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muzedujourney

Giving Good Praise to Girls: What Messages Stick | MindShift - 0 views

blogs.kqed.org/...e-to-girls-what-messages-stick

learning brain development praise motivation messages parenting

shared by muzedujourney on 18 Aug 14 - No Cached
  • muzedujourney on 18 Aug 14
     
    How praise impacts on learning and the brain development associated with that. I feel this article relates to connectivism as learning in this way invloves challenge and perhaps failure. The article alludes to the idea that failure is a good thing and if we praise the process rather than the outcome we support learning. I wonder if this is true for adult learners as well? Should we be placing more emphasis on encouraging and supporting the process of learning so that what is being learnt is just as important as how it is being learnt to equip people for the world of the future and for people to be job ready?
jenleighc

From slate to iPad - Commentary - Jamaica Gleaner - Sunday | August 5, 2012 - 1 views

jamaica-gleaner.com/...cleisure2.html

iPad slates metaphor

shared by jenleighc on 05 Aug 12 - No Cached
  • jenleighc on 05 Aug 12
     
    Boring monologues that seek to deposit dated information, as an excuse for knowledge, in the brain of a student using an iPad is metaphor for underdevelopment.
laurac75

Checking Email Every Minute, The Plastic Brain, and Schooling | Larry Cuban on School R... - 0 views

larrycuban.wordpress.com/...he-plastic-brain-and-schooling

shared by laurac75 on 04 Sep 14 - No Cached
    • laurac75
      laurac75 on 04 Sep 14
       
      I couldn't agree more - when I am on-line, I am constantly checking emails. When I get emails, it just makes me check all the more frequently. Completely addictive!
Trevor Haddock

Patricia Kuhl: The linguistic genius of babies - 0 views

www.youtube.com/watch

Youtube video

shared by Trevor Haddock on 31 Aug 12 - No Cached
  • Trevor Haddock on 31 Aug 12
     
    http://www.ted.com At TEDxRainier, Patricia Kuhl shares astonishing findings about how babies learn one language over another -- by listening to the humans around them and "taking statistics" on the sounds they need to know. Clever lab experiments (and brain scans) show how 6-month-old babies use sophisticated reasoning to understand their world.
djplaner

Education in the information age: is technology making us stupid? - 2 views

theconversation.com/hnology-making-us-stupid-10844

issues dumbingeffect stupid

shared by djplaner on 30 Aug 14 - No Cached
  • A recent study suggests that our modern lifestyles are making us “less intelligent” than our ancestors, at least at a genetic level.
  • When it takes a mere few seconds to find information about almost any topic, the value of knowledge and expertise is being devalued as information becomes cheaper and more accessible.
  • Our relationship with and understanding of knowledge and expertise has struggled to keep pace with the rapid democratisation of information.
  • ...4 more annotations...
  • Although there is little conclusive evidence to support some of the more outrageous claims being made, there is at least a distinct possibility that while information is everywhere, knowledge is declining and technology is to blame.
  • So perhaps what is more important is not whether technology is making us stupid but if educational systems need to shift from teaching us what to think, to showing us how to think
  • In terms of what this means for education, psychologist Robert Bjork and his team at UCLA have been investigating what they call “desirable difficulties”. A desirable difficulty is a feature of a learning situation that is deliberately made more challenging to enhance learning.
  • Kahneman’s research on dual process theory suggests we mostly rely on what he calls “system one” thinking. That is thinking that is fast, efficient, mostly automated, and very good at detecting patterns, relying on short cuts or heuristics wherever possible. “System two”, on the other hand, requires slow, deliberate thought and is much more taxing of cognitive resources. System two is where the heavy lifting is done.
    • paul_size
      paul_size on 30 Aug 14
       
      Dual process theory...interesting way of viewing thinking processes.
djplaner

European Journal of Open, Distance and E-Learning - 3 views

www.eurodl.org/?p=archives&year=2012&halfyear=2&article=523

distance bad set dejavu

shared by djplaner on 09 Aug 14 - No Cached
  • The three generations of technology enhanced teaching are cognitive/behaviourist, social constructivist and connectivist.
    • anonymous
      anonymous on 09 Aug 14
       
      Note: 3 Generations of technology enhanced teaching 1. cognitive/behaviouralist 2. social constructivist 3. connectivist
    • djplaner
      djplaner on 06 Aug 15
       
