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Keith Hamon

Wikipedia And The Death Of The Expert | The Awl - 0 views

www.theawl.com/...ia-and-the-death-of-the-expert

Maria Bustillos wikipedia writing elearning social networking Education 2.0 PLN

shared by Keith Hamon on 30 May 11 - No Cached
  • If the printing press empowered the individual, the digital world empowers collaboration.
    • Keith Hamon
      Keith Hamon on 30 May 11
       
      Collaboration is one of the key principles of connectivism: we must connect to collaborate, and we must collaborate to connect.
  • McLuhan drew from many, many sources in order to develop these ideas; the work of Canadian political economist and media theorist Harold Innis was instrumental for him. Innis's technique, like McLuhan's, forswears the building up of a convincing argument, or any attempt at "proof," instead gathering in a ton of disparate ideas from different disciplines that might seem irreconcilable at first; yet considering them together results in a shifted perspective, and a cascade of new insights.
  • Wikipedia is like a laboratory for this new way of public reasoning for the purpose of understanding, an extended polylogue embracing every reader in an ever-larger, never-ending dialectic. Rather than being handed an "authoritative" decision, you're given the means for rolling your own.
    • Keith Hamon
      Keith Hamon on 30 May 11
       
      Again, we are forced to consider the implications of collaborative thinking in "an extended polylogue" on our traditional notions of critical thinking and reflective practices.
  • ...2 more annotations...
  • The threat to Britannica from Wikipedia is not a matter of dueling methods of providing information. Wikipedia, if it works better than Britannica, threatens not only its authority as a source of information, but also the theory of knowledge on which Britannica is founded. On Wikipedia "the author" is distributed, and this fact is indigestible to current models of thinking. "Wikipedia is forcing people to accept the stone-cold bummer that knowledge is produced and constructed by argument rather than by divine inspiration.
    • Keith Hamon
      Keith Hamon on 30 May 11
       
      Shirkey is often insightful.
  • If my point of view needn't immediately eradicate yours—if we are having not a contest but an ongoing comparison, whether in politics, art or literary criticism, if "knowledge" is and will remain provisional (and we could put a huge shout-out to Rorty here, if we had the space and the breath) what would this mean to the quality of our discourse, or to the subsequent character and quality of "understanding"?
    • Keith Hamon
      Keith Hamon on 30 May 11
       
      This is a nice summary of Morin's concept of the dialogic, the fact of knowledge as always the tension between chaos and order, truth and lie.
  • Keith Hamon on 30 May 11
     
    Wikipedia is forcing us to confront the paradox inherent in the idea of learners as "doers, not recipients." If learners are indeed doers and not recipients, from whom are they learning? From one another, it appears; same as it ever was.
Mary Ann Scott

Writing for Learning--Not Just for Demonstrating Learning - 2 views

www.ntlf.com/...writing.htm

writing learning process connectivism critical thinking

shared by Mary Ann Scott on 19 Apr 11 - Cached
  • And the main thing to keep in mind is that if you are not teaching a writing course, there is no law that says you have to comment.
    • Mary Ann Scott
      Mary Ann Scott on 19 Apr 11
       
      Not all writing is for the teacher's consumption and subsequent evaluation of the student's learning. It is part of the process of learning. We need to let students learn without judgment at least some of the time.
  • There's a quick and easy form of "proto-commenting" that is remarkably effective--especially appropriate perhaps for think pieces: putting straight lines alongside or underneath strong passages, wavy lines alongside or underneath problem passages, and X's next to things that seem plainly wrong. I can do this almost as fast as I can read, and it gives remarkably useful feedback to students: it conveys the presence and reactions of a reader.
    • Mary Ann Scott
      Mary Ann Scott on 19 Apr 11
       
