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midmarketplace_

The Edge of the Real: Fragmented Boundaries - Leading Questions - 0 views

edbrenegar.typepad.com/...eal-fragmented-boundaries.html

tweets edge leading questions a1 how to innovation value content ideas

shared by midmarketplace_ on 19 Mar 15 - No Cached
  • midmarketplace_ on 19 Mar 15
     
    "To dream the impossible dream, to fight the unbeatable foe, to bear with unbearable sorrow, to run where the brave dare not go. To right the unrightable wrong, to love pure and chaste from afar, to try when your arms are too weary, to reach the unreachable star. This is my quest, to follow that star - no matter how hopeless, no matter how far. To fight for the right without question or pause, to be willing to march into hell for a heavenly cause. And I know if I'll only be true to this glorious quest that my heart will be peaceful and calm when I'm laid to my rest. And the world will be better for this, that one man scorned and covered with scars still strove with his last ounce of courage. To reach the unreachable star. The Impossible Dream - Mike Leigh Man of La Mancha" The Edge of the Real: Fragmented Boundaries - Seeking Wholeness of our Mind, Body and Spirit. http://t.co/G41FssvMUA
Terry Elliott

Penn & Teller's Teller on How to Be an Effective Teacher - The Atlantic - 0 views

www.theatlantic.com/...425100

shared by Terry Elliott on 25 Jan 16 - No Cached
  • The first job of a teacher is to make the student fall in love with the subject.
    • Terry Elliott
      Terry Elliott on 25 Jan 16
       
      passion as prelude make?
    • Terry Elliott
      Terry Elliott on 25 Jan 16
       
      Make?
  • the teacher has a duty to engage, to create romance that can transform apathy into interest, and, if a teacher does her job well, a sort of transference of enthusiasm from teacher to student takes place.
  • “If you don’t have both astonishment and content, you have either a technical exercise or you have a lecture.”
  • ...6 more annotations...
  • Teller’s educational philosophy is rooted in the philosopher A.N. Whitehead’s “rhythm of education,” a theory that asserts learning happens in three stages: romance, precision, and generalization.
  • Romance, argued Teller, precedes all else.
  • What I have, however, is delight. I get excited about things. That is at the root of what you want out of a teacher; a delight in what the subject is, in the operation. That’s what affects students.”
  • It’s easy to disregard the entertainment of your students as pandering, but it’s not, Teller stressed, citing Frances Ferguson’s The Idea of a Theater: The Art of Drama in Changing Perspective. “In the art that lasts, there’s always a balance: purpose that is action, passion that is feelings, and perception that is intellectual content. In Shakespeare, for example, there is always a level that is just action, showbiz. There is always a level that's strongly passionate, and there’s always a level that’s got intellectual content.”
  • Learning, like magic, should make people uncomfortable, because neither are passive acts. Elaborating on the analogy, he continued, “Magic doesn’t wash over you like a gentle, reassuring lullaby. In magic, what you see comes into conflict with what you know, and that discomfort creates a kind of energy and a spark that is extremely exciting. That level of participation that magic brings from you by making you uncomfortable is a very good thing.”
  • When I go outside at night and look up at the stars, the feeling that I get is not comfort. The feeling that I get is a kind of delicious discomfort at knowing that there is so much out there that I do not understand and the joy in recognizing that there is enormous mystery, which is not a comfortable thing. This, I think, is the principal gift of education.
midmarketplace_

Knowledge Management Expert Bequeaths KM Archive to Pioneer Knowledge Services - Pionee... - 0 views

pioneer-ks.org/-to-pioneer-knowledge-services

entrepreneurship knowledge expert management knowledge management

shared by midmarketplace_ on 12 Feb 20 - No Cached
  • midmarketplace_ on 12 Feb 20
     
    ""I have spent much of my career creating and curating this knowledge repository," Garfield said.  "Knowing that Pioneer Knowledge Services will ensure its preservation and accessibility gives me great comfort and inspires me to continue writing and investing in the site's development.""
Sheri Edwards