      That prior note is not a great example of value adding - just repeating what was in the text.
  • tools can be used and optimized to enhance the different types of learning that are the focus of distance education theory and practice.
  • pedagogy and the technology must create an engaging and compelling dance
  • ...97 more annotations...
  • postal correspondence
  • three (or more) overlapping generations
  • mass media including television, radio and film.
  • interactive
  • Indeed, though the authors of this paper are not in complete agreement about this, it is possible to think of pedagogies (considered as the processes and methods used in an attempt to bring about learning) as technologies, integral parts of a technological assembly that must work together with all of the other technologies to bring about a successful outcome
    • anonymous
      anonymous on 10 Aug 14
       
      Note: Connection between technology and pedagogy
  • technologies evolve not through adaptation but by assembly, incorporating pieces of earlier designs
  • We will see that the ubiquitous capacity of the Internet is creating very profound opportunities for enhancing the effectiveness and efficiency of all three pedagogical models.
  • instructional designer
  • positivist research paradigms and methodologies.
  • From behaviourist pedagogy emerged the cognitive learning theories that focus on how processing within the individual brain effects comprehension, understanding, storage and retrieval of information. Cognitive pedagogies arose partially in response to a growing need to account for motivation, attitudes and mental barriers that may only be partially associated or demonstrated through observable behaviours – yet they are directly linked to learning effectiveness and efficiency.
  • empirical testing
  • Methods that relied on one-to-many and one-to-one communication were really the only sensible options because of the constraints of the surrounding technologies.
  • “scientific models”
  • that guided the development, application and assessment of learning.
  • CB-based distance education is often developed in the suggested order
  • The model begins with designers selecting instructional goals. Instructional designers identify goals in discussion with subject matter experts with an eye to finding deficiencies in learners’ behaviour that can be rectified by new learning.
  • This is particularly salient when applied to a new generation of large scale MOOCs (Massive Open Online Courses)
  • ext and usually multi-media learning content. The effort and cost of “developing and selecting instructional
  • creation of brainstorming lists of possible goals, documentation of subject matter priorities, flow charts, gathering of lists
  • Today each of the instructional design activities (see figure Figure 1) is enhanced by a host of Web 2.0 tools.
  • f primary use are distributed text tools such as Google Docs, DropBox and wikis
  • As importantly, collaborative work and negotiation is not confined to text. Collaborative graphic tools, concept and mind mapping tools allow graphic representations of ideas and processes.
  • Low cost distributed project management tools allow teams to design, create, produce and distribute content at costs much lower than in pre internet days.
  • gh quality content defines CB models of distance education, its effective management and control is extremely important
  • the capacity to re-use content created by others is compelling – if not without its challenges.
  • multiple ways of sharing content
  • blogs to Facebook to YouTube and content management systems
  • Perhaps of deeper concern is the reluctance of distance educators to consume and customize content already created by others.
  • Many content developers define and pride themselves on the production of quality content – not by the consumption and customization of works that they did not produce.
  • The final affordance of the net – with tremendous, if as yet little demonstrated capacity to improve CB distance education pedagogy – is learning analytics.
  • mining information about patterns of behaviour in order to extract useful information about learning which can then be applied to improve the experience.
  • In this model, CB pedagogy may be adapted to service the unique learning needs, style, capacity, motivation and goals of the individual learner.
  • strive to create instructional designs that change and morph in response to individual learner’s needs and behaviours.
  • Open Learning Models (Bull & Kay, 2010; Kay & Kummerfeld, 2006) increase learner control and understanding of the system. Open models can also be used by teachers and other support staff to better understand and respond to individual learner needs, although there are potential and as yet unresolved issues with making such models intuitive to understand and control effectivel
  • important source of data to constructing the model is the user’s current and past activities with content in the learning context.
  • data minin
  • data mining
    • anonymous
      anonymous on 10 Aug 14
       
      Note: Data mining provides an opportunity to identify patterns of student behaviour. This can be used to help teachers better tailor learning and resources to the student. I can see that online tools providing access to metadata, tools for running site-access reports, and and even tagging, might be relevant in this context.
  • From the brief examples above we can see how technologies and especially the Net afford multiple ways in which CB pedagogies and related instructional designs are enabled, enhanced and made more cost effective.
  • MOOCs
  • CB models are inherently focused on the individual learner. While there is a tradition of cognitive-constructivist thinking that hinges on personal construction of knowledge, largely developed by Piaget and his followers (Piaget, 1970), the roots of the constructivist model most commonly applied today spring from the work of Vygotsky (1978) and Dewey (1897), generally lumped together in the broad category of social constructivism.
  • groups of learners, learning together with and from one another.
  • Social-constructivism does not provide the detailed and prescriptive instructional design models and methodologies of CB driven distance education.
  • efines social constructivist learning contexts as places “where learners may work together and support each other as they use a variety of tools and information resources in their guided pursuit of learning goals and problem-solving activities
    • anonymous
      anonymous on 10 Aug 14
       
