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My quick thoughts, back stage, and rants as I try to Teach kids about the Web while learning how to help others build a better Web.

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Greg McVerry

Reflections on #credweb Community Group 2020-04-08 Meeting

Yesterday the credible web group got together to do some though excercises as we get closer to building a credibility rating engine. We began, and I

4 min read

Yesterday the credible web group got together to do some though excercises as we get closer to building a credibility rating engine.

We began, and I did not have time to participate by rating credibility of public figures. You can see an example on the Google Doc using this framework.

I would rather link the credibility rating to a person canonical website than a social media silo but the tools we are trying to develop are directed more at social networks and journalistic publishers.

Still having your own place online is the first step to credibility and I think we should try to "attach" ratings to a person canonical ID. Not having a website, while a reflection of priviledge, is in itself a loss of credibility.

We then tried this thought excercise and didn't finish in the hour call because this stuff is hard. Common problems we had : should credibility be domain specific? is action required? how big of a scale do we need to ensure enough variance but not threaten internal consitency?

My thoughts

Some quick bytes:

  • you can't separate expertise from domain
    • we discussed relying on   self affirmed expertise. "I know Sandro. I know he is an expert in web standards. Sandro says he is an expert in auto mechanics. Therefore I trust Sandro with my car." This to me is way too fraught with engendered and cultural bias. A white male from the dominant narrative is way quicker to label themselves an expert
  • The action kept throwing me. Must we have an action be involved on a credibility rating?
    • The US  Georgia Governor said, "We just learned how contagious covid-19 is" I now trust him less. Not going tochange my actions. I would love to give him 4 pinnochio noses in my credibility browser extension

Is 1st degree and  2nd degree network effect enough?
I feel like I kind of already include credibility statements for the people I follow: https://jgregorymcverry.com/myfollowing

  • each person is arranged by domain of knowledge. I do include their first person expertise statements.
  • I have four different levels of trust "acquaintance, colleague, friend, muse" I use xfn for this like rel="muse"

This isn't a solution for the cred web work, just another example.. It isn't json-ld. It parses into JSON well so converting it to extra data to stick somewhere in the file wouldn't be hard once there are tools to try http://pin13.net/mf2/?url=https%3A%2F%2Fjgregorymcverry.com%2Ffollowing (the pinochio broswer extension doesn't exist).

I follow Sandro and he is more than acquaintance. He follows Subbu and says he is an expert in journalism. Therefore when I follow Subbu he gets some credibility points toward journalism. The more 2nd degree points Subbu gets the higher Subbu's credibility rating on a goven domain.


This is a little suspect to confirmation bias. Hard to eliminate the "being human part" and the idea that there is ever an objective credibility rating is nonsensical.

Can we annotate for credibility?
Back to the Kemp example. If I read this: https://www.newsweek.com/georgia-governor-didnt-know-asymptomatic-people-transmit-coronavirus-149569... I would want to be able to do something like:

<blockquote> <a class="h-card" href="https://gov.georgia.gov/" tag="dumbass"> Georgia Gov. Brian Kemp </a> said he wasn't aware that asymptomatic people could transmit coronavirus as he announced he was preparing to issue a state-wide shelter-in-place order. <cite> <a href="https://www.newsweek.com/georgia-governor-didnt-know-asymptomatic-people-transmit-coronavirus-1495695"> Georgia Gov. Brian Kemp Says He Didn't Know Asymptomatic People Could Transmit Coronavirus </a> </cite> </blockquote>

If enough 2nd degree people gave Brian Kemp a dumbass rating in my network then my browser would then add four pinochios, four pants on fire, whatever, after any Brtian Kemp mention that also linked to any georgia.gov page


Sorry for not using JSON-LD. I do not know it well enough yet. Easier for me to think in way where I can make my text and metatdata human readable at the same time. I will try and figure out how to mark up my example and add the data back in again  as JSON-LD.

