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Terry Elliott

Enough About Getting Rid of 'dave': Exploring Spontaneity and the Metaphor of the Gardn... - 3 views

autumm.edtech.fm/...nd-the-metaphor-of-the-gardner

shared by Terry Elliott on 09 May 15 - No Cached
  • But I think that Dave has just shown us that it is possible in an online environment.
    • Terry Elliott
      Terry Elliott on 09 May 15
       
      I don't always feel that way.  Sometimes I feel it is a guiding hand, but after two of these rhizo things I am beginning to think of it as a shving hand in a cattle chute.  The chutes only appear down, but the binaries still suggest two paths:  objective/subjective, content/no content,  dave/no dave and whatever the hell the other one was.  This is not rhizomatic teaching.  
    • Terry Elliott
      Terry Elliott on 09 May 15
       
      Is it?
  • Dave has done a good job of modeling rhizomatic teaching
    • Terry Elliott
      Terry Elliott on 09 May 15
       
      Not really too sure about this. He creates a binary and expects us to reconcile it.  And then where does that takes us as far as a rhizomatic practice is concerned?  Not very far at all.  
    • Terry Elliott
      Terry Elliott on 09 May 15
       
      I think that Dave stages the even well, but does not follow through
  • the teacher is the gardener
    • Terry Elliott
      Terry Elliott on 09 May 15
       
      If Dave is the Gardener,then the way he weeds is to point to the weed and say, "Isn't that interesting?".  Irresponsible?  Unethical? Bait and switch?  Not sure.  Personally, I am much more drawn to Heraclitus and Voltaire. For the latter the world is in flux and idiosyncratic as can be and for the latter he has Candide say, "That is very well put, but we muct cultivate our garden."  We must be our own gardeners.  
  • ...8 more annotations...
  • #rhizo15 needs Dave Cormier
    • Terry Elliott
      Terry Elliott on 09 May 15
       
  • I have some kind of sense for it
    • Terry Elliott
      Terry Elliott on 09 May 15
       
      Better off trusting this sense first and what the experts say a very distant fiftieth.
    • Terry Elliott
      Terry Elliott on 09 May 15
       
      And those experts include anyone giving unsolicited advice like me.
  • Enough
    • Terry Elliott
      Terry Elliott on 09 May 15
       
    • Terry Elliott
      Terry Elliott on 09 May 15
       
      Sometimes I have had enough of Dave.  
  • Deleuze and Guattari
  • we should get rid of dave
    • Terry Elliott
      Terry Elliott on 09 May 15
       
    • Terry Elliott
      Terry Elliott on 09 May 15
       
      Wait for it....
  • spontaneity
    • Terry Elliott
      Terry Elliott on 09 May 15
       
      Dunno, the videos seem pretty scripted to me.  He has an agenda and wants to get it out there.  The community has been guided by each week's prompts, using it as a jumping off point but not really going too far from fold.  I wanted to see much more rebellion and spontaneous, adhoc-osity.  I tried, but no one paid me any mind.  Par.
  • Of course it is the gardner who decides between the weeds and “flowers”, sets the parameters of the garden, and ultimately decides who lives and who dies – but that is my next blog post.
    • Terry Elliott
      Terry Elliott on 09 May 15
       
      I agree that the gardener controls but I think it is illusory.  Who plucks the gardener? Who tends the gardener? Who weeds the gardener?  The gardener lives in a larger system that subsumes the garden, a larger Garden.  The gardener thinks he is managing the complexity that is the garden.  Fools paradise for a sock puppet?  
  • Spontaneity and the Metaphor of the Gardner
    • Terry Elliott
      Terry Elliott on 09 May 15
       
    • Terry Elliott
      Terry Elliott on 09 May 15
       
    • Terry Elliott
      Terry Elliott on 09 May 15
       
      Is this spontaneous and rhizomatic?
Heli Nurmi

Wanna do a cMOOC? | doublemirror - 5 views

mdvfunes.com/...wanna-do-a-cmooc

shared by Heli Nurmi on 20 Mar 14 - No Cached
  • Matthias Melcher – he made it so easy to follow everyone’s blogs
    • wayupnorth
      wayupnorth on 20 Mar 14
       