      "social constructivist learning contexts...places 'where learners may work together and support each other as they use a variety of tools and information resources in their guided pursuit of learning goals and problem-solving activities" Sounds a lot like the NGL course!
  • eachers do not merely transmit knowledge to be passively consumed by learners; rather, each learner constructs the means by which new knowledge is both created and integrated with existing knowledge.
  • New knowledge as building upon the foundation of previous learning Context in shaping learners’ knowledge development Learning as an active rather than passive process, Language and other social tools in constructing knowledge Metacognition and evaluation as a means to develop learners’ capacity to assess their own learning A learning environment that is learner-centred and recognises the importance of multiple perspectives Knowledge needing to be subject to social discussion, validation, and application in real world contexts (Honebein, 1996; Jonassen, 1991; Kanuka & Anderson, 1999).
    • anonymous
      anonymous on 10 Aug 14
       
      Note: Characteristics of Social Constructivism
  • learning is located in contexts and relationships rather than merely in the minds of individuals.
  • leave more room for negotiation about learning goals and activities among teachers and students.
  • less prescriptive
  • Social-constructivist models only began to gain a foothold in distance education when the technologies of many-to-many communication became widely available,
  • that being the loss of freedom associated with a commitment to meeting at a common time.
  • Time constraint issues are especially important to distance students, most of whom are juggling employment and family concerns in addition to their formal course work.
  • ata mining and learning analytics are not only used to support independent study based on CB models but are being utilized to support and enhance group work.
  • extract patterns and other information from the group logs and present it together with desired patterns to the people involved, so that they can interpret it, making use of their own knowledge of the group tasks and activities” (Perera et al., 2009).
    • anonymous
      anonymous on 10 Aug 14
       
      Example of using data mining and learning analytics with the group.
  • LMS Moodle
  • Standard Moodle analytics allow teachers to view contributions or activities of individual learners
  • Google Analytics
  • Constructivist pedagogies use the diversity of viewpoints, cultural experiences and the potential for divergent opinion that is best realized through interactions with group members from other cultures, languages and geographies.
  • Naturally, technological affordances of most relevance to constructivist pedagogies focus on tools to support effective establishment, operation and trust building within groups. The technologies that support rich social presence, including full range of audio, video and gestures, are associated with enhanced trust development and increasing sense of group commitment
  • connectivism
  • learning is the process of building networks of information, contacts, and resources that are applied to real problems.
    • anonymous
      anonymous on 10 Aug 14
       
      connectivism = learning is the process of building networks of information, contacts, and resources that are applied to real problems.
  • communities of practice
  • Connectivist learning focuses on building and maintaining networked connections that are current and flexible enough to be applied to existing and emergent problems.
  • capacity to find, filter and apply knowledge when and where it is needed
    • anonymous
      anonymous on 10 Aug 14
       
      role of the learner is to have "capacity to find, filter and apply knowledge when and where it is needed"
  • The crowd can be a source of wisdom (Surowiecki, 2005) but can equally be a source of stupidity
    • anonymous
      anonymous on 10 Aug 14
       
      "The crowd can be a source of wisdom (Surowiecki, 2005) but can equally be a source of stupidity"....a nice reminder
  • iticism of connectivism as being merely an extension constructivist pedagogy and those who argue that it is not really a complete theory of learning nor of instruction
  • gain high levels of skill using personal learning networks that provide ubiquitous and on demand access to resources, individuals and groups of potential information and knowledge servers. The second is the focus on creation, as opposed to consumption, of information and knowledge resources.
  • Bloom’s (1956) cognitive taxonomy place creation at the highest level of cognitive processing
  • elies on the ubiquity of networked connections – between people, digital artefacts, and content, and thus can be described as a network centric pedagogy and thus may be the first native distance education pedagogy, without previous instantiation in classrooms.
  • Effective connectivist learning experiences demand that learners have the tools and the competencies necessary to effectively find, sort, evaluate, filter, reformat and publish content on the net.
  • hese capacities rely on effective tools, high skill levels and a developed sense of network efficacy.
  • individuals and groups are helped to create and continuously augment, adapt and use a personal learning environment (PLE)
  • second key defining characteristic of connectivist pedagogy is the import placed on creating, sharing and publishing learner artefacts.
  • Connectivist learning designs, like constructivist ones, often involve collaborative or cooperative work between many learners. However, contribution often grows beyond the group to further encourage collaboration across time and space.
  • eyond the tools of creation instantiated within a PLE is an understanding of the technical and legal means to distribute work, while maintaining appropriate privacy levels and not infringing on the copyright nor plagiarizing the work of others.
  • The only solution to the privacy dilemma is to let each student and teacher set the level of access that they feel is most appropriate for them and more explicitly for the nature of the content being distributed.
  • Privacy concerns are also being recognised by the social networking giants.
  • Connectivist designs also involve the discovery of and contribution to new learning communities.
    • anonymous
      anonymous on 10 Aug 14
       
