-
For the session this afternoon
-
I have the distinct pleasure
-
To introduce two of my good friends
-
Gardner Campbell, from Baylor University
-
and Jim Groom from the University of Mary Washington.
-
They require absolutely no introduction beyond that.
-
That's why we'll let them get on with the show, so
-
please help me welcome these two guys
-
Thank you, Cole
-
Thanks everybody for being here after lunch
-
This is always the great deadly zone
-
where your blood sugar and my blood sugar
-
the biochemistry, the neurons
-
but we're going to force through this
-
we're going to make it
-
I have a good feeling about this
-
every presentation I've been in
-
has something very striking in it for me
-
sometimes it has been ideas
-
sometimes it's the level of innovation
-
just the sheer energy of innovation
-
sometimes it's a little more close to the bone
-
the session that Leigh Blackall did
-
I don't know if he's in here now
-
but the session he did before lunch
-
really struck me with the sense of frustration
-
that I feel...a lot...maybe you do...
-
that we live in an age of marvels and wonders
-
that don't seem to be making
-
a substantial difference
-
in the most serious activities
-
we engage in as human beings:
-
Education
-
There are a lot of reasons why that's no-one's fault
-
There are a lot of reasons why that's everyone's fault
-
and there's a lot of people
-
we can point at and blame
-
sometimes justifiably so
-
but rather than round up the usual suspects
-
I have this sense of
-
What a waste!
-
Why is this not happening?
-
We've had the Internet
-
We've had computers
-
We've had all these amazing conversations
-
at conferences like this
-
about the possibilities
-
Is this making a difference?
-
I mean we can say:
-
Sure, we have success stories
-
but we keep thinking
-
when does the tide turn?
-
when do we get to the place
-
where we can say
-
Yeah, we're on the upswing
-
Clay Shirky in 2008 wrote:
-
" We are living in the middle of
-
the largest increase in expressive capability
-
in the history of the human race."
-
I think that's true
-
except that probably we're at the beginning
-
and not the middle.
-
But this increase in expressive capability
-
and the history of the human race
-
ought to be the abiding
-
transforming concern of all education.
-
Higher Education is the place
-
where we train people to be able
-
to take advantage of this to the fullest
-
and surprise us with things we have not discovered
-
about what this can mean
-
but whatever it means
-
we may disagree about what it means
-
Look at that!
-
I believe that that is true
-
It makes me do what I do
-
and yet it is as if
-
day after day
-
I sa: " I have a bag of gold.
-
Would you like a bag of gold?"
-
and people say:
-
"Where do you find time for bags of gold?"
-
"Oh, no ..another currency to master."
-
"Gold, is that sustainable?"
-
Like: "No, you spend it..."
-
Well..."What would you spend it on?"
-
"What would you like to spend it on?"
-
"I don't have time for your philosophical questions, Gardner".
-
It's a bag of gold
-
What part of that do you not understand?
-
I love this
-
This is the Cortex A9,
-
a chip that is in production,
-
and I'm afraid that the audio here
-
is not going to be sufficiently loud
-
so I'll just tell you what Adrian Cockcroft says
-
but if you really wanna to get the full spooky ride
-
go to the IT conversations podcast.
-
Have any of you heard him talk about Millicomputing?
-
He defines millicomputing as a computer
-
that consumes less than one watt
-
and it'll fit in your pocket
-
and it will not burn your leg
-
This chip is in production
-
It will appear in devices probably the next year or so.
-
It has four graphical processing units
-
each of which independently can process
-
a full H.264 high definition stream
-
and coding, decoding
-
He talks about the way we're not going to carry
-
computers in our pockets.
-
We're going to carry web servers
-
in our pockets
-
we're going to walk in to a context
-
and wirelessly link-up
-
with the things we want to do in that context.
-
There's usually where I stop
-
when I play this for faculty
-
because the next part is even spookier
-
in which he talks about the way these milling computers
-
will allow us to be in constant contact
-
with a society of avatars and a virtual world
-
who will be able to,
-
because of our wearable computing,
-
to tap us on the shoulder
-
and have a conversation with us
-
while we are here in real space as well.
-
Now to me that can be a real bag of gold
-
or maybe we don't have time to
-
amplify our beings that way
-
I'm not going to say this is going to be easy
-
or that's not going to have problems
-
or be fraught or spun a whole new wave of
-
milling cyber computing crime.
-
But if it's going to happen
-
and there are great possibilities it will
-
why doesn't it make a difference?
-
why hasn't that made people
-
stop and say
-
I guess I could recapture a sense of wonder
-
under these circumstances
-
What do we believe?
-
"Today's technologies and their consequent environments
-
succeed each other so rapidly
-
that one environment makes us aware of the next.
-
Technologies begin to perform the function of art
-
in making us aware of the psychic
-
and social consequences of technology...
-
We are entering the new age of education
-
that is programmed for discovery
-
rather than instruction."
-
We could, especially if we were an English faculty,
-
wordsmith this
-
tinker with it
-
if this were a faculty senate, it would not get out of committee.
-
Probably we all believe some variety of that
-
some version of that
-
or to put it another way from the Renaissance,
-
which is my favourite place to hang out
-
in the virtual space in my head
-
it's like the Music of the Spheres
-
in Shakespeare's The Merchant of Venice
-
the young Lorenzo woos his sweetheart
-
with talk of the stars
-
Is that scalable?
-
Well, never mind.