      That was a huge contribution Matthias made to help tie Rhizo14 together. Although later in the course, when it became impossible for me to keep up with all the blog posts, I opted for the narrower conversation on Facebook as my link - even that subset exceeded my capacity
  • power is not due to the technology or its design, but to the actual people involved
    • wayupnorth
      wayupnorth on 20 Mar 14
       
      strongly agree - although the ds106 assignment bank is an outstanding design element
  • So, when I did DS106 as a course for the first time in 2013, life was already set up in such a way that I could give it my full attention.
    • wayupnorth
      wayupnorth on 21 Mar 14
       
      This helps understand the author's perspective. Not everyone in an open online course shares that life-setup. Many are trying to squeeze learning into the varying cracks between other overlapping committments.
  • ...15 more annotations...
  • So, what was Rhizo14 setting out to create? A one of what? Stephen uses his own courses as an example
    • wayupnorth
      wayupnorth on 21 Mar 14
       
      I have a great deal of respect for Stephen, and enjoyed his talk at Vlaencia (referenced in this blog) immensely. It seemed to me though, that he was explaining a landscape rather than prescribing a recipe for a MOOC. Might it be better to examine Rhizo14 in light of what Dave Cormier says about it, rather than force it to be scrutinized through the lens of questions raised by Steven Downes' lecture? Dave Cormier at MIT "MOOCs as a selfish enterprise" https://www.youtube.com/watch?v=Smt8lsPU_Mo If any "making one" objective(s) existed in Rhizo14, it(they) would be very subjective. Dave says he threw a party to see if anyone would come. I certainly participated as part of my process of "becoming", but without conciously adding "...one of X". I just know by experience that by "hanging out" with groups like this, I am able to do interesting things in teaching that I had not deliberately set out to learn (and I borrow that articulation from Dave Cormier), so from time to time I keep engaging with communities and courses that interest me. Some others have expressed or evidenced more clearly defined objectives - academic research, webtool development, and building a PLN are some examples.
    • Heli Nurmi
      Heli Nurmi on 07 Mar 15
       
      I agree with you that Dave is defferent from S.D. and rhizo should be described with Dave's terms
  • If my need for inclusion had been high, then I think I would have felt excluded from what some called Rhizo14FB.
    • wayupnorth
      wayupnorth on 21 Mar 14
       
      This again gives us insight into the writer's perspective. It is a valid attitude, but important to recognize. Consciously looking through the same lens will keep a reader who experienced Rhizo14 differently from too easily dismissing parts of the critique that do not resonate with herm.
  • They did what humans do so well in new situations: gather in their tribes and by definition exclude those not in their tribe, or try to ‘convince’ those outside ‘it’ to join it;
  • batting the ideas back and forth in order to win the game.
  • The design of Rhizo14, I have to assume, is the current state of what Dave as an educational technologist believes works for massive open online courses.
    • wayupnorth
      wayupnorth on 21 Mar 14
       
      After listening to Dave Cormier, I have to challenge this assumption. What I hear from him suggests that Dave is very much aware that he is still trying to find out what "works".
    • Heli Nurmi
      Heli Nurmi on 07 Mar 15
       
      I thought that rhizo14 was Dave's first try to facilitate a MOOC his first own experiment
  • diversity was managed out through a group dynamic that excluded what the majority did not approve
    • Heli Nurmi
      Heli Nurmi on 07 Mar 15
       
      I agree = saw this happen, all norms are not written, they can be strong without it
  • I did not see much by way of supporting the importance of diversity in action rather than theory.
    • Heli Nurmi
      Heli Nurmi on 07 Mar 15
       
      very true in my eyes too
  • people left and may have been silenced by a vocal minority
  • gossiping about other participants
    • Heli Nurmi
      Heli Nurmi on 07 Mar 15
       
      and this still praised as a good strategy - a year after the end of the studies
  • but Rhizo14 as an experiment on the future of higher education as a whole is not what the originators intend
    • wayupnorth
      wayupnorth on 21 Mar 14
       
      This critique of Rhizo14 accuses it of not producing what it was not intended to produce. Seems a bit like criticizing an alligator because, while it has great hide, it makes an unsatisfactory mount since it was never intended to be a horse. I understand the author's dissatisfaction with the course. Rhizo14 neither met expectations nor satisfied any personal objectives. A dissenting opinion eloquently expressed is very valuable. The underlying tone of the post, however, carries a distinctly subjective disapproval or dismissal of anyone who has received satisfaction in their own experience in Rhizo14. The author speaks repeatedly of observing attempts to silence or marginalize those who did not buy into the opinions of the majority. Yet the author engages in a similar tactic against possible critics.
    • anonymous
      anonymous on 21 Mar 14
       