      connectivist pedagogy encourages contribution to new learning communities - make your work accessible to others!
  • Learners are encouraged to make themselves, their contributions and their personal learning environment accessible to others. T
  • create and rate bookmarked resources t
  • hat others find useful, document their learning accomplishments via blogs, and share their discoveries and insights via micro blog feeds. In this manner they create and sustain learning networks that begin at the course level, but grow and evolve as the course of studies ends.
  • the emphasis is far more on the individual’s connections with others than with group processes designed to enhance or engender learning.
  • arder to apply analytics than in the more contained contexts of CB and social constructivist models.
    • anonymous
      anonymous on 10 Aug 14
       
      It is harder to apply analytics than with CB and social constructivist models.
  • There is no central course, few common materials, no central binding point where interactions can be observed apart from each individual learner.
  • edagogy is, at heart, entirely focused on the individual learner.
  • The bottom three of Blooms original levels of learning – acquiring knowledge, coming to understand something or some process and applying that knowledge to a context – are clearly within the domain of CB pedagogies.
  • Moving up to the analysis, synthesis and evaluation levels brings us to the need for social perspective. This is often acquired through group and networked interactions characteristic of constructivist and connectivist pedagogical models.
  • Creation can be entirely original or as is more usual, creation involves the building upon, reinterpretation and contextualized application of older ideas to new contexts. Creation, the highest level of cognitive functioning usually requires mastery of the lower levels but, in addition, requires at least a small flame of creativity and insight.
  • Obviously the focus of connectivism with its inherent demand for students to create and distribute for public review and augmentation, fits well with the final creation level of the revised taxonomy.
  • here are many domains of knowledge in which creation of new knowledge is of much less importance than remembering and being able to apply existing knowledge.
  • No single generation has provided all the answers, and each has built on foundations provided by its predecessors rather than replacing the earlier prototype (Ireland, 2007).
  • As new technological affordances open up, it becomes possible to explore and capitalize on different aspects of the learning process.
  • For each mode of engagement, different types of knowledge, learning, and contexts must be applied.
  • students be skilled and informed to select the best mix(es) of both pedagogy and technology.
  • from the student-content interactions of cognitive-behaviourist models to the critical role of student–student interaction in constructivism, and finally, to the deeply networked student–content-teacher interrelationship celebrated in connectivist pedagogie
  • which students become teachers and teachers become students,
  • Connectivism is built to some degree on an assumption of a constructivist model of learning, with the learner at the centre, connecting and constructing knowledge in a context that includes not only external networks and groups but also their own histories and predilections.
  • he late Boston scholar Father Stanley Bezuska assembled a series of humorous quotes (see http://www.slideshare.net/committedsardine/funny-predictions-throughout-history) illustrating the doomsday predictions of teachers as they have been forced to deal with educational technologies.
    • djplaner
      djplaner on 06 Aug 15
       
      This particular set of quotes has since been identified as a hoax - but an illustrative one. http://boston1775.blogspot.com.au/2014/05/the-myth-of-students-today-depend-on.html
  • djplaner on 06 Aug 15
     
    One of the readings from the course. Sharing it now as a little experiment in sharing annotations. In theory, if you view this page, you should be able to see the bits that I've highlighted and shared with the group.
Anne Trethewey

David Weinberger: Too Big To Know | ... My heart's in Accra - 1 views

www.ethanzuckerman.com/...vid-weinberger-too-big-to-know

shared by Anne Trethewey on 07 Sep 14 - No Cached
  • David warns, we still tend to think of knowledge in the ways we did when books had to sit on a single place on the shelf, when knowledge had a single, possible, right form, rather than multiple forms.
    • paul_size
      paul_size on 07 Sep 14
       