-
"There's not the smallest orb which thou behold'st
-
But in his motion like an angel sings,
-
Still quiring to the young-eyed cherubins;
-
Such harmony is in immortal souls,
-
But whilst this muddy vesture of decay
-
Doth grossly close it in, we cannot hear it."
-
Melvyn Bragg , In Our Time,
-
in the episode of Music of the Spheres
-
"This is the music of the spheres
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the idea that the stars and planets
-
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as they travel through space
-
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make beautiful music together
-
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The Music of the Spheres
-
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played out of the classical world
-
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to the Medieval period
-
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and into the Renaissance
-
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it affords us a glimpse into minds
-
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for whom the Universe
-
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was full of meaning
-
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of strange correspondences
-
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and grand harmonies
-
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I would like to graduate
-
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a generation of students
-
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who will help ME here
-
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to strange correspondences and grand harmonies
-
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that I have not yet imagined
-
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that's what I'm in it for
-
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But oh well,
-
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how you are going to protect privacy?
-
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This is a time of wonders
-
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Usually the printing press is introduced as an example
-
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of a disruptive technology
-
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on the order of what we're seeing now.
-
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No small disruption
-
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The printing press started wars
-
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overturned religious orthodoxy
-
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The printing press meant that any fool
-
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with a piece of machinery
-
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could say anything
-
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and how would you know?
-
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Well, I think that the disruption is on a bigger scale
-
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I think that the disruption we're witnessing today
-
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is the disruption on the scale
-
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of the development of the written alphabet
-
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of the phonetic alphabet
-
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This was a huge deal
-
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This was a technology invented to communicate
-
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with the Dead
-
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so it's not like a tool
-
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it's a meta tool
-
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it's an alphabet
-
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What will I say with that?
-
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What do you want to say?
-
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I don't know...
-
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just tell me what you want me to write
-
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It's a great book
-
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Marianne Wolf, Proust and the Squid.
-
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She talks about the science of the reading brain.
-
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the fact that learning to read
-
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is something we do deliberately
-
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to re-arrange our minds
-
Not Synced
We make new connections
-
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among the various perceptual centers in our brains
-
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that are not programmed in there
-
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we seem to have a speech center
-
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as part of our revolved neuro anathomy
-
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but not a reading center
-
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we have to do things that do not happen naturally
-
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but once we do those things
-
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we find...
-
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a bag of gold
-
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Clay Shirky wrote a blog post
-
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that really rocked me back on my heels
-
Not Synced
back in March, on Newspapers and Thinking the Unthinkable
-
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did anyone of you see that blog post?
-
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Yeah..he talks about the ways in which newspapers
-
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essentially played Nearer my God to thee in the Titanic
-
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and they thought they could nibble at the edges
-
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because nibbling at the edges
-
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well, you know you don't have to take a big bite
-
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you don't have to worry of indigestion
-
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you don't have to worry about anything
-
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you just take a little nibble
-
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well, newspapers were nibbling at the edges
-
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in the 1990's
-
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they stopped being a viable business model
-
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this is Shirky's argument
-
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his argument is not that journalism will go away
-
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but that the coincidence of journalism and newspapers
-
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was historically conditioned
-
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and can go away historically
-
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but the newspaper folks
-
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like the professors, maybe like the edtech folks
-
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maybe like any of us in the room
-
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tend to believe that we're in the domain
-
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because we're in the best of all possible domains
-
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this is the way it has to be
-
Not Synced
not so much
-
Not Synced
and Shirky coined the term
-
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which really scared me to death
-
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"the digital facelift"
-
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for what newspapers try to do
-
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we'll just do what we did before
-
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but we'll put it on the web
-
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but it'll be what we had before
-
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we'll have some hyperlinks
-
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but it'll be what we did before, etc...
-
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"The Digital Facelift"
-
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Can that stand up against
-
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these items of belief?
-
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"As the means of input increase,
-
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so does the need for insight or pattern recognition
-
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your mileage may vary
-
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I think that's true
-
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The school drop-out situation
-
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will get very much worse
-
Not Synced
because of the frustration
-
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of the student need for participation
-
Not Synced
in the learning process
-
Not Synced
which is not a new need
-
Not Synced
but it's a need
-
Not Synced
that had to take some pretty distorted forms
-
Not Synced
during the industrial age
-
Not Synced
as we tried to figure out scaling
-
Not Synced
and sustainability
-
Not Synced
we did the best we could
-
Not Synced
but if we find that maybe
-
Not Synced
that's not the way to go forward
-
Not Synced
change has to happen
-
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but it's not happening yet
-
Not Synced
instead we're getting the digital facelift
-
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Now, I have to tell you first of all
-
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this is from Brazil,
-
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a film by Terry Gillian,
-
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which I saw for the first time
-
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when it came out
-
Not Synced
and I saw again it
-
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it's probably ten or so years since I've seen it
-
Not Synced
but under the intoxicating effect
-
Not Synced
of the Reverend
-
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I knew I would have to make a pilgrimage to see Brazil again.
-
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and I found that it told the story
-
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of my life today, maybe yours
-
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Here's the thing that I didn't remember
-
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about this scene
-
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She is loving this experience
-
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To us it looks grotesque
-
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to her...well..she's getting off
-
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She has multiple opportunities
-
Not Synced
to continue to examine
-
Not Synced
her increasingly grotesque self
-
Not Synced
in the pursuit of an illusion
-
Not Synced
and she's deriving intense pleasure from it
-
Not Synced
because see how it's framed
-
Not Synced
this is great!