      I hope that after my comment on my blog this feeling has eased in you. I absolutely did not intend to disapprove or dismiss any individual. I disagree with some of the choices made in design and educator intervention precisely because I feel they closed down the possibility of having a space where multiple perspective could be held openly without the need for filtering through an agree/disagree frame. This led to people who we could all have learnt from leaving and I was sad about this. Also - just for clarity I was not at all dissatisfied with the course. It was set up as an experiment and I love experiments. I was dissatisfied with our human inability create more silence and space for listening and the compulsive drive to talk. Nick put it beautifully in his blog: "that kind of dialogue. It is a way of being that one has to learn, but seems to me to be integral to what we might call "deep" learnign. The word retreat is interesting, one of the first pre-requisites of that dialogue is to shut up and listen. Online you are largely characterised by the noise you make, the text you generate. Silence online transmutes to a lack of presence, and described as "lurking". Lurk has too many negative associations to be reframed. But we do have the right to remain silent! Another issue, as you observe, is that dialogue is not transactional, but online interaction does very often seem to devolve to that kind of behaviour…" http://avisodemiranda.wordpress.com/2014/02/14/marram-grass/ I chose to create the space I needed for learning and this may be meant I chose 'no intervention' when intervention may have benefitted us all. I need to take time to reflect on this. I will leave it here for now, let's see if this is a space for us to engage before I spend any more time here :)
    • Heli Nurmi
      Heli Nurmi on 07 Mar 15
       
      Mariana speaks so well but why it is so challenging to hear, I am wondering after reading these notes
  • what he created with CCK08
  • own work in self-managed learning
  • I recognise this clearly from my
    • Heli Nurmi
      Heli Nurmi on 07 Mar 15
       
      I recognise this too and this reminds the storming phase of group process. You must be strong as a facilitator to receive all the complaints. It is a normal phase as long as education is in movement
  • You were definitely the right kind of ‘one’ if you believed in emergence, non-linearity, poetry and art rather than theory and explanation.
    • Heli Nurmi
      Heli Nurmi on 07 Mar 15
       
      you said that better than I could, thanks
  • to connect with ‘old MOOC friends’ no mention of rhizomes of the metaphorical or garden variety.
    • Heli Nurmi
      Heli Nurmi on 07 Mar 15
       
      I belong to this group
Cris Crissman

Is books making us stupid? behind the curtain of #rhizo14 | Dave's Educational Blog - 0 views

davecormier.com/...-behind-the-curtain-of-rhizo14

books making stupid dave blog downes

shared by Cris Crissman on 08 Feb 14 - No Cached
Vanessa Vaile liked it
  • Cris Crissman on 08 Feb 14
     
    Stephen Downes' comments in OLDaily, Feb. 7 Is books making us stupid? behind the curtain of #rhizo14 Dave Cormier, Dave's Educational Blog, February 6, 2014 This post actually provides a good overview of the first few weeks of the Rhizomatic Learning course, exploring as it does a set of "challenges" posed by Dave Cormier: Cheating as learning Enforcing independence Embracing uncertainty Is books making us stupid I can certainly be frustrated by some of this sort of discussion - when people express concerns, for example, about "enforcing independence" my reaction is that they just don't know what those words mean. And in another post I've raised some questions about some of the more nebulous aspects of this approach to learning. But I see value in these discussions. And questioning the authority of the book is certainly something I support.
Vanessa Vaile

RT @dogtrax: Remixing Dave (tinkering with the YouTube remix button) http://t.co/pZ7p2i... - 0 views

www.youtube.com/watch

rhizo14 #rhizo14

shared by Vanessa Vaile on 17 Jun 14 - No Cached
  • Vanessa Vaile on 17 Jun 14
     
    RT @dogtrax: Remixing Dave (tinkering with the YouTube remix button) http://t.co/pZ7p2iLbmM #rhizo14 @davecormier
  • Vanessa Vaile on 17 Jun 14
     
    RT @dogtrax: Remixing Dave (tinkering with the YouTube remix button) http://t.co/pZ7p2iLbmM #rhizo14 @davecormier
Vanessa Vaile