Greg McVerry

Kitt Hodsden — On Contraction and Extraction #IndieWeb keynote

I'm talking on contractions and expansions. We start our journey with our world shaking. It explodes into an immeasurable expanse and we are left in

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I'm talking on contractions and expansions. We start our journey with our world shaking. It explodes into an immeasurable expanse and we are left in cycles of contractions and expansions. Until, like hamlet, we shuffle off this mortal coil because fundamentally, this is what life is about.

 

What a great storyteller!. I love dualism in talks, provides such a powerful narrative path for any tale

We are sometimes criticized for our gender or our non-gender, for the color of our hair or the color of our skin. For simply being who we are. As if being ourselves is somehow wrong. We know it isn't. But we contract into ourselves nonetheless. And then we find our tribe.

Find your tribe

How easy is it to flitter out into the silos to share our lives? The silos are easy. They are popular and they are cool. Don't we all want to be cool? We make connections and we join new networks and we expand again. We trade privacy for that ease. We hand our data over. We expand someway even though we lose a little bit. We can justify that little bit. It's a small amount of loss, right?

We can do this together

Each of these are correct and they are incomplete. Each silo is only a part of the picture of who we are. Our memories fade, the fish become bigger. The intensity of the moment lessens. The wounds heal over and we tell our tales from the position of an observer instead of a participant. The narrator instead of the her OE of our own story. We see the data that we want to track and we track it not because some corporate entity wants to sell us something we don't need, but rather because it is important to us. The data delights us. We see patterns about ourselves and we expand. We can look back at who we thought we were. We can see who we really were. Who we are and most importantly, we can see the trends towards who we want to become

Greg McVerry

Using my Commonplace Book to Write an Article

Did a ton of research #knowledge #cognition #cognitiveapprenticeship #agentiveapprenticeship Came up with ideas as I bookmarked sources and took notes on those bookmarks I jotted quick outline I

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  • Did a ton of research
  • Came up with ideas as I bookmarked sources and took notes on those bookmarks
  • I jotted quick outline
  • I switched to just bookmarks
  • I looked for Blunden searching for a Blunden article, I then searched for capital and found it. Might want to consider bookmarking by author as well.
  • https://quickthoughts.jgregorymcverry.com/content/bookmarkedpages?q=capital
  • I got distracted by a YouTube video
  • I shut down all my chats: Slack, Twitter, IRC, Telegram.
  • I went back to my text editor to look at the my outline
  • emailed XMCA listserv for chasing down explicit and implicit knowledge
  • I got distracted by a response from twitter customer service. I hate email

Hello all,

I am carrying on my quest to rethink cognitive apprenticeships into agentive apprenticeships for my work around innovation systems: https://quickthoughts.jgregorymcverry.com/2019/03/07/my-fork-of-synea-into-a-saint
Agentive apprenticeships defer more in centering the agency and choice in the learner in a network of shared interest where the space and tools teach much as any person.

You may recall I originally asked for ideas around knowledge brokering as it did not sit well with me. I decided to go with Knowledge Knitting as my metaphor. It is used frequently in the OER Community and amongst under represented scholars and if I can get the pictures out of my head and into words it will make sense.
But I am trying to chase down when the distinction between explicit and implicit knowledge began. It weaves through all apprenticeship research up through and including Gee's work on Affinity Spaces.
I am more trained in the cognitive narrative that dominates reading instruction today of declarative, procedural, and conditional knowledge.

Two questions:-When did the distinction between implicit and explicit knowledge begin?-Are you aware of works that describe knowing in both implicit and explicit and in declarative, procedural, and conditional knowledge.

Greg

Thurs 9:21

Fri 6:42

Monday 11:45

  • copy and pasted all the responses from the XMCA listserv to my website. Need to go back and close the blockqoutes. Known WYSWIG like most make a muck of HTML, especailly when copy pasting
  • Copy and pasted all the tweets about knowledge knitting

Monday 12:45

  • took a lunch break and had to get kids off to camp
  • open up my outline and try to spend some time drafting.

