 62, while raise is freely employed). On the other hand, it is probable that rear has sometimes, esp. in poetry, been used as a more rhetorical substitute for raise, without independent development of the sense involved. As in the case of raise there is some overlapping of the senses, and occasional uncertainty as to the precise development or meaning of transferred uses.]  I.I To set up on end; to make to stand up.  1. a.I.1.a trans. To bring (a thing) to or towards a vertical position; to set up, or upright. = raise 1.    Frequently with suggestion of senses 8 or 11, and now usually implying a considerable height in the thing when raised.     a 1000 Cædmon's Gen. 1675 (Gr.) Ceastre worhton & to heofonum up hlædræ rærdon.    c 1205 Lay. 1100 Heo rærden heora mastes.    Ibid. 17458 Mærlin heom [the stones] gon ræren [c 1275 reare] alse heo stoden ærer.    1387 Trevisa Higden (Rolls) V. 455 Þe place þere Oswaldus knelede and rerede a crosse.    c 1400 Sowdone Bab. 2658 Thai rered the Galowes in haste.    1530 Palsgr. 687/2 It is a great deale longer than one wolde have thought it afore it was reared up.    1571 Digges Pantom. i. xxix. I j b, Fixing o

Nice acknowledgment

Thinking in public = trust exercise. Excellent observation.

Lowering of boundaries is often not encouraged in traditional academic structures.  Too bad.

And so glad you are taking the risk and jumping through the ether into you know not what.

Learned behavior, learned mindsets. Unlearning is the devil's own.

Reminded of my first attempts with zeegas--unclear, uncertain

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.

It's scary at first but once you get used to it, it's easier than F2F in my opinion.

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)

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.

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.

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 :)

I totally admire your English.  It's way better than my Egyptian. ;-)

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!

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. .

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.

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.

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.

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.

It's difficult to break out of the traditional concept of following a defined sequential path and instead dip into the stream.

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!

I propose that the words "even if" be a catch phrase every time we enter into a service act.  

This is so wise.  Move from nouns to verbs. Valorize the act of serving--the tools will get their due as a matter of course.

In a vibrant community we all have important roles.  Most of us, however, won't get into the history books.  The privileging of the big man or woman in history is one of the most profound blindspots we have in American culture.  We just gotta start casting our eyes around to work with those at arm's length, virtually or actually.  

In a vibrant community we all have important roles.  Most of us, however, won't get into the history books.  The privileging of the big man or woman in history is one of the most profound blindspots we have in American culture.  We just gotta start casting our eyes around to work with those at arm's length, virtually or actually.

See this as a way to be systematic and overt about observation so that we become more mindful and more actively less mindless.

Charles Jennings/Harold Jarche/Jay Cross--all great stuff.

So much of how I analyze mod. ed problems is informed by the idea the future is not only already here (federatedwiki for example) but a moving target that is always unevenly distributed.  To me much of the prob with education is its uneven distribution.

Exactly,  thinking in complexity terms, we need to change the simplest set of initial conditions for learning.  That will reform any system.  We still can't predict where those conditions will emerge,but we sure know where the conditions are leading our students now.  

HIve mind? Collective unconscious? Zeitgeist?  Not sure there is anything alive that can see more than what we hope is a fractal piece of the "Web".

But it is how we pull those fractals together that pushes us to consider/reconsider emerging literacies

I think what I mean is that no one sees it all. Just like no one can manage chaos. It doesn't mean that we can't grasp for a piece of the meaning, and maybe it is fractal, by getting a piece we might have access to a quick glimpse of it all. So many unknown unknowns and so many folk claiming to have figured it all out. Unless of course you give the classic Socratic cop-out of "I know that I know nothing." Yeah, that sucks.

humans as pattern makers even where there is none or even where they might be

Trusting our "gut instinct" about the viability of an online space ... will I belong here or not?

Boundaries are rigid, permeable, and semi-permeable in nature.  Are they such in our social constructs?  Is this just another pattern seen in a metaphor that extends just far enough to trip us up?  Well...I hope not. I kinda like it.

Love this! need to learn more about how this worked. maybe meet teacher via RFD? 

Inside to outside.  Views in a frame. Gregor Samsa waking up forever trapped in the box that Kafka made.  

O, eyes, incline thee to heaven, away from objects insufficient unto the moment.