-
Not Synced
What I'm doing to you is
-
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I stretch your features out of recognition is great
-
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in this digital facelift you look marvelous
-
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You can't see it because of the light
-
Not Synced
but he's got these clips
-
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he's holding her face back with
-
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this is where she really gets excited
-
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and finally to make sure it stays the way it should
-
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he puts surround wrap around it.
-
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I assure you there are no further problems
-
Not Synced
that digital facelift.
-
Not Synced
Problem solved
-
Not Synced
or perhaps the digital facelift
-
Not Synced
is like this poor lady in Brazil
-
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who has immense faith in her doctor
-
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who is a maverick
-
Not Synced
He's an innovator
-
Not Synced
He doesn't go along with the flow
-
Not Synced
He has a special chemical process.
-
Not Synced
Now it's taking a little while
-
Not Synced
as she is very delicately skinned
-
Not Synced
so her results are not coming out exactly
-
Not Synced
the way she had imagined
-
Not Synced
Notice the lovely seepage
-
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around the bandages
-
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the eye V
-
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the fact that she is now in a wheel chair
-
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and blind apparently
-
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some kind of support for her chin
-
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she's not in very good shape
-
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but she's hanging in
-
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she's a believer
-
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maybe she's got the wrong guru
-
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because eventually this is what happens
-
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with her digital facelift
-
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they have a memorial service for her
-
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it's a relatively gruesome affair
-
Not Synced
because that's what's happened
-
Not Synced
in the end
-
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it's just coming apart
-
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it's a nightmare
-
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I'm not saying that the LMS will necessarily
-
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get us to this
-
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I'm just saying
-
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So what do we do instead of having digital facelifts?
-
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I propose three recursive practices
-
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These practices feed on each other
-
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They're what we do in education anyway
-
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but they can amplified
-
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by information and communication technologies.
-
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One is narrating
-
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having the students
-
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having the teachers
-
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that's the real trouble
-
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thinking aloud
-
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willing to tell the story
-
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of the process of the learning
-
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of the investigation
-
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you could call it blogging
-
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Curating
-
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how do you take care of your stuff
-
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not to protect it
-
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not to even make sure you can transcode it
-
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those things are important
-
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but how do you arrange it
-
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for the people who will come to see it?
-
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for yourself as you contemplate it
-
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Now as scholars
-
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we're pretty used to the idea of curation
-
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and this has to do with dissertations
-
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and scholarly articles and so forth
-
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Many students in my opinion come to college
-
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believing they have nothing to curate
-
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and they will generate nothing to curate
-
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during their time in school.
-
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They'll have transactional exchanges
-
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with professors who mark their work
-
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and those pieces of paper get put in a box
-
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I'd like students to think
-
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that they began their life's work
-
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when they come to school
-
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and finally sharing
-
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Now that I have done it
-
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Now that I've arranged it
-
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Now that I've thought about it
-
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I'm going to put it out there
-
Not Synced
because it may be valuable to someone
-
Not Synced
because I may find the unmet friend
-
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because as it was said
-
Not Synced
so memorably by John Todd in his presentation
-
Not Synced
"Meaning happens when the two people connect"
-
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Very important
-
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Much of the way education is set up
-
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militates against each of these
-
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let alone all of them together
-
Not Synced
and yet we all know
-
Not Synced
that one of the great things
-
Not Synced
about the technologies that we use
-
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these information and communication technologies
-
Not Synced
is that they not only allow these things
-
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they amplify them, they augment them
-
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they turn them up to eleven
-
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they make that feedback happen
-
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and when I try to explain this to my students
-
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I inevitably go to Jimmy Hendrix
-
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playing the Star Spangled Banner
-
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at Woodstock
-
Not Synced
and they say: "Why are you showing us this?"
-
Not Synced
and I say:
-
Not Synced
Because he knows how to control feedback
-
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He knows how to play feedback
-
Not Synced
and that's what you need to know
-
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The effects that get unleashed
-
Not Synced
in this recursive practice
-
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I think are most powerful
-
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on the open web
-
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using Web 2.0 affordances
-
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or whatever the web is going to be
-
Not Synced
as it goes forward
-
Not Synced
because the Web is not just a platform
-
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for these things
-
Not Synced
it is the natural outgrowth of our desire
-
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for these things
-
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That makes the web itself recursive
-
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And students have an intimation of that
-
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you know,
-
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they have a feeling about that
-
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from their own use of social media
-
Not Synced
but they think that's somehow
-
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I don't know
-
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that couldn't be right
-
Not Synced
and they get to college and they find
-
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that no, that really isn't right
-
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we have a template for you, young man
-
Not Synced
but I think their intimations are correct
-
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so what's the answer
-
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I don't have it
-
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however, here's a framework
-
Not Synced
for thinking about what...
-
Not Synced
this is what I use when I try to dream
-
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as big as I can
-
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I try to think about
-
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helping students understand cyberinfrastructure
-
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and how to build one for themselves
-
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to be able to be architects of their own digital lives
-
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which will mean as we go forward
-
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that they need to be worrying about
-
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the things we worry about
-
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but productively together
-
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narrating, curating, sharing
-
Not Synced
This is a definition of cyberinfrastructure
-
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from the American Council of Learned Societies
-
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in their report on cyberinfrastructure
-
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called "Our Cultural Commonwealth"
-
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Cyberinfrastructure is something more specific
-
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than the network itself,
-
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but it is something more general than a tool
-
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or a resource developed for a particular project,
-
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a range of projects, or, even more broadly,
-
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for a particular discipline."
