I also really like your point about little beginnings leading to greater things. I have found that the more deliberate approach of using my blog for more, rather than social media, has led to more connections. Reminds me of Amy Burvall’s point about ‘gathering dust for stars.’
As teachers are asked to increasingly use data, be aware of research, collaborate, and engage in ongoing professional learning, workload remains an issue. Collaboration and professional learning take time. Professional learning, in particular, often happens in teachers’ own time, and using their own funds. Time and resourcing are important considerations influencing to what extent teachers are able to collaborate and participate in effective professional learning.
I am not against the ‘future of things’, AI and changes in work, but I think that we need to do more work to understand and appreciate such changes. For me, this involves:
- Asking questions as a part of critical reflection
- Learning from and through others (as you touch on elsewhere)
- Continually engaging in new challenges to disrupt habits
1. Writing and publishing are not the same thing.
2. All publishing is self-publishing.
3. Be a fan.
To the River is an immensely beautiful read in its entirety. Complement it with Laing’s subsequent existential experiment in the art of being alone, then revisit Virginia Woolf on the shock-receiving capacity necessary for being an artist.
As always, this not intended to be an exhaustive list, but rather a series of reminders, starting points or check-ins. The continual pursuit of connecting learning and the real world will only get more vital and intense. These various paths to authenticity can help solidify that connection.
The efficiency of teaching and learning – that means we need to talk about labor, in this illustration, in our imagined futures, in our stories. Because it’s not just the machine (or it’s not the machine alone) – in this depiction or in our practices – that is doing “the work.” There is invisible labor here. Not depicted. Not imagined. Not theorized or commented upon by Asimov.
When students choose what universities to go to, two key trends can be seen in Howard Gardner’s latest research, revealed at the International Conference on Thinking. Some go for transactional purposes — to get a good degree and pack their CV full of things so that they can head into ‘real life’ in the best possible way. Others go for transformational reasons — they see university as a chance to evolve from being a high schooler into something new, to reinvent themselves.
Harald D. Lasswell wrote that the function of propaganda is to reduce the material cost of power. On a social-media platform, that cost-reduction comes in many forms. By their very existence, the platforms already reduce both the labor and the capital required to access both information and an audience. Automated accounts further reduce the cost of power, for those who know how to game the algorithm and evade detection long enough to carry out a campaign. But when artificial amplification becomes itself artificially amplified through the presence of spammers and opportunists, the cost to power for those who game the system in just the right way can be incredibly small. For those of us studying the digital information landscape, whether we seek to understand it or to effect positive change in it, it is essential that we understand all of the ways in which messages can be amplified — and the effects those methods can have on each other when they overlap.