(100) Rhizo14 Discussion Thread - 0 views

www.facebook.com/...319584394867344

collaboration #rhizo14 connectivism group dynamics cooperation networks

shared by Vanessa Vaile on 17 Jun 14 - No Cached
  • Vanessa Vaile on 17 Jun 14
     
    "Question for Dave Cormier Bonnie Stewart and other hard core rhizo14ers who have also been in things like CCK08/11 - how is rhizo14 different"
  • Vanessa Vaile on 17 Jun 14
     
    "Question for Dave Cormier Bonnie Stewart and other hard core rhizo14ers who have also been in things like CCK08/11 - how is rhizo14 different"
  • Vanessa Vaile on 17 Jun 14
     
    "Question for Dave Cormier Bonnie Stewart and other hard core rhizo14ers who have also been in things like CCK08/11 - how is rhizo14 different"
Vanessa Vaile

Making the community the curriculum | Simple Book Production - 1 views

davecormier.pressbooks.com

Dave Cormier eBook rhizomatic learning #rhizo14 rhizome Rhizomatic networks

shared by Vanessa Vaile on 24 Jan 14 - No Cached
  • Vanessa Vaile on 24 Jan 14
     
    Dave Cormier's eBook
Terry Elliott

Will · The Lazy Language of Learning - 0 views

willrichardson.com/...the-lazy-language-of-learning

shared by Terry Elliott on 09 May 15 - No Cached
  • I think Gary Stager gets it right:In the absence of a clear and publicly articulated vision for a school or district and a misguided quest for the holy grail of balance, the weeds will always kill the flowers. If you are a school leader with a coherent vision for educational progress, you must articulate your vision clearly and publicly so people will follow. Why make others guess what you want and stand for?
    • Terry Elliott
      Terry Elliott on 09 May 15
       
      Critique of Dave Cormier's attitude in rhizomatic learning?
  • The elements that comprise this Gear include:Personalized Learning Student-Centered Learning Authentic, Deeper Learning 21st Century Skills College and Career Readiness Digital Citizenship Technology Skills Anywhere, Anytime Learning
    • Terry Elliott
      Terry Elliott on 09 May 15
       
      Do any of these bullets rise up from the folk, from the learner, from the community and the rhizome? Don't think so.  Could they?  Of course.  It all depends upon which end of the stick and which end you 'valorize'.
  • Are students learning our stuff (curriculum) or their stuff (interests)?
    • Terry Elliott
      Terry Elliott on 09 May 15
       
      Which is rhizomatic practice?  Are any left out in this dichotomy? Objective or subjective?
  • ...6 more annotations...
  • Are we more concerned with them becoming learners or learned?
    • Terry Elliott
      Terry Elliott on 09 May 15
       
      Which is rhizomatic practice?  Are any left out in this dichotomy?  Content or no content.
  • Are teachers organizing the school experience or are students building it?
    • Terry Elliott
      Terry Elliott on 09 May 15
       
      Which is rhizomatic practice?  Are any left out in this dichotomy?  Dave or no Dave?
  • Do the technologies we give to kids transfer agency and increase freedom on the part of the student learner or do they just transfer our curriculum in digital form?
    • Terry Elliott
      Terry Elliott on 09 May 15
       
      Which is rhizomatic practice?  Are any left out in this dichotomy?  Old wine or old wine in new bottles or?
  • And, importantly, what does success look like, and how are they measured?
    • Terry Elliott
      Terry Elliott on 09 May 15
       
      Which is rhizomatic practice?  Are any left out in this dichotomy?  Count or no count or no account or ?
  • And these are important to ask and answer before we embark on any initiative that purports to “improve student learning.” 
    • Terry Elliott
      Terry Elliott on 09 May 15
       
      Answer these questions before you tell people to go on a rhizomatic snipe hunt?
  • not about doing things “better” but about looking at schools and classrooms and teachers fundamentally differently
    • Terry Elliott
      Terry Elliott on 09 May 15
       
      I believe that a radically different stance from a very different perch is necessary.  
Jaap Bosman