      Interesting to see how the perceived information overload may be attributed to the way we tend to think of knowledge.
  • This doesn’t mean there are no facts – but it does mean that people are going to insist on being wrong.”
  • David is actually quite concerned about difference, and just how much difference we can tolerate and still interact and function.
  • ...20 more annotations...
  • He acknowledges that there’s a human tendency towards homophily, flocking together in groups united by race, gender, belief, socioeconomic status, etc.
  • This can lead to a serious challenge to public discourse – echo chambers that can solidify beliefs, making them more extreme and
  • polarized.
  • ooking for solutions and common ground by trying to get to the facts.
  • To have a good conversation, you need to have 99% similarity and 1% difference.
  • When data.gov released sets of government information, they didn’t clean or normalize it ahead of time – they released raw data. They concluded that it was better to put the data out there than to constrain themselves to information that was consistent and known, for the simple reason that this constraint would have slowed them down badly. Darwin would not have agreed – he spent seven years on one fact.
  • It may be the one approach that’s scaleable
  • why were old knowledge systems so fragile?
  • hese systems assumed knowledge was bounded, settled, orderly and proceeded step by step. But that’s not what knowledge feels like in the age of the internet. It feels unbounded, overwhelming, unsettled, messy, linked and governed by our interests. And those properties are the properties of what it means to be human in the world.
  • raditionally, we’ve handled this by breaking off a brain-sized chunk of the world and getting an expert to understand it. Once we’ve got that expert, we can stop asking questions: we simply ask the expert. Experts, and the credentials that create them, are stopping points. They’re points beyond which we don’t need to look any further.
    • Anne Trethewey
      Anne Trethewey on 11 Sep 14
       
      Gatekeeping
  • it challenges our notion of what knowledge is, and introduces the uncomfortable question of how we navigate this new space
  • We tend to assume that knowledge gives us an accurate picture of the world, built up bit by bit, fact by fact. In acquiring knowledge, we nail down each piece with certainty. And we see knowledge as a product of filtering and winnowing – we move from perception to true perception, from a mob of opinion to true belief. Knowledge is about finding gold within the flux.
  • The manifestations of knowledge are at risk, and all it took was the touch of a hyperlink.
  • Links are a new form of punctuation
  • The internet is an environment that’s all about connection and our knowledge is picking up properties of the medium. Knowledge in this space is characterized by the fact that it’s “too much, messy, unsettled, and unstructured”.
  • We don’t just have a lot of information – the information is very messy
  • In a digital age, we simply make playlists. We end up with a mess of information, but it’s a rich and fertile mess.
  • Messiness is an essential feature of how we scale meaning.
  • Moynihan said “everyone is entitled to his own opinion, not his own facts”
  • releasing raw data and letting individuals and groups clean, analyze and share what they find
mari marincowitz

Can a test measure your imagination skills? | ideas.ted.com - 0 views

ideas.ted.com/...-test-measure-your-imagination

shared by mari marincowitz on 16 Aug 14 - No Cached
  • there is growing evidence that the capacity for imagination is tied to something called the “default mode network,
  • the default mode network
  • springs to life
  • ...6 more annotations...
  • whenever you’re thinking about nothing in particular
  • Universities, businesses and government agencies all compete for cognitive “talent,” and they frequently rely on intelligence testing to help them find it. Meanwhile, the evidence that intelligence testing may not work as advertised has been growing
  • you have to think of intelligence — when defined as problem-solving ability — not as a singular quality but as a spectrum. On one end is deductive, rules-based reasoning and on the other is imaginative, possibilities-based improvisation
  • our apparently mindless moments are actually humming with cognitive activity. Instead of letting moments of free time slip away, they say, our brains “capitalize on them to consolidate past experience in ways that are adaptive for our future needs.”
  • Like any human performance metric — IQ, LSAT scores, batting averages — the imagination quotient is intended to predict a competitive advantage
  • “If you have an imaginative capability to envision future possibilities, alternatives and scenarios — that’s going to be predictive [of success] across the board,” he says.
  • mari marincowitz on 16 Aug 14
     
    Albert Einstein said: "Imagination is more important than knowledge." Hopefully there would be more scope in future educational systems to measure those skills. Can imagination be measured in all subjects? In the visual arts, I certainly think it could. Even just from observation in my art classes, it doesn't take much to see which students can "think for themselves" and come up with intelligent solutions to creative problems.
djplaner

