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David Mills

Relieved From My Worries - 1 views

I used to worry about my dad who usually drives alone at 75 years old. Though, I always tell him to have a driver whenever he wants to go elsewhere, yet he insists that he still loves to drive his ...

started by David Mills on 11 Oct 13 no follow-up yet
momo789

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Paul Beaufait

What is the Meaning of The Medium is the Message? - 0 views

individual.utoronto.ca/...article_mediumisthemessage.htm

mcluhan media medium message

shared by Paul Beaufait on 19 Aug 08 - Cached
  • change in attitude or action on the part of the audience
  • message may be a change in attitude or action on the part of the audience that results from the medium
  • a medium - this extension of our body or senses or mind - is anything from which a change emerges
  • ...1 more annotation...
  • noticing change in our societal or cultural ground conditions indicates the presence of a new message, that is, the effects of a new medium
  • Paul Beaufait on 19 Aug 08
     
    Mark Federman interprets Marshall McLuhan's "enigmatic paradox, 'The medium is the message.'"
  • Paul Beaufait on 19 Aug 08
     
    An ongoing exchange on the Authorship 2.0 blog inspired me to rethink a famous quotation. I found that this essay sports a Creative Commons attribution, non-commercial, share-alike license (Notice to Students and Teachers).
Learning with Computers group

ESLbase.com - 0 views

www.eslbase.com/...zero-conditional

grammar

shared by Learning with Computers group on 10 Jun 08 - Cached
  • Learning with Computers group on 10 Jun 08
     
    A lot of resources. Grammar points with teachers' ideas. You can share your experience. Suggested by Mariela Sirica
Sanny Y

PC Technical Support's Great Contribution - 1 views

Our Daycare Center has computers that are specially made for children's use. Each unit has child- friendly and educational games that will surely be enjoyed by the children. It is a good thing that...

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started by Sanny Y on 13 Sep 11 no follow-up yet
Benjamin Jörissen

rre : Message: [RRE]The Social Life of Information - 0 views

tech.groups.yahoo.com/...1235

networksofpractice

shared by Benjamin Jörissen on 04 Jun 09 - Cached
  • The importance of people as creators and carriers of knowledge is forcing organizations to realize that knowledge lies less in its databases than in its people.
  • Learning to be requires more than just information. It requires the ability to engage in the practice in question. Indeed, Bruner's distinction highlights another, made by the philosopher Gilbert Ryle. He distinguishes "know that" from "know how".
  • This claim of Polanyi's resembles Ryle's argument that "know that" doesn't produce "know how," and Bruner's that learning about doesn't, on its own, allow you to learn to be. Information, all these arguments suggest, is on its own not enough to produce actionable knowledge. Practice too is required.
  • ...20 more annotations...
  • Despite the tendency to shut ourselves away and sit in Rodinesque isolation when we have to learn, learning is a remarkably social process. Social groups provide the resources for their members to learn.
  • Learning and Identity Shape One Another
  • Bruner, with his idea of learning to be, and Lave and Wenger, in their discussion of communities of practice, both stress how learning needs to be understood in relation to the development of human identity.
  • In learning to be, in becoming a member of a community of practice, an individual is developing a social identity.
  • So, even when people are learning about, in Bruner's terms, the identity they are developing determines what they pay attention to and what they learn. What people learn about, then, is always refracted through who they are and what they are learning to be.
  • In either case, the result, as the anthropologist Gregory Bateson puts it neatly, is "a difference that makes a difference". 29 The importance of disturbance or change makes it almost inevitable that we focus on these.
  • So to understand the whole interaction, it is as important to ask how the lake is formed as to ask how the pebble got there. It's this formation rather than information that we want to draw attention to, though the development is almost imperceptible and the forces invisible in comparison to the drama and immediacy of the pebble. It's not, to repeat once more, the information that creates that background. The background has to be in place for the information to register.
  • The forces that shape the background are, rather, the tectonic social forces, always at work, within which and against which individuals configure their identity. These create not only grounds for reception, but grounds for interpretation, judgment, and understanding.
    • Benjamin Jörissen
      Benjamin Jörissen on 04 Jun 09
       
      kulturelle Muster, die qua Sozialisation erworben werden, und die in Bildungsprozessen verändert werden.
  • A Brief Note on the "Social"
  • It took Karl Marx to point out, however, that Crusoe is not a universal. On his island (and in Defoe's mind), he is deeply rooted in the society from which he came
  • Jean-Paul Sartre
  • We need not watch long before we can explain it: he is playing at being a waiter in a cafe . . . . [T]he waiter plays with his condition in order to realize it
  • So while people do indeed learn alone, even when they are not stranded on desert islands or in small cafes, they are nonetheless always enmeshed in society, which saturates our environment, however much we might wish to escape it at times.
  • For the same reason, however, members of these networks are to some degree divided or separated from people with different practices. It is not the different information they have that divides them.
  • Rather, it is their different attitudes or dispositions toward that information -- attitudes and dispositions shaped by practice and identity -- that divide. Consequently, despite much in common, physicians are different from nurses, accountants from financial planners.
  • two types of work-related networks
  • First, there are the networks that link people to others whom they may never get to know but who work on similar practices. We call these "networks of practice"
  • Second, there are the more tight-knit groups formed, again through practice, by people working together on the same or similar tasks. These are what, following Lave and Wenger, we call "communities of practice".
  • Networks of Practice
  • The 25,000 reps working for Xerox make up, in theory, such a network.
shalani mujer

PC Technical Support's Great Contribution - 1 views

Our Daycare Center has computers that are specially made for children's use. Each unit has child-friendly and educational games that will surely be enjoyed by the children. It is a good thing that ...

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started by shalani mujer on 12 Oct 11 no follow-up yet
James Addison

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James Addison

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tutstu

TutStu | Online Tutoring FREEDOM, What is that? - 0 views

How Students enjoy Online Tutoring FREEDOM?   1. Finding Tutors:-  While trying to find a tutor, students fall prey of many online tutoring companies. Many companies employ a very aggress...

started by tutstu on 17 Apr 17 no follow-up yet
IDa Sol

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car recovery Shawamekh

shared by IDa Sol on 01 Mar 23 - No Cached
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