Time.
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in title, tags, annotations or urlInternational Games Day @ your library - 0 views
Teaching Beyond Tropes - 1 views
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it's been a long.
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I was born by the river In a little tent And just like the river I've been running ever since It's been a long, long time coming But I know a change gonna come Oh, yes it will It's been too hard living But I'm afraid to die I don't know what's up there beyond the sky It's been a long, long time coming But I know a change gonna come Oh yes it will Then I go to my brother I say brother help me please But he winds up knocking me Back down on my knees There's been times that I thought I couldn't last for long But now I think I'm able to carry on It's been a long, long time coming But I know a change is gonna come Oh, yes it will Sam Cooke - It's Been A Long Time Coming Lyrics |
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That's all relative
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Howard Rheingold Connected Courses - How is #ccourses going? Where should it go? Let's unconference about it! - 6 views
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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.
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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).
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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...
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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.
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I am agreeing with Kevin and Maha.
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a better sense of how the course is being perceived and how participants would like to see it go in the future
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I hear you and we're working on it. Give it a few days and you'll see some action.
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You guys are the greatest. Really proud to be working with you.
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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."
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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?
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Teaching Beyond Tropes: Needle in a Haystack - 4 views
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The massiveness of a MOOC is not just about numbers, but about depth and intricacy.
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Massively open Massively cooperative Massively complex Massively connected Massively entangled
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And massively collaborative!
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massively fun.... You know, the intricacy of #clmooc was a surprise for me, since I had never been involved in such a nonlinear "course" - it takes getting used to, but once you do, you can't imagine it being any other way....which is why some of the PD fare I am in now seems ever so flat.
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The expression for me is simple: skin in the game. I am absolutely enamored of 'packet kid': https://www.youtube.com/watch?v=k3h5jcI-MFI
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Terry, I love him too. I saw this a while back and was cheering him on. He is so exactly right.
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influence of God or a god
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I am thinking of Pan here. You know...the panpipes. i have such wonderful associations with this word because of The Wind in the Willows. The very title of Grahame's book is a reference to Pan and the gods of otters and water rats and moles and badgers and toads. I read this book over and over to my children growing up. I want Chapter Seven to be read aloud to me as I die. It is titled "The Piper at the Gates of Dawn" --Pan, the source of all inspiration, speaking to use through the wind in the willows at the gates of dawn.
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I am inspired here to suggest that your blog like every loved thing or space has a genius loci, a Pan of its own living within like the little island in the middle of the weir in The Wind in the Willows. Your work is to give it room to breathe out that inspiration, to be another's wind in the willows. There really are undiscovered connections everywhere. Holy digital spaces that we believe in because others do and because we do. Inspiring, breathing in, like the zephyr at dawn. Sweet and wild and impossible to word.
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dogtrax: In trying to capture moment... - Notegraphy - 2 views
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maintain sanity
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trying to capture moments
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something rears
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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
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