-
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That's the sweet spot
-
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It's not just the network
-
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it's more specific than that
-
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yet it's not so specific
-
Not Synced
that it's simply the tool you use
-
Not Synced
for a particular project or a domain
-
Not Synced
Something like an alphabet
-
Not Synced
Anybody here play Little Big Planet?
-
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Little Big Planet people raise your hands.
-
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OK, good
-
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Little Big Planet people grab into the little sponge
-
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Little Big Planet is a game done
-
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by a company called Mollecule
-
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for the Sony Playstation 3
-
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So it's commercial
-
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it's proprietary, etc...
-
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That said, Little Big Planet is not the only game
-
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to build authoring tools into the game
-
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but it's one of the most conspicuously successful
-
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at doing this
-
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so when you buy Little Big Planet
-
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you buy the game
-
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and within the game
-
Not Synced
the tools to make more levels for that game
-
Not Synced
in other words
-
Not Synced
you're able to be within that environment
-
Not Synced
and be both a participant
-
Not Synced
and a producer if you choose to be
-
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when you make the new levels
-
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you can upload them
-
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to the media Mollecule server
-
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Oh yes,
-
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they're getting great business advantage from this
-
Not Synced
but look at the way they're framing it.
-
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You upload it to the server
-
Not Synced
then people can find you by author's name
-
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they can find you by ranking
-
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you can tag them
-
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ingenious, fun, creepy, boring, brilliant, wow
-
Not Synced
right?
-
Not Synced
you can favourite the ones you like best
-
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in about a year and a half
-
Not Synced
one million levels
-
Not Synced
have been uploaded
-
Not Synced
to the Little Big Planet server
-
Not Synced
at Media Mollecule
-
Not Synced
one million
-
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let's say that the Theodore Sturgeon's Law is true
-
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90%of them are piffle
-
Not Synced
there are still 100.000
-
Not Synced
and because my son is very patient with me
-
Not Synced
as a learner
-
Not Synced
though I am slow
-
Not Synced
the bonds of love mean that
-
Not Synced
he's going to be there for me
-
Not Synced
he has taken me through
-
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some of these user-generated levels
-
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and you know
-
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they're really diverse
-
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and they're really cool
-
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and they're really interesting
-
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they're examples of an outpouring of creativity
-
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in what James Gee calls "the producerly mode"
-
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in a subdomain of a larger domain
-
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you could call it undergraduate research
-
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you could call it service learning
-
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you could call it situated cognition
-
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you can call it any number of things
-
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it's cool
-
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it's fun
-
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it's work
-
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it involves the whole person
-
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there's gotta be a way
-
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that we can make it happen in education
-
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more consistently than it does
-
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or at least to think about it in these terms
-
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so kids don't lose hope
-
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Here's a Little Big Planet
-
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It's the graphical user interface
-
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called cPannel
-
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for the hosting service
-
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at Bluehost
-
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which is where I've got my stuff
-
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and my stuff is there
-
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I have backups of my stuff
-
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you know, I trust no-one
-
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be a little skeptical
-
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and yet I'm committed
-
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Here are the things I can do with
-
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the graphical user interface
-
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at the level of systems administrator
-
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or someone who plays one
-
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through a GUI
-
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Here are the things that I need to think about
-
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Now look at this
-
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this allows me to be producerly at the level of the server
-
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for my own digital life.
-
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There's a getting started wizard
-
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okay that's fine
-
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I need to know about changing passwords
-
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I know sometimes my students think about
-
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changing languages
-
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that would be really cool, etcetera
-
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email, managing your own email
-
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you can have a thousand, two thousand email boxes in here
-
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your file system
-
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they've got to know about that
-
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these are not terribly difficult things
-
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but they are important
-
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and taken as a system
-
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they become more important
-
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I like my students to have a digital presence
-
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where they can track who comes to see them
-
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it's an important part of the narrating, curating and sharing
-
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and it can all be automated of course
-
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and you've got a choice among several
-
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security - we'd want our students to think about that, right?
-
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but I'd want them to think about it as digital citizens
-
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architects of their own cyberspace
-
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not as people who have to find the website
-
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that tells them what safe computing is all about
-
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at our school
-
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That should go without saying
-
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because they're thinking about this already
-
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They're going to have multiple domains
-
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or they should.
-
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Data?
-
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Data Literacy is vital
-
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Can they have a nodding acquaintance with databases?
-
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Sure
-
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and then the software down here
-
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this is kind of interesting
-
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software and services
-
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one click: which blogging platform would you like?
-
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try out several
-
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groupware, livechat, utilities, content management,
-
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client management
-
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do we have to do all of those?
-
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No
-
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Do they have to read all the books in the library?
-
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No
-
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Do they have to take all the courses in the catalogue?
-
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No
-
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Why do we have more there?
-
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To amplify the possibilities
-
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To give them some room to roam
-
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Some room for discovery
-
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A place to play
-
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I mean, those of you who've heard
-
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either Jim or me or Martha Burgess talk about
-
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The Bluehost Experiment
-
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in Washington
-
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where we essentially let the staff loose in this environment
-
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This is the next step for that
-
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in my Little Big Planet
-
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put the students in this kind of sandbox
-
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let them play, let them innovate, let them discover
-
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what if you give it to 4000 students
-
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and there are only 100 works of staggering genius emerging
-
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oh well, that would be ok
-
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more scripts, e-commerce
-
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marketing, photo galleries
-
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webmails, website builders
-
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a couple of wikis
-
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and you can get in there and install your own
-
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they don't have a one click install for me wiki
-
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which is a regrettable omission but
-
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you can get in there
-
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that's pretty outlandish
-
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when we were South by Southwest
-
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somebody very some high I'd say
-
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at the end of the presentation said:
-
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Are you saying that our students
-
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need to be system administrators?