Friday June 19 10:30am

  • lost original outline and notes in text editot
  • returned to Collins, Browns , and Duguid for quick refresh
  • took notes comparing the two.

Fridat June 12:00 pm

  • went back to technical reports. examined the prompts used to improve student writing. Really we were modeling internal dialogue? What does this mean for machine readable stuff?
  • Much of the focus on strategy use, the individual, and not the space that is a key difference.
  • Notes at time

Greg McVerry

Analysis of 3rd Grade Writing #ccss

Text types opinion pieces informative or explanatory text narrative texts Skills support point of view of readings examine a topic convey ideas clearly Choosing an opinion Completing graphic organizer outline mentor text annotate mentor text write introductions provide

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Text types

  • opinion pieces
  • informative or explanatory text
  • narrative texts

Skills

  • support point of view of readings
  • examine a topic
  • convey ideas clearly
  • Choosing an opinion
  • Completing graphic organizer
  • outline mentor text
  • annotate mentor text
  • write introductions
  • provide reasons
  • identify linking words based on text structure
  • choose linking words based on text structure
  • summarize
  • write a conclusion
  • label illustrations
  • choosing images to convey meanibng
  • synthesize multiple sources
  • define key terms
  • identify key details and extraneous information
  • sequence stories
  • define and identify narrarators
  • use dialogue
  • reveal character traits in dialogue
  • explain how characters respond to conflict
  • write dialogue revealing how characters respond to conflict
  • use temporal words
  • write digitally
  • complete writing process

 

Greg McVerry

Notes on #CCSS and Sociocultural Theories of Writing #407

As we consider theories of meaning&nbsp;we #read Lessons From Sociocultural Writing Research for Implementing the Common Core State Standards&nbsp;by Rebecca Woodward in Sonya Klein The Standards&rsquo;

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As we consider theories of meaning we Lessons From Sociocultural Writing Research for Implementing the Common Core State Standards by Rebecca Woodward in Sonya Klein

The Standards’ college and career readiness perspective suggests a pathway for writing development that was determined by starting with what students need to know in college and careers, then working backward 

This is how all CCSS is was organized. 

What we mean by “the role of context” is the recognition that writing is not just a cognitive process but a social and cultural one. Writing and writers develop through interactions with one another over time.

Here the authors define their central position and their key terms. Always write as if your audience knows nothing.

 However, the Standards do not acknowledge that the privileging of argument as a text type is contested; nor do they explicitly connect a focus on text types to the social dimensions of writing

We should never cast argument as the highest form of learning. i think that is partly responsible for the mess we find ourselves in.

 DeStigter (2015) documented how Manny, a Mexican student, struggled to use a Toulmin-style graphic organizer, which focuses on warranting claims with evidence, for an essay assignment about whether schools should foster individuality or conformity. Olson, Scarcella, and Matuchniak (2015) similarly described why argument is a linguistically and rhetorically difficult text type for English learners, suggesting that narrative forms should be taught first as a foundation before focusing on more complex text types.

Never really thought about the cutural implications of learning how the discourse patterns when you come from a culture that stresses the narrative form.

Gallagher (2011) made the case that “we must move beyond the narrowly prescribed school writing discourses found in most school districts and stretch them into areas that can be readily applied

This has to include digital

However, the Standards don’t extend this line of thinking to name various grammars as equally legitimate; explicitly address how our ideas about “proper” grammar are related to culture, race, and power (Delpit, 1995; Ehrenworth & Vinton, 2005); or acknowledge language difference and plurality as a potential resource rather than a deficit. 

There are so many wonderful ways to twist language but never let the connection to home and community unravel. 

Greg McVerry

Growing reading list for #edu407 Looking for blog post/article recommendations #elachat #3rdchat #4thchat #5thchat

Theories of Meaning Making Woodard, R., &amp; Kline, S. (2016). Lessons From Sociocultural Writing Research for Implementing the Common Core State Standards.&nbsp;Reading Teacher,&nbsp;70(2), 207&ndash;216. https://doi-org.scsu.idm.oclc.org/10.1002/trtr.1505 Hoffman, J.

