Replied to INTERTEXTrEVOLUTION by Greg McVerryGreg McVerry (jgregorymcverry.com)
So in my #edu522 we are studying connected learning and aaffinity spaces this week anyone in the #indieweb community want to hop on a quick microcast and let me ask you four questions about learning and leading the community? I need to work on a model for the class.
I am always happy to talk, but am hopeless at locking away times (unless it is for work I guess.) Can answer questions asynchronously if you wish Greg? Must admit that is why I like(d) Voxer.
Liked Donโ€™t fear complexity by Dave White (Digital - Learning - Culture)

At my institution, the University of the Arts London, we see the value in uncertainty. In many of our courses it is important that our students are in a liminal state for much of the time within which they are not quite sure of what they know. This is a key aspect of the process of creativity and itโ€™s also central to my reframing, or extension of, information literacy. Questioning our self, our motivations and methods, for seeking and validating information is our only chance of maintaining our agency within complexity. Not being afraid of being immersed in complexity requires understanding the value of uncertainty. This is all the more important where we receive information as an effect of our interactions. To ask how what we engage with has arrived in front of us and why we are comfortable with it (in the context of our identity and position) has to be central to what it means to critically evaluate.

To maintain the agency of our students (and ourselves) and not fall into the trap of assuming a โ€˜natural orderโ€™ which just so happens to be our current worldview we must reveal, not simplify, complexity. In tandem with this we must provide the critical tools to navigate complexity without denying it.

Bookmarked The webinar must die: a friendly proposal by Bryan Alexander (Bryan Alexander)
Type I webinars are a mistake in 2018, and they need to die. We can leave them behind and take our presentations and conversations to other platforms, either Type II or by flipping the webinar. Or we can re-invent, re-use, and reboot Type I. In a time where discussions are more fraught and also more needed, we should do this now.
Bryan Alexander reflects on webinars comparing the lecture style with the more interactive videoconference. He argues the lecture style must go and is better presented as an asynchronous experience on a platform like YouTube, allowing for engagement through the comments. Another possibility is to flip the lecture presentation therefore allowing the webinar to be a discussion of the various points.
Bookmarked What I would like to see in online learning in 2018: 1: a theory of classroom affordances (tonybates.ca)
Under what conditions and for what purposes is it better to learn in a face-to-face context rather than online? And when and how should they be used to complement each other when both are readily available?
Tony Bates suggests that there is research needed in regards to online learning, as well as a theory of learning. I am reminded of Richard Olsen’s post on link between research and theory. I wonder where this fits with Dron and Anderson’s Teaching Crowds and Ian Guest’s investigation into Twitter.