-
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and I thought about it
-
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and my first impulse was:
-
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Oh No, not at all..that would be extreme
-
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and than I thought twice and said
-
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Yes, actually that is what I want them to be
-
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system administrators
-
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if it is easy enough to do
-
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which the graphical front makes it
-
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and if system is understood
-
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not just as a particular installation
-
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but as a metaphor for their digital lives
-
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they'll have to be system administrators
-
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for their digital lives
-
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what are they going to do when they graduate?
-
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what are they going to do when
-
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they're raising children?
-
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None of this is going to roll back as we move forward
-
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Every book will be digitized
-
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Every journal will be digitized
-
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That's a good thing potentially
-
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but only if people are able to think about this
-
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in this personal way
-
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"When radar was new it was found necessary
-
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to eliminate the balloon system for city protection
-
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that had preceded the radar.
-
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The balloons got in the way of the electric feedback
-
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of the new radar information.
-
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Do you get that?
-
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The advanced defensive capability
-
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was stymied by the old defensive capability
-
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Such may well prove to be the case with much
-
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of our existing school curriculum...
-
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I think that's true
-
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Let's talk about openess a little bit
-
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What does it mean to be open?
-
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When we talk about openess we usually think
-
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to be open to the world
-
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Everyboy can see it
-
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That's where you're going to be exposed to
-
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the most massive network effects
-
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So I like this, obviously
-
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I think a lot of us here do
-
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although there have been
-
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some really good interrogations of the idea
-
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but there are other levels of openness as well
-
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or to put it another way
-
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places that are closed where we can't see
-
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the things are closed
-
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What about being open to each other in a learning community?
-
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What about the teacher to the learner?
-
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and the learners open to each other?
-
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To what extent does the Blackboard discussion forum
-
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make the participants actually open to each other
-
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To what extent are learners
-
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ready to talk about their vulnerabilities to the teacher
-
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and oh, maybe they're not willing to do that
-
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because the teacher is not willing
-
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to talk about his or her vulnerabilities to the learner
-
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Vulnerabilities are fine
-
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That's actually where the learning happens
-
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To know as we are known requires identity markers
-
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this is a non-trivial factor
-
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Any adult that says this is a trivial factor
-
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has forgotten what is was like to decorate a locker
-
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or is denying the fact that they actually agonized
-
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over the choice of the Welcome mat for their front door
-
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These are non-trivial factors
-
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and finally open to ourselves
-
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To what extent do the learning experiences
-
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we co-create or impose
-
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open us up to self-awareness or meta-cognition
-
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The thing about the personal cyberinfrastructure
-
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is that once the students have begun to build it
-
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it can then be the object of
-
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narration, curation and sharing itself
-
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at a meta level
-
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let's get together and talk about
-
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the cyberinfrastructure you built
-
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why did you build it that way?
-
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what does that represent about you as a learner?
-
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or as an architect?
-
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what the one I built?
-
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what if we modularize
-
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and start swapping it among ourselves?
-
Not Synced
like levels of a game.
-
Not Synced
where we can rank the efficacy of the various modules
-
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we built on our own and together
-
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then you learn something about yourself
-
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that would be ok
-
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This is a discussion forum in Blackboard
-
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it looks like email
-
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Why does it look like email?
-
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That's a rethorical question.
-
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It's perfectly transactional
-
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It moves data from one point to another
-
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The trouble is that's not a learning community
-
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Where's the decorated locker?
-
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Where's the doodle on the notebook?
-
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Where's the marker of identity?
-
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Well, it's here.
-
Not Synced
phpbb
-
Not Synced
one click install
-
Not Synced
from cPannel
-
Not Synced
Oh, you can have an avatar
-
Not Synced
Oh, you can choose a username
-
Not Synced
Oh you can have a SIG file
-
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a non-trivial marker of identity
-
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it looks nicer
-
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oh yeah, this post was Wednesday January 16th 2008
-
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January 18th 2008 while the class was going on
-
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that forum kept active for about 6 months
-
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after the class was over
-
Not Synced
Why?
-
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I set it up but I did not choose the templates
-
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for their expressions of themselves
-
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and their identity in that space
-
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there was enough openness
-
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that they could decorate their lockers
-
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some of the forum belonged to them
-
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Well, that was kind of interesting
-
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This thread belonged to them too, BTW
-
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but that's another story
-
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What do we believe?
-
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"The aspiration of our times for
-
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wholeness, empathy and depth of awareness
-
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is a natural adjunct of electric technology...
-
Not Synced
The mark of our time is its revulsion
-
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against imposed patterns.
-
Not Synced
We are suddenly eager to have things
-
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and people declare their beings totally.
-
Not Synced
There is a deep faith to be found
-
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in this new attitude
-
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- a faith that concerns
-
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the ultimate harmony of all being."
-
Not Synced
Strikes you as Utopian?
-
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Strikes you as over-stated?
-
Not Synced
Is it the Music of the Spheres?
-
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I think some kind of faith
-
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Something like this underlies education
-
Not Synced
Unless we think we are just training Pavlov's dogs
-
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We want people
-
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who will find those strange correspondences
-
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and make them audible
-
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to each other and to us
-
Not Synced
Can a personal cyberinfrastructure do it?