Introduction | Making the community the curriculum - 1 views

davecormier.pressbooks.com/...introduction

rhizomatic learning rhizo14 MOOC

shared by Jaap Bosman on 23 Jan 14 - No Cached
  • Jaap Bosman on 23 Jan 14
     
    Dave Cormier book
Cris Crissman

Questions about rhizomatic learning | Jenny Connected - 0 views

jennymackness.wordpress.com/...ions-about-rhizomatic-learning

questions jenny connected downes

shared by Cris Crissman on 08 Feb 14 - No Cached
  • Cris Crissman on 08 Feb 14
     
    Stephen Downes's comment in OLDaily, Feb. 7 Questions about rhizomatic learning Jenny Mackness, February 6, 2014 At a certain point, perfectly good theories become nonsense. This may be that point. I am sympathetic with the list of questions Jenny Mackness poses to Keith Hamon about rhizomatic learning (a concept I'm increasingly questioning). For example: "I'm not sure that I would know how to distinguish a 'rhizomatic learner' from other learners." And "'A rhizome has no beginning or end; it is always in the middle, between things, interbeing, intermezzo.'" Strictly speaking, this is false of rhizomes (unless you're talking of the specific connection between plant and plant, in which case, one wonders how it is different from any other connection (and wonder why it can't have a middle)). I've commented to Dave Cormier (who seems to have a better handle on this) about this in the past: a rhizome network is a mesh, which is good, but there's no openness, no diversity, not really even any autonomy. And you mix that in with (quite frankly) silly statements from Deleuze and Guattari (like: "'State space is 'striated' or griddled") you get something that really begins to lack coherence. I've long complained of continental philosophers that when they don't understand something, they just make stuff up. There's too much of that in educational theory too.
Cris Crissman

The Main Responsibility of Teachers? Make yourself dispensable! | Reflecting Allowed - 0 views

balimaha.wordpress.com/...hers-make-yourself-dispensable

responsibility teachers MOOC obsolence

shared by Cris Crissman on 21 Feb 14 - No Cached
Vanessa Vaile liked it
  • Cris Crissman on 21 Feb 14
     
    I'd say Dave made himself dispensable ;-) See Comments, too.
wayupnorth

Dave who? - un content ed - 1 views

uncontente.weebly.com/...dave-who

networks rhizo15 education documentation

shared by wayupnorth on 08 May 15 - No Cached
  • they should just come and watch and stop wasting my time with the idiotic managerialist systems
    • wayupnorth
      wayupnorth on 08 May 15
       
      When I have time to report, it's because nothing is happening. When interesting learning events are clicking, it leaves little time to report it.
  • I find it easier to be kind and open hearted in class than at home sometimes
    • wayupnorth
      wayupnorth on 08 May 15
       
      Yeah, what's with that anyhow? Do I assume family members "should know this already" just because they live with me? Been much more conscious of that since an adult learner overheard me "teach" my wife a missing computer skill with a note of impationce. Learner rebuked me with, "You don't talk to me that way when you explan something to me."
  • wayupnorth on 08 May 15
     
    Oh YES!
H DeWaard

Subjectifying my Learning! Reflecting Allowed - 2 views

blog.mahabali.me/...subjectifying-my-learning

learning allowed subjective Rhizo15 week1

shared by H DeWaard on 16 Apr 15 - No Cached
Vanessa Vaile liked it
  • H DeWaard on 16 Apr 15
     
    I have no idea how Dave Cormier does it, but before the offical #rhizo15 start date, there r already 1,000 tweets, an active fb group, an open learning recipe doc with more than 10 collaborators an...
  • Kevin Hodgson on 17 Apr 15
     
    Good thinkers draw you in ..
Vanessa Vaile

When a Course becomes a Community | Felicia M. Sullivan - 2 views

www.feliciasullivan.net/?p=683

course community MOOC rhizo14

shared by Vanessa Vaile on 26 May 14 - No Cached
  • Vanessa Vaile on 26 May 14
     
    "Dave Cormier, the mind behind Rhizomatic Learning 2014 (#rhizo14), just posted thoughts on his blog about creating a wonderful learning experience that went from a 6-week course to a self-propelled learning community.  The challenge as Cormier articulates it is how to bring in new learners into this community. His original plan - create a new course, but what about the energy of the existing learning community?  Connect the new course to the first course or simply bring the new learners into the existing community?"
Kevin Hodgson

Rhizomatic follower of rhizomes | NomadWarMachine - 2 views

www.nomadwarmachine.co.uk/...hizomatic-follower-of-rhizomes

rhizo15

shared by Kevin Hodgson on 17 Apr 15 - No Cached
  • Kevin Hodgson on 17 Apr 15
     
    Sarah breaks out the strings and makes a song remix about Dave ... nifty.
Vanessa Vaile

