People sometimes forget that oceans contain a lot more than the water you see just beneath the surface.
Otherwise, completely agree with going back into Tom’s archives. So many great thoughts and ideas scattered in there.
I completely agree about the micropub point. I currently use Podcast Addict on Android to listen. Although it has a lot of functions I find useful, I get rather frustrated with workflow for creating listen posts. I am wondering if you have a particular workflow?
I also wonder how this fits with the idea of student voice? Is it a case of who controls the data controls the learning?and
2/ And for all the handwringers, there are (& have always been) homes where there are no books, papers or magazines. Are devices not one way that these children are now exposed to text? I’m not a fan of uncritical embrace of technology in schls but some more balance wld be good
— Linda J. Graham (@drlindagraham) November 11, 2019
Shh, don’t tell, I’m afraid some low level product manager at Twitter will discover this and “fix” lists like they “fixed” the home timeline a while back.
Fraidycat is a browser extension for Firefox or Chrome. (Just those right now – it’s brand-new, quite experimental.) I use it to follow people (hundreds) on whatever platform they choose – Twitter, a blog, YouTube, even on a public TiddlyWiki.
We live in a consumerist society where everything is presented in terms of products. So, let’s talk products. Tim Burton’s Batman was released 30 years ago. So was Indiana Jones and the Last Crusade. And, yes, Star Trek: The Next Generation is thirty-two years old. In less time than that, it could all be over.
I’m not sure what ISTE gains by buying Edsurge, to be honest. Edsurge, for its part, gains a lifeline. Despite years and years of losing millions and millions, the publication won’t go away. Not yet at least. There’s more, some seem to believe, to squeeze out of the brand. Apparently the ed-tech industry — and ISTE is certainly part of that industry, despite being a non-profit — has determined that its storytelling function is too valuable to go away. Or perhaps it’s just cheaper for the industry to fund one marketing vehicle rather than two. And that’s an interesting determination, considering all the pronouncements that finally! the ed-tech “revolution” has arrived.
An orca, then, is an apex predator’s apex predator. No wonder sharks flee from them. But orcas don’t actually have to kill any great whites to drive them away. Their mere presence—and most likely their scent—is enough. Many predators have similar effects. Their sounds and smells create a “landscape of fear”—a simmering dread that changes the behavior and whereabouts of their prey. The presence of tiger sharks forces dugongs into deeper waters, where food is scarcer but cover is thicker. The mere sound of dogs can keep raccoons off a beach, changing the community of animals that lives in the tide pools.
What do chatrooms, Space Jam, and pizza delivery have in common? They all surfaced the web in the 1990s!
Take a trip down memory lane and get a run-down of how web design evolved in the first decade of its existence.
Thought Provocations: The Teacher as Provocateur
Sometime before her joint keynote with Chris Gilliard at Digital Pedagogy Lab 2017, Maha Bali wrote to me that, if I wanted to invite marginalized people to take the spotlight, I had to be prepared to let them change the very nature of that spotlight. The stage, the spotlight, the keynote itself, are symbols or approaches to teaching, instruction, performance, leadership that are grounded in a white supremicist, patriarchal, capitalist academic model that doesn’t just eschew the work of education done in non-white, indigenous, queer, and other communities, it is blind to them. The keynote both presumes the hegemony of the expert, and reinforces it. Asking someone who doesn’t benefit from white supremicist, patriarchal, capitalist academe to benefit from exactly that, under the auspices of generosity and representation, is just another way of centering whiteness.
I see educational conferences like Digital Pedagogy Lab (and others: HASTAC, #RealCollege, etc.) as moments in time, gathering spaces for educators and students who, on the daily, are too overwhelmed with their work, their research, the balance of teaching, learning, and personal life, their concerns for the future of education, their ongoing and sometimes relentlessly necessary inquiry into educational technology, justice and equity, that they are unable to stay in touch with the community which, while diverse in its activity and approaches, supports them. For a time, Twitter provided some reprieve and support—on hashtags like #digped and #educolor—but that platform is now too perilous for too many. So, conferences, events, gatherings, these are the places where educators can sit down, take a meal, learn together, connect, re-connect, begin or continue collaborations, and more.
He focuses particularly on aspects such as keynotes and how they perpetuate power and patriarchy. Although we may enourage different voices, unless we also allow for different practices we risk creating another means of ‘centering whiteness’. In closing, he offers some questions to consider in critically examining the notion of the educational conference:
David Wiley is right. We need to critically examine all of our assumptions about conferences. How they are run. Who leads them. What kind of learning should happen there? Why are they convened? What is the gathering meant to accomplish? What is the pedagogy for conferences now, in a landscape where keynotes should be something more than talking heads, where organizers who are white and male need to cede not just the stage but the design of events to make way for new ways of knowing, teaching, and learning? Where expertise does not win the day, but a willingness to ask does?