Even if, today, all they want to grow into is someone whose Moodle gradebook works right.)
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Tweedy Impertinence - 1 views
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I wonder how we set expectations for this kind of service. I suspect one answer is that we change from talking about tools we support, to talking about tasks we support within tools.
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I think there will also be a new kind of community growing up. My neighbor once told me that he couldn’t fix my riding mower’s starter, but he could show me how to hotwire it with a screwdriver. I think some part of our job will get more “neighborly” like that.
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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.
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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.
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You’ve got a friend in me
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“Today my jurisdiction ends here.”
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A world of “reclaimed” pedagogy is necessarily going to involve more interactions like this.
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This might just have the capacity for levelling that I am looking for in the classroom. We all are learners and while we may also be a box on the office hiearchy we are also nodes in the wirearchy.
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This might just have the capacity for levelling that I am looking for in the classroom. We all are learners and while we may also be a box on the office hiearchy we are also nodes in the wirearchy.
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How To Pay Attention - re:form - Medium - 1 views
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started to take on the feel of something between a set of New Year’s resolutions, and a manifesto.
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School Design: Every School Is A Think Tank - 1 views
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Every School Is A Think Tank
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Every school, by design, opens it doors
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As children solve problems in an authentic and sustainable way–this particular problem and this particular family in this particular context in this particular community–the school crystallizes into something else.
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Schools could become like this: http://www.pbs.org/mediashift/2014/12/covering-miamis-rising-seas-sensors-public-data-politics/ But I don't think this zombie from the past can be reborn, do you? There are issues and problems and ideas that schools in general will not tackle, many of them they cannot tackle. For example, how can schools become think tanks for keeping students in rural communities?
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touches of sense...: The first click. - 0 views
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What drove the settlers to the 'new world'?
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What were their dreams?
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co-learning perhaps?
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I agree with Laura
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That brick metaphor is cock-eyed. The problem being that we assume it has to be a brick. It is this straightedged linear hierarchical nonsense that is the bane of modern architecture. It is the Frank Geary/ Frank "Loud" Wright brand. I ain't buyin' it. In fact most of the things of the world don't require anywhere near the amount of topdown brick-headed, lego instructive bs than we think.
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education for freedom.
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on the cheap.
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I think of profit margins...
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Is education about serving industry or about safe-guarding some sort of freedom?
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unbundle
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Second life anyone?
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We are connected by more than a few bits and clicks.
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Connected in our heads, in the connections we share with other folks heads, by the universal experience of power and lust and empathy and fear and joy and oblivion. I know how you connect because I do so in much the same way. I recognize you in me and me in you. Self same same self, mirrored and beaming out of that glass like the blooming idiots that we are.
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(The audience claps)
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"To build the house, you have to lay the first brick."
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The map is the brick. The map and the brick as dominant metaphors is the problem. They should serve us,not master us. Expertism is rampant and everything I have ever learned well has been when they have served my curvilinear, my randomized, my self-serving chaotic self, not vice the versa. Lest we forget, we have changed the temperature of the oceans by building with bricks and maps.
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Connected by Design - YouTube - 0 views
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"In this session Kim Jaxon, Jaimie Hoffman, Danielle Astengo, Jeremy Wallace, and Jim Groom will be discussing various approaches to building a connected courses infrastructure for individual assignments, or an entire course. This session will showcase various sites faculty and graduate students have created over the semester, and hopefully inspire others to create their own connected course hub."
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lastrefuge: Develop a digital me - 2 views
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so let’s start over…
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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:
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they could harness a form that facilitated a multiplicity of ways to understand – to communicate – to be creative – to think – to explore…
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You helped them determine their own freedom. Determining freedom sounds paradoxical if not downright oxymoronic.
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Determining freedom sounds appalling! Trying to create a fissure or crack in implacable academic space where freedom could emerge?
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Love this sentence ... idea .... and how it formed all that went forward from there
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they were bad!
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And it definitely did not feel like joyful learning.
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my first digital artefact!! So bad!!
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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.
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It is the going out and the coming back. Coming down from the mountains and talking to the folk.
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Reminds me of the zen tale of the ox herder. https://drive.google.com/file/d/0B_eRY5QJvXyqV2Y5WnZqel8wTWc/view?usp=sharing
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Just wanted to embed this picture. Stillness of a zen moment while we bring the learning down from the tech mountain.