The reusability paradox - WTF? | Damo's World - 4 views

damos.world/...the-reusability-paradox-wtf

example

shared by djplaner on 17 Aug 16 - No Cached
ollie1 liked it
  • Learners construct new knowledge, upon their own existing knowledge.  This is very individualised, and based on each learner’s past experiences, and ways of thinking.
    • djplaner
      djplaner on 17 Aug 16
       
      From a NGL perspective, I'd say that what people know is a network of connections - both internally in their brain and with the tools and artifacts they use. To learn is to make a new connection with that existing network. It's easier to make that connection when what you are learning is closer to where you are. The more it has in common with you.
  • Learning designers have some tricks to help deal with such diversity, such as researching your cohort, conducting a needs analysis, and ultimately categorising learners and focusing on the majority.
    • djplaner
      djplaner on 17 Aug 16
       
      A major flaw in this approach is that it assumes that people fall into these categories. You are this type of person, you have this learning style which ignores the true variety of people. By spending a lot of time categorising you feel like you're trying to understand complexity, but never do. The book "The End of Average" touches on some of the problems with this. This type of approach doesn't work if you see the world as "complex, dynamic, and consists of interdependent assemblages of diverse actors (human and not) connected via complex networks"
  • three approaches
    • djplaner
      djplaner on 17 Aug 16
       
      Damien misses two additional possibilities here - Personalised learning - the use of Artifical Intelligence so that the unit of study is smart enough to respond to the individual student. But the problem with this approach is that it can generally only do this within a pre-defined body of knowledge. It doesn't work well with motivation and other forms of context - Personal learning - you put the agency back into the learner and allow them to be in charge of their progress through. The issue with this is that it assumes that the learner has the skill, knowlege and motivation to do this. It is also not a model that fits well with standard educational institutions. This links to the dual-layer pathways design aproach - http://www.edugeekjournal.com/2016/06/14/evolution-of-the-dual-layercustomizable-pathways-design/ And perhaps choral explanations and federation.
  • ...4 more annotations...
  • meaningful for everyone
    • djplaner
      djplaner on 17 Aug 16
       
      Or another option, help each learner make it individual to them.
  • These technologies become so complicated to use, that people simply don’t use them.
    • djplaner
      djplaner on 17 Aug 16
       
      While I agree with this trend, I wonder whether there is anything that can be done about it. e.g. I think part of the problem here is the opaque nature of digital technology - https://davidtjones.wordpress.com/2016/06/28/the-nature-of-digital-technology-part-2/ Perhaps the problem with the workshop activity is that it's model is not readily apparent to the people who use it. The abstraction that has been made isn't communicated to the people using it, so they have to go through trial and error and generally fail. -- The Ben-Ari and Yeshno (2006) quote on the above link is good for this.
  • “the system does this, but I want to do that.”
    • djplaner
      djplaner on 17 Aug 16
       
      I really like Kay & Goldberg's (1977) - that's right 1977 - 40 years - quote any attempt to specifically anticipate their needs in the design of the Dynabook would end in a disastrous feature-laden hodgepodge which would not be really suitable for anyone Reference on this page https://davidtjones.wordpress.com/2016/02/02/what-if-our-digital-technologies-were-protean-implications-for-computational-thinking-learning-and-teaching/
    • djplaner
      djplaner on 17 Aug 16
       
      Perhaps that quote explains what students see when they see a course that relies on material that's been shared amongst various different STEM contexts When you can't connect something directly into your understanding and context, it becomes a feature-laden hodge podge that you just can't figure out how to connect to your practice and understanding.
  • What if a technology is so specific, it’s designed for just one person – yourself?
    • djplaner
      djplaner on 17 Aug 16
       
      Which comes back to the option of providing the individual with the agency to make the learning personal to them. Giving them the agency to make connections into their networks. Of course, this approach isn't just some pancea. It has it's own challenges (especially when trying to concieve of it within existing mindsets/institutions) and also it's own weaknesses. The question is how to overcome those weaknesses and challenges in meaningful ways that addresses the resuability paradox.
  • djplaner on 17 Aug 16
     
    Damien is a ed developer at CQU. In this post he struggles with some of the common problems faced by that type of position and tries to understand them in the context of the reusability paradox. Some of this is inspired by my own thinking, hence it resonates with me. It also resonates with me because I see the possibility of a network perspective offering a useful way to look at these problems. I'm hoping to illustrate some of this via annotations. Whether this will be useful to you is another matter entirely. A lot of this is thinking out loud by both Damien and myself.
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