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Theories of Meaning Making

Woodard, R., & Kline, S. (2016). Lessons From Sociocultural Writing Research for Implementing the Common Core State Standards. Reading Teacher70(2), 207–216. https://doi-org.scsu.idm.oclc.org/10.1002/trtr.1505

Hoffman, J. V., Sailors, M., & Aguirre, S. H. (2016). Thinking Globally in Literacy Instruction: Making a Difference in the World. Reading Teacher70(2), 143–148. https://doi-org.scsu.idm.oclc.org/10.1002/trtr.1507

Moje, E. (2010) What is Disciplinary Literacy? https://youtu.be/Id4gKJ-wGzU

Literacy Research Association. Critical Race Theory.

Instructional Routines

Ciampa, K. (2016). Implementing a Digital Reading and Writing Workshop Model for Content Literacy Instruction in an Urban Elementary (K-8) School. Reading Teacher70(3), 295–306. https://doi-org.scsu.idm.oclc.org/10.1002/trtr.1514

McClure, E. L., & King Fullerton, S. (2017). Instructional Interactions: Supporting Students’ Reading Development Through Interactive Read-Alouds of Informational Texts. Reading Teacher71(1), 51–59. https://doi-org.scsu.idm.oclc.org/10.1002/trtr.1576

Hebert, F. (2013). Text Complexity Playlist

Scholastic. What is Guided Reading? (Beyond a Commercial Cash Cow).

Hoffman, J. V. (2017). What If “Just Right” Is Just Wrong? The Unintended Consequences of Leveling Readers. Reading Teacher71(3), 265–273. https://doi-org.scsu.idm.oclc.org/10.1002/trtr.1611

Phonics and Spelling

Montelongo, J. A., Hernández, A. C., Herter, R. J., & Cuello, J. (2011). Using Congnates to Scaffold Context Clue Strategies for Latino ELs. Reading Teacher64(6), 429–434. https://doi-org.scsu.idm.oclc.org/10.1598/RT.64.6.4

Bear, D. R., & Templeton, S. (1998). Explorations in developmental spelling: Foundations for learning and teaching phonics, spelling.. Reading Teacher52(3), 222. Retrieved from http://scsu.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&...

Alderman, G. L., & Green, S. K. (2011). Fostering Lifelong Spellers Through Meaningful Experiences. Reading Teacher64(8), 599–605. https://doi-org.scsu.idm.oclc.org/10.1598/RT.64.8.5

 

Academic Vocabulary

Gallagher, M. A., & Anderson, B. E. (2016). Get All “Jazzed Up” for Vocabulary Instruction: Strategies That Engage. Reading Teacher70(3), 273–282. https://doi-org.scsu.idm.oclc.org/10.1002/trtr.1498

Picot, C. J. (2017). Using Academic Word Lists to Support Disciplinary Literacy Development. Reading Teacher71(2), 215–220. https://doi-org.scsu.idm.oclc.org/10.1002/trtr.1593

Flynt, E. S., & Brozo, W. G. (2008). Developing Academic Language: Got Words? Reading Teacher61(6), 500–502. https://doi-org.scsu.idm.oclc.org/10.1598/RT.61.6.9

Comprehension

McKee, L., & Carr, G. (2016). Supporting Beginning Readers in Reading to Learn: A Comprehension Strategy. Reading Teacher70(3), 359–363. https://doi-org.scsu.idm.oclc.org/10.1002/trtr.1510

Cappello, M., & Lafferty, K. E. (2015). The Roles of Photography for Developing Literacy Across the Disciplines. Reading Teacher69(3), 287–295. https://doi-org.scsu.idm.oclc.org/10.1002/trtr.1418