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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...
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Terry Elliot’s zeega on learning
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Develop a Digital Me: http://learning.londonmet.ac.uk/epacks/posters-digital/
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staff were not given the space and time to play with the new technology
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Develop a Digital Me
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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
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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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it beautiful head
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the blue sky beckoning in a wash of quiet
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off-kilter reflection
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No Hiding Your Talents and No Bad Dogs: Happy New Year | Impedagogy - 1 views
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Sandra Sinfield
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a nova in the winter’s dark.
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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 ...
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annotate it and share it.
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Go to the Vialogues above to comment. Here is the link if you have probs with the embed: https://vialogues.com/vialogues/play/19196
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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.
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did you know that you could embed stuff into the the Diigo annotation boxes
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Lots of stuff you can stuff inside things that weren't made for stuffing ...
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I was having trouble embedding a hackpad until I remembered about Embed.ly. http://goo.gl/1DCgSx
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text box
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celebrating her post
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text annotation machine
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sound file via Soundcloud
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Three things to note
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Teaching Beyond Tropes - 1 views
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Time.
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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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maintain
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after which I got lost in VA someplace as my phone died and darkness fell and the Famous Virginia Traffic Overtook).
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Today was a good day. And...tomorrow will be another good one.
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I have been yearning to connect
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Not like the brazen giant of Greek fame, With conquering limbs astride from land to land; Here at our sea-washed, sunset gates shall stand A mighty woman with a torch, whose flame Is the imprisoned lightning, and her name Mother of Exiles. From her beacon-hand world-wide welcome; her mild eyes command The air-bridged harbor that twin cities frame. "Keep, ancient lands, your storied pomp!" cries she With silent lips. "Give me your tired, your poor, Your huddled masses yearning to breathe free, The wretched refuse of your teeming shore. Send these, the homeless, tempest-tost to me, I lift my lamp beside the golden door!"
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So. Connections.
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Capture Moments
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Me, too. Here is a post on Medium on how to pay attention:https://medium.com/re-form/how-to-pay-attention-4751adb53cb6 Remember the word maintain comes from the French: main+tenir=to hold in one's hand.
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the times when less pain has reared its head.
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and short moments of...? Not pain. Joy. Chronic Pain is so hard. You need to visit a friend of mine and her blog: https://chronichopes.wordpress.com/
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And here is a zeega I made back then in response to one of her posts. One of my bests I think. Hope you get something from it.
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pileated woodpecker
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chess board and challenging him to a few games as we both learn to play chess.
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(You wanna?)
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meditation-doodling
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Zentangle
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I need a cMOOC.
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Personalised learning lets children study at their own pace - tech - 02 January 2015 - ... - 0 views
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Reflecting on Papert, Palmer and FreireReflecting Allowed | Reflecting Allowed - 1 views
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There’s Papert’s Mindstorms, Freire’s Pedagogy of Hope, and Palmer’s The Courage to Teach.
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distances students from their inner reality
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opportunities of engaging with students’ souls
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with Freire’s ideas
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creating space for learners to make meaning from what matters to them, rather than having teachers or policy-makers make those decisions for them.
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how fiction can be a person’s (inner) reality, that it’s not a lie to a child.
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Our kids used to have a big box of legos, blocks, plastic creatures AND they called them their 'guys'. And they would go play guys. And we were not allowed to play guys with them. It was their domain. We could play in other domains, we could read aloud to them, but their guys were their guys, not ours. They owned their own imaginations and still do. If imagination be fiction, then let us have more of it.
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Which brings me back to Palmer
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Landfillharmonic video
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And his idea is to leave them to build on their own and figure out what the role of teachers/schools would then be, if it is not to impart knowledge/content.
Welcome to the Boundaries and Limits of Networked and Connected Learning Hot Seat discu... - 0 views
forum.networkedlearning.net/...259
limits networked connected learning discussion education conference

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shared by Terry Elliott on 22 Sep 14
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Howard Rheingold Connected Courses - How is #ccourses going? Where should it go? Let's ... - 6 views
connectedcourses.tumblr.com/...-going-where-should-it-go-lets
ccourses literacies howard rheingold connected unconference

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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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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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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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