      If you feel the need to respond, here is a short and easy way to remind your students that you are there to guide them.
  • Two-fers:
  • ...8 more annotations...
  • About think-pieces:
  • Students understand and retain course material much better when they write copiously about it. We tend to think of learning as input and writing as output, but it also works the other way around. Learning is increased by "putting out"; writing causes input. Students won't take writing seriously till all faculty demand it. Writing needn't take any time away from course material. We can demand good writing without teaching it. The demand itself teaches much. Students won't write enough unless we assign more writing than we can comment on--or even read. There is no law against not reading what we make them write. Writing can have a powerful communal or social dimension; it doesn't have to feel solitary.
    • Mary Ann Scott
      Mary Ann Scott on 19 Apr 11
       
      These premises are KEY. Read every one of them and consider how they can work in your class.
  • 8 minutes of writing at the start of class to help students bring to mind their homework reading or lab work or previous lectures. 8minutes in mid class when things go dead--or to get students to think about an important question that has come up. 8 minutes at the end of class or lecture to get them to think about what's been discussed. 5 minutes at the end of class to write to us about what they learned that day: what was the main idea for them, what was going on for them during that class. Not only will this help them integrate and internalize the course material; it helps our teaching by showing us what's getting through and what isn't.
    • Mary Ann Scott
      Mary Ann Scott on 19 Apr 11
       
      Some excellent examples of reflective writing in action.
  • This is the name I give to writing that is a bit more thought out and worked over--but not yet an essay:
  • Think pieces are a productive and nonpunitive way to make students do the reading on time and come to class.
  • When students understand that they are being asked for two very different kinds of writing in the course, their essays get better because of their extensive practice with low stakes think pieces, and their low stakes writing gets more thoughtful when they experience it as practice for the high stakes essays (and relief from them too)
    • Mary Ann Scott
      Mary Ann Scott on 19 Apr 11
       
      Take the "punishment" out of writing by showing your students that is part of learning. Give them the freedom to express themselves in ways that won't be judged.
  • I find term papers involve maximum work and minimum learning.
    • Mary Ann Scott
      Mary Ann Scott on 19 Apr 11
       
      Absolutely true!
  • Peer feedback or student response groups.
Stephanie Cooper

Valdosta State University > Spanish Professor Unites Art and Research - 0 views

www.valdosta.edu/...espinosa-dulanto.040411

valdosta professor communication multimedia

shared by Stephanie Cooper on 04 Apr 11 - No Cached
  • “Sometimes it is difficult to express in words, the feelings raised by discussions on certain issues such as, immigration, slavery or world customs and cultures, so I encourage students to explore other methods of communication to sharing their feelings and findings,” said, Espinosa-Dulanto, whose office is lined with vibrant photo essays on different themes from child slavery, to love and family."
  • “Some of the student participants are not fluent, and they are reluctant to communicate on the trip or after because they are afraid they will say the wrong thing or not express themselves fully,” Espinosa-Dulanto said. “The freedom to speak through other means, such as artwork or photographs, gives students an outlet to communicate with each other and break through cultural barriers.”
    • Stephanie Cooper
      Stephanie Cooper on 04 Apr 11
       
      I think this is a great idea for allowing students to reflect and share ideas with each other.  Even Americans who struggle with their speech and writing skills can be encouraged to share their thoughts and opinions through pictures.  
Stephanie Cooper

The e-Portfolio story - Tales from the magic wand - 0 views

www.personal.psu.edu/...telling-our-stories-well.html

elearning writing critical thinking e-portfolio Education 2.0

shared by Stephanie Cooper on 05 Apr 11 - No Cached
  • Students revisit the framework several times throughout their program and use artifacts from their evidence collection to demonstrate learning. Justification for their selection is part of the task and engages students in reasoning about the alignment of evidence with particular indicators. This is coupled with a reflective writing task that asks students to discuss their growth in each of the domains (and over time). This is the central task of many teacher education programs that require e-portfolios.
  • I am drawn to the notion of having students participate in a professional discourse community that interacts around entries and artifacts, which both contributes to their thinking and learning about what it means to be a professional in their chosen field, as well as allows them to monitor their learning over time.
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