Roehling, J. V., Hebert, M., Nelson, J. R., & Bohaty, J. J. (2017). Text Structure Strategies for Improving Expository Reading Comprehension. Reading Teacher71(1), 71–82. https://doi-org.scsu.idm.oclc.org/10.1002/trtr.1590

Wright, T. S., & Gotwals, A. W. (2017). Supporting Disciplinary Talk From the Start of School: Teaching Students to Think and Talk Like Scientists. Reading Teacher71(2), 189–197. https://doi-org.scsu.idm.oclc.org/10.1002/trtr.1602

Hamilton, B. Supprting Young Readers Developing Reading Club Conversation Skills

 

Writing instruction

Roth, K., & Dabrowski, J. (2014). Extending Interactive Writing Into Grades 2-5. Reading Teacher68(1), 33–44. https://doi-org.scsu.idm.oclc.org/10.1002/trtr.1270

Moser, S. (2017). Using Mentor Texts to Reach Reluctant Readers and Writers. Reading Teacher71(3), 371–372. https://doi-org.scsu.idm.oclc.org/10.1002/trtr.1620

Zawilinksi, L. Hot Blogging.

Assessment Strategy

Philippakos, Z. A. (2017). Giving Feedback: Preparing Students for Peer Review and Self-Evaluation. Reading Teacher71(1), 13–22. https://doi-org.scsu.idm.oclc.org/10.1002/trtr.1568

Fisher, D., & Frey, N. (2015). Checking for Understanding Digitally During Content Area Learning. Reading Teacher69(3), 281–286. https://doi-org.scsu.idm.oclc.org/10.1002/trtr.1407 

Wixson, K. K., & Valencia, S. W. (2011). Assessment in RTI: What Teachers and Specialists Need to Know. Reading Teacher64(6), 466–469. https://doi-org.scsu.idm.oclc.org/10.1598/RT.64.6.13

 

Creating a Home and Community Culture

 

Louie, B., & Davis-Welton, K. (2016). Family Literacy Project. Reading Teacher69(6), 597–606. https://doi-org.scsu.idm.oclc.org/10.1002/trtr.1444

Protacio, M. S., & Edwards, P. A. (2015). Restructuring Sharing Time for English Learners and Their Parents. Reading Teacher68(6), 413–421.

Jensen, D. A. (2006). Using newsletters to create home-school connections. Reading Teacher60(2), 186–190. https://doi-org.scsu.idm.oclc.org/10.1598/RT.60.2.8

Cognitive, Cultural, and Developmental Differentation

Stahl, K. A. D. (2016). Response to Intervention. Reading Teacher69(6), 659–663. https://doi-org.scsu.idm.oclc.org/10.1002/trtr.1457

Teaching with Nonfiction

Duke, N. (2016). Using Informational Text to Build Literacy and Content Knowledge, Nell Duke, University of Michigan

Kersten, S. (2017). Becoming Nonfiction Authors: Engaging in Science Inquiry. Reading Teacher71(1), 33–41. https://doi-org.scsu.idm.oclc.org/10.1002/trtr.1577

Young, T. A., & Miner, A. B. (2015). Guiding Inquiry With Biography Breaks and the C3 Framework. Reading Teacher69(3), 311–319. https://doi-org.scsu.idm.oclc.org/10.1002/trtr.1415

 

Teaching with Novels

Ripp, P. Ideas for How to Do Better Book Clubs in Middle School

Larson, L. (2008) Electronic Reading Workshop

Cummins, S., & Quiroa, R. E. (2012). Teaching for Writing Expository Responses to Narrative Texts. Reading Teacher65(6), 381–386. https://doi-org.scsu.idm.oclc.org/10.1002/TRTR.01057

Teaching with Poetry

Ferguson, K. (2017). A Poetry Coffee House: Creating a Cool Community of Writers. Reading Teacher71(2), 209–213. https://doi-org.scsu.idm.oclc.org/10.1002/trtr.1610

