As we deal with the current situation, we not only need to consider F2F, online, and hyflex education, we need to think about what pedagogy could and/or should look like in a post-pandemic system.
On the flipside of this, I was also left thinking about the way in which we have become content machines.
Like yourself, this all makes me wonder about why I do what I do? Why make it public? And why publish my newsletter? I think that I actually like the habit and find it a useful exercise in regards to taking stock of things, but maybe I am just fooling myself. I have long given up on taking much notice of the ‘clicks’. In general, I only POSSE now days when I feel there is purpose.
Anyway, I best get back to the past.
The problem I have with the metaverse, and “everything changing” is a concern about trust and third parties in a distributed system. Up to this point, it seems like most of the solutions we’re seeing in terms of blockchain, distributed ledges, the metaverse, NFTS, and crypto are trying to solve current problems using newer solutions. For now, I don’t see the solution to the problem and the introduction of blockchain and “what comes next” as being better than the current solution.
What is exciting is decentralizing power and decision-making as we think about the possibilities. Add a dash of transparency in the model…and count me in.
Sometimes success is not about whether an initiative continues to have a meaningful impact or falls on the wayside, rather it is about whether we learn from our failures, whether we reflect on what worked and what we could improve in the future. Just as learning is a lifelong goal, so to should success be. Instead of considering it as something achievable and able to be quantified, I believe that it is best considered as a target, an ideal to which we aim and aspire. Actually hitting the target is only one part of the goal, what is just as important is what that target is and how we go about trying to hit it.
As researchers and parents we understand the need to build digital literacy and engagement through the digital world, but that this is counterbalanced by giving up privacy and leaving a data trail. By early adolescence, our children are internalizing acceptable internet use. Parents and teachers need to be part of the conversation with them that shapes their understanding on these concepts. This chapter presents key findings from four case studies that examined how parents and children might understand, navigate, and become more reflective about the trends, forces, and tensions around privacy, security, and algorithms in their lives and the activities in which they engage on screens.
As literacy researchers, we are parents with, perhaps, more knowledge about how algorithms and privacy work in a digital world, and we sit at an interesting intersection (Garcia et al., 2014). In this writing, we propose a more collaborative approach than what has typically been adopted when thinking about children and technology. Rather than framing the problem as technology doing harm to children, we suggest that we can empower children to advocate for their own rights in an age of screentime (Turner et al., 2017).
The four themes/strategies they shared are:
- Find an Approach Point
- Provide Media Mentorship
- Address Concerns Head-on
- Use Language that Empowers
In the end, the authors argue that, “conversations about privacy, security, and the nature of algorithms need to start early and be ongoing.”
My take-away from the piece is that it is able make the most of the opportunities when they may arise.
The truth is that I’m absolutely fine. I needed to come to terms with some skeletons in the closet. The funny thing about skeletons in the closet is that when you don’t deal with them…they not only stick around, but they start lifting weights and getting stronger.
I’m fine. If I wasn’t…I wouldn’t have written that post.
While talking with a friend after my last post, we both agreed that I’m not truly myself in my writing in these spaces. I’m a facsimile of what I think others want to see from me.
This had me thinking again about Chris Wejr’s post about not always being able to share who you are.
I was going to write another post about the importance of sharing who we are… and I still believe this is important; however, it is much easier for people with a life that is more acceptable in society.
From the blue checks to the red pills, we all want to be free to speak as ourselves, and to be recorded as ourselves, without fear of persecution, and we all want to be able to decide what that freedom means, to ourselves and to our communities, however defined. My family back home in the States, along with many of my friends in the States and in Europe, are lucky enough to now be going around unmasked, but millions — mostly in the world’s poorer countries — have no such privilege. It’s here that the analogy with speech freedoms comes into starkest relief: until the air is clear for all, it’s clear for none.
I was also thinking about your point about speaking to an audience.
Identify one person that you know would value or connect with your words or content. Find one specific person that your message would resonate with. Your words and content should be directed specifically to them.
What then does th being truly yourself means for your audience?
Perhaps instead of simply living our own lives and trying to do no harm, we need to think more about walking with someone else and helping them build their muscles.
This week I presented a session at the Teaching, Learning, and Technology Conference (TLTCon) 2021. TLTCon is a free, fully online conference designed to bring together expertise from educational institutions across the region, spotlight teaching excellence, and provide a space for idea sharing and networking. My session was titled Computational Thinking in the Disciplines:… Continue reading →
Part of my job involves regularly giving a talk on a specific topic. This may be at a conference, a local workshop, or in class. These talks are often limited to the participants in attendance. I spend a lot of time building the presentation. Why should my ideas be limited to the people that decide… Continue reading →
With O’Byrne’s reference to an essential idea, I was left thinking again about Peter Skillen’s wondering about the limits of a tweet. I also wonder about automating some of these processes while presenting as Alan Levine has documented.
Strive for honesty, not truth – Don’t lie to your audience. Don’t lie to yourself. Dishonesty and performative actions will stick out for all to see. If you have trauma, neglect, or sorrow to contend with, be a human and reckon with it.
I have also been thinking about identity and memoir while digging into the work of Beau Miles.
The bot can act as a guide on the side and assist with some resources that may help. The bot can recognize the prior achievement of the learner and adjust the level of support it provides. The bot can provide realtime assurance by walking through the assignment with the learner, and either collecting the assignment, providing feedback and a chance to resubmit, or granting an extension of the deadline if things get too pressing.
Done well, the use of bots in education offers an opportunity to free up the instructor while offering better scaffolding for learners. Educators can be freed up from the traditional frustrations of data collection, report filing, and administrative tasks.
Technology provides the starting point, but we cannot lose high touch when we move to high tech. Culture and professional development for learners, instructors, and support staff are even more important.
This reminds me of Bill Ferriter’s argument that technology makes learning more doable. I guess the question then becomes what sort of learning is supported and made more doable. Maybe sometimes friction actually serves a purpose?
Every successful social network has a life cycle that goes something like: Wow, this app sure is addictive! Look at all the funny and exciting ways people are using it! Oh, look, I can get my news and political commentary here, too! This is going to empower dissidents, promote free speech and topple authoritarian regimes! Hmm, why are trolls and racists getting millions of followers? And where did all these conspiracy theories come from? This platform should really hire some moderators and fix its algorithms. Wow, this place is a cesspool, I’m deleting my account.
I must admit that I have not been invited to the platform and have no intention on using it if I was. What I do not get is how this innovative technology is different from Voxer or Discourse? I guess I may never know. For now, I will just stick to listening to podcasts.
I hope you are safe.
As we are disrupted and try to adapt to the changes wrought by the coronavirus we need to use this as an opportunity to examine the inequalities that existed before. This is a time to re-examine most aspects of our lives and think about how we could or should do things differently.
- Focusing on what one needs to know
- Focus on knowledge, skills, dispositions
- Chunk course content.
- Treat it Like a Morning Show
- Don’t rely on lecture
- Block Classes
- Use Breaks
- Take time together
- Provide just in time supports
A step beyond sharing a tweet is posting a comment. I am not sure if it is the effort involved or the process behind it, but I have always valued a comment more than a tweet. In recent times, this has included posting comments from my own site (where applicable) or pasting in.
However, I much prefer how you capture it so much better.
My current workflow involves composing on my own site before syndicating elsewhere. Not ideal, but I find this friction builds in the space for reflection that does not necessarily exist when engaging via an app.
I was left thinking of something Chris Gilliard ironically tweeted:
It’s okay not to tweet today. Really it is. https://t.co/qOSDQgEowb
— if you can remote proctor me, you’re too close (@hypervisible) January 7, 2021