That’s what we want to do. Well…OK, that’s what I in my omniscient infinitude want to do. This is the problem of the connected classroom how can one give up the hiearchy, trusting that the course of things will be taken up in manifold ways and products?
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If Thou Beest a Moon Calf…More Stories from My Dark Night of the #CCourse Sou... - 0 views
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Self deprecating about your role in the classroom and also reflecting on the need to give up the hierarchy. Can you turn the hierarchy on its head regularly and routinely?
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And therein lay the rub: in response to the fear and confusion I sensed in my students I became Uncle “Hub Central”. Understanding how to summarize became an external act outside their own minds consisting of checklists, algorithms, and templates designed to connect the dots that I so faithlessly put on the page. But in the end I believe that summing up needs to be an internal algorithm that rises up as a personal exigency, a massing together of sets of neuronal allies, firing and wiring like a mosh pit of nodal “hands” holding up the crowd surfing madman named Summary.
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Here you are tough on yourself again while the rock and the hard place remain exactly where you found them. In my view, Uncle Hub Central responded with support strategies (I'm shocked to discover your use of the word scaffold, Terry. :) How might you throw out the bathwater of hierarchy while tucking the baby of your support strategies under your arm? If the hierarchy disappeared, how might you leverage your support skill and instinct in a more networked, dynamic way?
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Meaning making and perhaps internal connecting? A consummation devoutly to be wished.
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How might you insist on the meaning making and internal connecting? Above you showed how you insist on summary.
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Cultivating Social Resources on Social Network Sites: Facebook Relationship Maintenance... - 0 views
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hese findings highlight the importance of actively managing, grooming, and maintaining one's network, suggesting that social capital is not generated simply by the existence of connections on a SNS, but rather is developed through small but meaningful effort on the part of users as they engage in relationship maintenance behaviors such as responding to questions, congratulating or sympathizing with others, and noting the passing of a meaningful day. This work contributes to our understanding of relationship maintenance activities in social networks and suggests that the true benefit of social network sites may not just be the technical connections they make possible, but by creating an environment in which meaningful communicative exchanges, and the potential social capital benefits they embody, can flow.
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"these findings highlight the importance of actively managing, grooming, and maintaining one's network, suggesting that social capital is not generated simply by the existence of connections on a SNS, but rather is developed through small but meaningful effort on the part of users as they engage in relationship maintenance behaviors such as responding to questions, congratulating or sympathizing with others, and noting the passing of a meaningful day. This work contributes to our understanding of relationship maintenance activities in social networks and suggests that the true benefit of social network sites may not just be the technical connections they make possible, but by creating an environment in which meaningful communicative exchanges, and the potential social capital benefits they embody, can flow."
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One of the advantages of Diigo is that you can crowdsource annotation.
Chapter Two of Participatory Culture in a Networked Era - Impedagogy - 0 views
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Youth Culture, Youth Practices
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Focus on those on "perceived" margins of power.
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If we are going to make meaningful interventions here, we have to go well beyond the myth of the digital native, which tends to flatten diversity and mask inequality. We need to engage more closely with the very different ways that young people encounter new media in the contexts of lives that are defined around different kinds of expectations and norms, different resources and constraints, from those encountered by youth raised under more privileged circumstances.
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Need more play like this:
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Coming of Age
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Tutor Mentor Institute, LLC - 0 views
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Career Ladder - Helping Inner City Youth Through School to Careers by Daniel F. Bassill
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I am reading Henry Jenkins, et al's latest book, Participatory Culture. Everything I see here fits what I have read so far. And also asks the question: how do we get youth to participate in this particular culture--the one that moves them through poverty and into careers. I will have to make this one of the core questions as I read Participatory Culture.
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"What Will it Take to Assure that all Youth Born or Living in High Poverty are Starting Jobs and Careers by Age 25?"
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Trying to imagine what this meant to me in my life. I don't think it was the skills so much that my parents gave me as the attitude to keep on.
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the ideas exchanged by participants, and the relationships created, are as important as the learning that takes place.
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the "c" in cMOOC stands for 'connectivism', a learning philosophy that argues that connection is the secret sauce the element in the play that makes learning inevitable. Part of that connection is exchange (what I call reciprocation) and relationship (the fruit of reciprocation).
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