-
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I don't know
-
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I've never got any chance to try that out
-
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I know what happened
-
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when the staff did it at Mary Washington
-
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It was not uniform
-
Not Synced
and the story that doesn't usually get told
-
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is that it took 2 1/2 years
-
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of kicking, screaming, biting (that's a metaphor)
-
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There was actually some screaming
-
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of people saying:
-
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How many minutes a day
-
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do you want me to blog, Gardner?"
-
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I got that, absolutely
-
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I had to bite my tongue because
-
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I was about to say
-
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You know, I get that questions from my students a lot
-
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but that would've been bad
-
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that would've been very, very bad
-
Not Synced
but it's the same idea, it's like
-
Not Synced
Can I turn this into a transaction yet?
-
Not Synced
Can I make this job into just a job of work?
-
Not Synced
and you know, beneath all of that
-
Not Synced
there are all sorts of anxieties
-
Not Synced
they may be principle resistances
-
Not Synced
there could be a lot of things
-
Not Synced
so there was a long way to get there
-
Not Synced
but when we got there
-
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well, we got there
-
Not Synced
and there are five more
-
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sent back
-
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who got there too
-
Not Synced
Perfect? No
-
Not Synced
Decisively different? Yeah
-
Not Synced
So is this our default?
-
Not Synced
Is this critical thinking?
-
Not Synced
I don't know
-
Not Synced
We live in a risky, dangerous environment
-
Not Synced
full of people who are trying to manipulate us
-
Not Synced
and pick our pockets
-
Not Synced
That's undeniably true
-
Not Synced
It is true that people acting in what they will say
-
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will be your best interest.
-
Not Synced
so hoping that at some point
-
Not Synced
Stockholm syndrome kicks in
-
Not Synced
you identify with your capturers and go willingly
-
Not Synced
enjoying the digital facelift or whatever it is
-
Not Synced
but this for me can't be the default
-
Not Synced
and part of why it's so exciting
-
Not Synced
for me to be at this conference
-
Not Synced
is that there is another way to think about this
-
Not Synced
there's another way to think about confidence
-
Not Synced
Maybe narrating, curating and sharing
-
Not Synced
breeds confidence
-
Not Synced
"Western man acquired from the technology of literacy
-
Not Synced
the power to act without reacting...
-
Not Synced
Not a bad thing
-
Not Synced
as the write points out
-
Not Synced
it's important that the surgeon
-
Not Synced
not be overwhelmed when performing the surgery
-
Not Synced
In the electric age
-
Not Synced
when our central nervous system
-
Not Synced
is technologically extended to involve us
-
Not Synced
in the whole of mankind
-
Not Synced
and to incorporate the whole mankind in us,
-
Not Synced
(and make that human kind)
-
Not Synced
we necessarily participate, in depth,
-
Not Synced
in the consequences of our every action
-
Not Synced
That's what we all fear,
-
Not Synced
its what we all long for, I think.
-
Not Synced
that's somehow even the small things
-
Not Synced
can be meaningful
-
Not Synced
Anybody who watches a Twitter stream
-
Not Synced
in, during and on election,
-
Not Synced
wants to feel this way
-
Not Synced
It is no longer possible to adopt the aloof
-
Not Synced
and dissociated role of the literate Westerner
-
Not Synced
Overstated? Sure
-
Not Synced
Extreme? Maybe.
-
Not Synced
Aloof and dissociated role of the literate professor
-
Not Synced
Westerner?
-
Not Synced
Such is the faith in which this book was written
-
Not Synced
It explores the contours of our own extended beings
-
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and our tecnologies
-
Not Synced
seeking the principle of intelligibility in each of them.
-
Not Synced
For me the idea of the personal cyberinfrastructure
-
Not Synced
is about the search of the principle of intelligibility
-
Not Synced
in our technologies
-
Not Synced
What the personal infrastructure would be
-
Not Synced
is a representation.
-
Not Synced
A creative representation
-
Not Synced
of that intelligibility
-
Not Synced
maybe of that search as well
-
Not Synced
In the full confidence that it is possible
-
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to win an understanding of these forms
-
Not Synced
that will bring them into orderly service
-
Not Synced
I've looked at them anew
-
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accepting very little of the conventional wisdom
-
Not Synced
concerning them."
-
Not Synced
I'm glad that a Canadian did that.
-
Not Synced
Aside from Clay Shirky,
-
Not Synced
the quotations I read
-
Not Synced
were from Marshall Mc Luhan
-
Not Synced
in Understanding Media, 1964.
-
Not Synced
I don't know what you knew about Marshall Mc Luhan
-
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when you were going through school
-
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what I knew about him was
-
Not Synced
how he had a cameo in any hall.
-
Not Synced
I was cheated in my education
-
Not Synced
Along with some genuinely bizarre things
-
Not Synced
there were genuinelly prophetic things
-
Not Synced
in this book
-
Not Synced
and I think they aligned very well
-
Not Synced
with some of the sense of urgency
-
Not Synced
and some of the scope of ambition
-
Not Synced
that we all feel,
-
Not Synced
that we all share
-
Not Synced
at a conference like this
-
Not Synced
The personal cyberinfrastructure
-
Not Synced
may not be the only way to learn this alphabet
-
Not Synced
but I'd like to try sometime.
-
Not Synced
Jim?