P2PU Talks: Dave Cormier on How to Build Learning Communities - YouTube - 0 views

www.youtube.com/watch

#rhizo14

shared by Vanessa Vaile on 17 Jun 14 - No Cached
  • Vanessa Vaile on 17 Jun 14
     
    ICYMI ~ video @P2PU Talks: @DaveCormier on How to Build Learning Communities, https://t.co/VqnpvKYqhG #rhizo14
  • Vanessa Vaile on 17 Jun 14
     
    ICYMI ~ video @P2PU Talks: @DaveCormier on How to Build Learning Communities, https://t.co/VqnpvKYqhG #rhizo14
Kevin Hodgson

Kevin's Meandering Mind | The Making of the #Rhizo15 Radio Play, or The Complexities of... - 1 views

dogtrax.edublogs.org/...-complexities-of-collaboration

shared by Kevin Hodgson on 26 Apr 15 - No Cached
  • important artifact of content
    • Terry Elliott
      Terry Elliott on 26 Apr 15
       
      This makes the radioplay an object
    • Kevin Hodgson
      Kevin Hodgson on 26 Apr 15
       
      Yes. Right? Right.
  • a bit of mayhem.
    • Terry Elliott
      Terry Elliott on 26 Apr 15
       
    • Terry Elliott
      Terry Elliott on 26 Apr 15
       
      Aren't we all in Rhizo15?
  • Dave Cormier, the facilitator of Rhizomatic Learning, will showcase the premiere of the radio play — A Multitude of Voices: Mr. X Loses His Battle for Objectivity — in his next post and message
    • Terry Elliott
      Terry Elliott on 26 Apr 15
       
    • Terry Elliott
      Terry Elliott on 26 Apr 15
       
      Then he should land here, too, unsteady in the subject/object just like you were and all of us were. Yes?
    • Terry Elliott
      Terry Elliott on 26 Apr 15
       
      Talk about rhizomatic.  Annotation is the mycellium/hyphae of rhizomatic learning
  • ...6 more annotations...
  • something to represent our relationship as friends and colleagues and collaborators.
    • Terry Elliott
      Terry Elliott on 26 Apr 15
       
      Or something beyond them, transcending them, entering into new realms.
    • Terry Elliott
      Terry Elliott on 26 Apr 15
       
    • Kevin Hodgson
      Kevin Hodgson on 26 Apr 15
       
      Maybe it is that transformative process that lures me in ...
  • I would have slipped into file madness (it may have happened … I’m not saying).
    • Terry Elliott
      Terry Elliott on 26 Apr 15
       
    • Kevin Hodgson
      Kevin Hodgson on 26 Apr 15
       
      What? No little boohoo violin?
  • My aim as editor was to help nurture into place a radio play
    • Terry Elliott
      Terry Elliott on 26 Apr 15
       
      When something had to get done I think it's interesting that there had to be a director and an editor and whip wielder to get it done. Doesn't seem entirely rhizomatic to me.  Means to me that there are places for rhizo and other places for hiearchy.  
    • Terry Elliott
      Terry Elliott on 26 Apr 15
       
    • Kevin Hodgson
      Kevin Hodgson on 26 Apr 15
       
      Hmmm .. good point ... collaborative editing would be interesting and nearly impossible ... maybe ... there is the tension of "let's get this done" and the "let's wait to hear your ideas on how to get this done" in the mix ...
  • Sill, the many hours
    • Terry Elliott
      Terry Elliott on 26 Apr 15
       
      What is the dif b/t rhizomatic collab and non-rhizo collab?  
    • Terry Elliott
      Terry Elliott on 26 Apr 15
       
  • Terry had a great song earmarked for the ending (an Arabic version of Toy Story and “You’ve Got a Friend in Me”), but I could not figure out if it would violate copyright if we used it, so we abandoned it. As I told Terry, it probably is best, as Michelle Shocked wrote in one of her songs, to make your own jam anyway.
    • Terry Elliott
      Terry Elliott on 26 Apr 15
       
    • Terry Elliott
      Terry Elliott on 26 Apr 15
       
      Didn't think you would get away that easily, did you?  The snarky beauty of Diigo annotations rears its janky head.  
  • Too many timezones.
    • Terry Elliott
      Terry Elliott on 26 Apr 15
       
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