Beyond Rigor - Hybrid Pedagogy - 0 views

www.hybridpedagogy.com/...beyond-rigor

hybrid pedagogy rigor connectedlearning participation openly-networked interest-powered peer-supported social

shared by Sheri Edwards on 23 Jun 14 - No Cached
  • What is rigorous, then, is not process but our curious examination of the (unforeseen, unexpected) results and their effectiveness.
  • Engaged: Meaningful work
  • Dynamic
  • ...14 more annotations...
  • Curious: A rigorous curiosity underpins the most fruitful work scholars do.
  • Better that we model our passion to know something thoroughly than to merely transmit content or knowledge.
  • a series of iterative experiments.
  • a resolution to the inquiry
  • Derivative
  • Critical: We can’t be afraid to critique our own circumstances, our own context.
  • attentive and alive, responsive
  • Cormier suggests rhizomatic education — constructing and negotiating community knowledge through a series of interdependent nodes — as a pedagogical solution within quickly changing fields of information. In other words, by connecting to each other, no matter our expertise or station, knowledge grows.
  • We may provide the content, but this is no different today than scattering LEGOs on a table: what happens next is not up to us
  • from a traditional model of schooling to one more compatible with the realities of the digital landscape. Experimentation, inquiry, and play are both the research tools we must use to create online and hybrid classrooms, and also the methodologies best employed within those classrooms.
  • Testing and canonical content are less vital to the new media landscape than interactivity, play, and relevant application.
  • that students “show up,” be curious, collaborate, and contribute.
  • The digital has reminded us that learning happens unexpectedly, and so should our approach to learning be unexpectant. We must return play to education, to pedagogy, and to all scholarly practice.
  • Field Notes for 21st Century Literacies: This book was produced by graduate students in a course with Cathy N. Davidson. The text of the work is itself rigorous, but what we find most intensely rigorous is the way the reader is brought into the book’s ongoing creation through simultaneous publishing on communal platforms like Rap Genius, HASTAC, GitHub, and Google Docs.
Åke Nygren

Webmaker Training: Teach the Web | Building | Concepts - 0 views

training.webmakerprototypes.org/...concepts

connectedlearning building

shared by Åke Nygren on 07 Jul 14 - No Cached
  • Building on the Web
  • Open Educational Resources (OER)
  • The Web is a massive, shifting repository of human knowledge. We should empower learners to engage this ecosystem and make the Web they want to use. Mozilla developed the Web Literacy Map to help you do just that.
  • ...14 more annotations...
  • The Design Process
  • authentic assessments
  • experiential learning
  • In "Design Challenges" learners select a problem, conduct research with users, prototype a solution, give and receive feedback, and iterate to produce a final project.
  • Feedback is the glue of the Web
  • Constructive Criticism
  • Feedback is the basis for open source culture
  • Giving constructive criticism (and receiving it) is something that takes practice. We adhere to “if you can't say something nice, don't say nothing at all” because we don't believe that our opinions are necessary. We forget that criticism doesn't have to lead to complete redesign or reformulation.
  • delivering feedback
  • We also tend to spend time focusing on our own things, rather than looking at other people's ideas and thinking about making them better.
  • We ask for feedback and expect to get some, but we rarely give our feedback freely – we wait until our specific feedback is requested or until the work directly affects our own. We all know how fantastic it is to get good, constructive feedback on something we're working on. What if we all took more time to give feedback like that to others? What would happen?
  • the Web is, by its nature, collaborative
  • the power of the open Web comes from our ability to share. In the learning experiences we design, when we create spaces to share our work with each other, we model the way the Web works. These complex social spaces encourage freedom of expression and honesty.
  • Collaboration builds empathy
Connected Learning

Connected Learning - 13 views

connectedlearning.tv

equity social connection participation production-centered openly-networked shared-purpose interest-powered peer-supported academically-oriented

shared by Connected Learning on 28 Apr 12 - No Cached
  • Connected Learning on 28 Apr 12
     
    Connected learning seeks to tie together the respected historical body of research on how youth best learn with the opportunities made available through today's networked and digital media. Connected learning is real-world. It's social. It's hands-on. It's active. It's networked. It's personal. It's effective. Through a new vision of learning, it holds out the possibility for productive and broad-based educational change.
  • anastacia3344 on 20 Jul 22
     
    Interesting info. I didn't know about that. Thanks!
  • rachel999 on 20 Jul 22
     
    Connected learning combines personal interests, supportive relationships, and opportunities. I'm currently working with the guys from https://www.topwritersreview.com/reviews/gradesfixer/ and we've recently written an article about connected learning. Its environments link learning in school, home, and community because learners achieve best when their learning is reinforced and supported in multiple settings.
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