-
Not Synced
Rather than bore you with any of my details
-
Not Synced
let's not lose some of this thread to this
-
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does anyone have any questions for Gardner?
-
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Yes, please
-
Not Synced
So I was wondering
-
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some of the examples of software that you
-
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that's easily installed that you provided
-
Not Synced
are forums and things like that
-
Not Synced
if everybody has their own
-
Not Synced
some of these become more useful in agreggate, right?
-
Not Synced
so, have you thought about sort of
-
Not Synced
certain things being sort of you know,
-
Not Synced
individual elements of a presence in cyber insfrastructure
-
Not Synced
others aggregating or working across federation
-
Not Synced
Excellent question
-
Not Synced
In my dream world the student...
-
Not Synced
Bryan Alexander is a champion
-
Not Synced
I do not want your bread right now
-
Not Synced
but when you are well again, I'd like it
-
Not Synced
So the idea would be
-
Not Synced
the student's Baker Club gets together
-
Not Synced
and they talk about how they're going to organize
-
Not Synced
and of course something is going to be online
-
Not Synced
because it needs to be
-
Not Synced
because of these affordances
-
Not Synced
One student says:
-
Not Synced
I could put a phpbb forum
-
Not Synced
Another student says
-
Not Synced
Yeah, and actually did you know
-
Not Synced
there was this add on?
-
Not Synced
and then as a group they agree
-
Not Synced
1) it would be better to have one forum
-
Not Synced
rather than multiple forums
-
Not Synced
2) they aggregate their knowledge about
-
Not Synced
what would be the best instance of that
-
Not Synced
3) they put it together
-
Not Synced
and by doing that
-
Not Synced
the lights will go out,
-
Not Synced
the tables will rise
-
Not Synced
we will join hands and sing
-
Not Synced
In doing that
-
Not Synced
what they will be doing is discussing
-
Not Synced
a particular scripting affordance on a server
-
Not Synced
but they will be doing it strategically,
-
Not Synced
in terms of communication needs
-
Not Synced
and organizational excellence
-
Not Synced
Doing something other than on a surface level
-
Not Synced
That's the one of the way I imagine it , yeah
-
Not Synced
-
Not Synced
to a certain degree, yeah
-
Not Synced
in my experience IT departments
-
Not Synced
will not have thought in a sophisticated way
-
Not Synced
about how a blog or a discussion forum differ
-
Not Synced
rhetorically
-
Not Synced
or how they may be able to shape
-
Not Synced
student communication
-
Not Synced
and that's okay in a way
-
Not Synced
as long as they don't prescribe the tools
-
Not Synced
or limit the tools
-
Not Synced
I have an IT department at bluehost.com
-
Not Synced
and they're very good at keeping, you know,
-
Not Synced
things up to date and the backups
-
Not Synced
they're usually very good at that
-
Not Synced
and so forth
-
Not Synced
that's their work
-
Not Synced
but what they have done is to provide me affordances
-
Not Synced
that I can explore
-
Not Synced
so, yeah, I mean I think there is
-
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ideally there would be some interest
-
Not Synced
in the rhetorical questions in the IT shop
-
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and by building a cyber infrastructure
-
Not Synced
the students would begin to understand
-
Not Synced
something of what goes on mechanically as well
-
Not Synced
there would be a greater opportunity for conversation
-
Not Synced
you know, I think it would be ok
-
Not Synced
if the students made something that broke
-
Not Synced
They would learn from that, I think
-
Not Synced
I also think that
-
Not Synced
building on what Gardner said
-
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as a response to your question
-
Not Synced
that the actual cyber infrastructure
-
Not Synced
as posed by an individual, a domain and a space
-
Not Synced
allows IT departments
-
Not Synced
to re-imagine this question
-
Not Synced
of aggregating, syndicating information
-
Not Synced
as it is happening
-
Not Synced
around space
-
Not Synced
so it does not mean like
-
Not Synced
the IT department disappears, or somehow the enemy
-
Not Synced
but it allows them to re-imagine this notion of flow
-
Not Synced
and this kind of property of electricity
-
Not Synced
that McLuhan is talking about so beautifully
-
Not Synced
and if we are talking about electricity and flow
-
Not Synced
we're talking about a new property
-
Not Synced
by which we can start to imagine space
-
Not Synced
through the students having their own
-
Not Synced
and so IT departments
-
Not Synced
should be as much excited about
-
Not Synced
the possibilities for this
-
Not Synced
rather than ....ing an age old against them
-
Not Synced
it's not, I mean
-
Not Synced
it's a kind of matter of us working together
-
Not Synced
to re-imagine the space
-
Not Synced
and I think that's why the immediate call back to that
-
Not Synced
doesn't capture, I think
-
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what that model sets up
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as a notion and a mode of aggregation
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to kind of build into the syndication
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You have your own cyber infrastructure
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and then you re-imagine it
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and then IT department think about
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what that means
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right, and
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okay..how much time do we have?
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okay
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Great talk. I'm reminded of Larry Cuban's book
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Teachers and Machines
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which sort of talks about resistance
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that the educational system has
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to introductions of technology
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and changing actual educational practice
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wondering if you might comment on
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your thoughts about how
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the open educational resources movement
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might make a difference
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in overcoming that structural resistance
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and well, this kind of loops into the IT question as well
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it's very easy to paint faculty as stodgy
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faculty as vilains
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and sometimes it's true
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and you know it's easy to say that IT is
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the enemy because they can't think outside the box
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sometimes it's true, you know
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but there are plenty of people in both domains
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who, if they are able to see compelling examples
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of fresh thinking
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will say wow..that's cool
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I'd like to do that
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I think that would have addressed
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what I was thinking about with my students
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just last semester
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that would have gotten me past this point
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where I wasn't able to get them
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to read carefully
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before they come to class
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but that
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and this is one of the great sorrows for me
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as a faculty member
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with regard to Learning Management Systems
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aside from all the other sorrows
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I can't see what my colleagues are doing
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and I mean seeing it on the Web
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so I can look at it carefully
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and speak to them intelligently about it
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Why did you design it that way?
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What did you learn from it?
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And I think the same thing is true for IT folks
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when they go to..I've been to some IT conferences
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and , you know, a lot of times
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what they are hearing about
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are anecdotes of spectacular catastrophes
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or whatever
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but you're not able to actually...
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and there may be some good reasons for this
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to some extent
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but they're not able to see
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dazzling examples of innovation
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in a very easy and accessible way
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so I think that open educational resources
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is a lot more than about exposing content
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it's about exposing these compelling examples
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of other ways to do it
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it's like being able to see multiple
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performances of Shakespeare
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Oh..never thought of reading the line that way
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so the play transforms
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I don't know if that answers your question
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but, yeah...ok
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So Gardner, is it too late for them to become curators
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once they get into Higher Education
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So, you know, cPannel for me
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I could do that..I'm an IT guy
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I think I think critically about affordances
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but at the same time
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is it too late?
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I mean..my daughter's eight
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she has a blog, domain of her own
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shouldn't be starting there?
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we get them for four years here, right?
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maybe seven
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how do we drop down?
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somebody said it's too late...too late
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I mean I don't know what that idea
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of what too late means
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I mean we're always in midias res with this stuff
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we're always coming into it and imagining it
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and Gardner, to refine Gardner,
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in that whole of the IT is like
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so many people that I have talked about it
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and inspired back are right here at UBC
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Andrew who is coming from an IT perspective
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was just blowing my mind again and again
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and Scott Mc Millan, I mean
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These are people who are in that space
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who are seeing these examples
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and you're kind of rip and remixing it
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from this space to kind of think about
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wow, we can actually play with these modes
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and re-imagine them
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and I think, wouldn't students also experience that?
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at any given point in that kind of narrative?
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excuse me, how much further we would be pushed, right
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in the academy, if our students were coming to us
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thinking critically about it?
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Yeah, that's right
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so there are a couple of things I want to say
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in response to that
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One is that there is
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a developmental aspect in education,
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which is fine with me
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What it means is that
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at every point along the learning continuum
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it will be advantageous for
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a mentor, a guide, an expert, a teacher
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to be there to coach the student
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to their zone of proximal development
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that's fine
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another way to say that is
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that I do not believe that students will make
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automatically on their own
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to their own innate drive for self-improvement
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all the best, you know, choices
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I think there is a role for teaching
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Now, there's also the developmental capacity
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of the human mind, you know
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kids at a certain age are able to distinguish
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like varying levels of volume
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and different sizes of containers
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and at an earlier age, they're not able to
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so something actually happens in the brain
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that makes that next thing kick in
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ahm, so there's always going to be
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it seems to me
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some way in which
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the particular developmental moment
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will impose certain kinds of constraints
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That said and if anybody knows about
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Jerome Bruner's idea of the spiral curriculum
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that's where it comes from
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there's an authentic version of any concept
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that can be taught to any child
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who can read and write
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you pitch it to the appropriate level of development
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and you keep coming back to it
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spiralling upward and upward and upward
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until that magic hand off moment
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which I think often happens and should happen
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in the upper grades of high school
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if it doesn't happen till college
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it's still not too late
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it's part of the great jolt I got when I got to college
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I felt like they had handed the spiral to me
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it's like okay - we've brought you around
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we've brought you around, we've brought you around
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it's your spiral now, you know,
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keep finding the level of the concept
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that gets you to the next spot
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Be your own coach to your own zone
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of proximal development
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and this is something I left out
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and I should put before you before we're done
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This won't work until it's built into the curriculum
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I don't want you to think that what I'm proposing
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is that kids just get assigned these web spaces
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and that's it and that they will magically
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through tinkering come up with good stuff
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This would be an amazing meeting ground
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for digital experts in the discipline
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librarians, advisors, student life people, edtech folks
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instructional designers
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Can you imagine?
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My feeling is students would come in
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and their whole first year experience
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would be digital fluency
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by means of building out
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this personal cyber infrastructure
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the first iteration of it
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then at the end of your first year
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let's have a ceremony
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let's have a party
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pick the domain that's going to be your domain
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for the next three years
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and make a decision there
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it's all coming of age
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it's an occasion
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you have to have these rites of passage
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but for that whole first year
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they're thinking about narrating, curating and sharing
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for the rest of their lives as learners
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and I think it could be pretty neat
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you know, a pretty interesting thing to do
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I want to be on that team
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that works with students
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to say, hey..you're about to do work
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that you ought to be able to care about
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for the rest of your life
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if you haven't done it already
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and, I, to get back to your original question
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one of the most gifted students that I've run across
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in my career is a fellow
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I just taught at Baylor last spring
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he's got his own YouTube channel
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you know, Stop Motion Lego Animation
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its most popular stuff gets 40 - 50.000 views
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that's been going on since he was 13 or 14
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so yeah, what if that was baked into the curriculum?
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in high school?
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then they would push us, absolutely
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Yeah, ok thanks