Timmermans, K. M., & Johnson, A. (2017). Introducing and Sustaining Close Reading and Writing Through Poetry. Reading Teacher71(3), 357–362. https://doi-org.scsu.idm.oclc.org/10.1002/trtr.1613

Ciardiello, A. V. (2010). “Talking Walls”: Presenting a Case for Social Justice Poetry in Literacy Education. Reading Teacher63(6), 464–473. https://doi-org.scsu.idm.oclc.org/10.1598/RT.63.6.3

 

Greg McVerry

Challenges in Open Source Blogging Communities

As open source communities we need to keep each other energized and engaged.Many people contribute on volunteer time. Squeezing in opportunities to code around children

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As open source communities we need to keep each other energized and engaged.Many people contribute on volunteer time. Squeezing in opportunities to code around children and career.

Committment takes love and energy. We allowed a narrative of the loner coder pushing commits from a dark basement to define us for far too long. Let us redefine what open source communities look like in more inclusive terms. Let's build in supports for each other.

Blogging can provide this cathartic release for open source contributors. Yet, how do you we harness a digital hug, encourage friendly games, or allow for creative venting without putting undue pressure on an already busy day?

Use the blogs to uplift the community through fun. Make them simple. Design relevant task.

Blogging Challenges

You can add weekly, daily, or monthly challenges to your community or classroom. These challenges have existed since the dawn of the web. Both open pedagogy classes and open source communities have used have effectively used challenges to keep members engaged.

In this began with a daily shoot with a challenge to post a photo everyday. We ee similar types of games in social media streams all the times, but when playing along from a blog you can rest assure that contributing to your project doesn't mean social media silos get to suck up all of your data. They now have the infamous daily create bank that randomly tweets out a challenge every day.

In the community,  set a goal of having someone release gifts of code or content that is openly licensed well-documented and useful for others throughout the month of December in 2018.

Challenges You Can Try:

  • Six-word memoir-Post your reasons you open source in six words.
  • Daily quote (stay away from picture quotes to allow for inclusion..better yetteach accessibility rules first)
  • Hardest/Latest/First thing you learned
  • First/Latest/Most proud contributions
  • Daily photo challenges
  • 150 words a day/week/month
  • Parent challenge-Share memories or rants of open source work and parenting

You have to create a community around yoru code. Do not expect contributors to stick around pushing commits without the contaigon of fun.

To help try and provide a communal release in your open source community try blogging challenges.

 

Greg McVerry

Notes For: The Anti-Education Era: Creating Smarter Students through Digital Learning

Yellow highlight | Location:&nbsp;190 Note | Location:&nbsp;190 Orwell Note: Yellow highlight | Location:&nbsp;299 Note | Location:&nbsp;299 Being smart, especially in a fast-changing and complex world, requires people to beg, borrow, or

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Orwell

Note:

Being smart, especially in a fast-changing and complex world, requires people to beg, borrow, or steal new ideas.

Note:

initial mentorship to get us prepared to learn from experience in specific areas or domains; lots of prior experience; clear goals; something being “at stake” (mattering to us emotionally); and the opportunity to act in a way that elicits a meaningful response from the world.

 

Note:Circuit of reflective action

idiots savants

Note:

 

What does this truth-seeking game look like? It looks a lot like what we called in the first chapter the “circuit of reflective action” carried out collaboratively. In the circuit of reflective action, we formulate a goal (and the goal could be answering a question) and then we take an action in the world. We see how the world responds to the action, ask ourselves whether this response was good or not for the accomplishment of our goal, and then, if need be, act again on better information or a redefined goal. The circuit of reflective action is an interactive conversation with the world.

 

Note:Gee on the collaborative nature of truth seeking

This leaves us in this chapter with the human need for agency. By this I mean that people want to feel they are effective actors in the world, not just spectators of other people’s actions. They want to feel that their actions have their intended consequences and will lead to success in accomplishing their goals (this is a large part of what feeling a sense of control is about).

 

Note:Gee defining agency Also implications to why is starting place.

 

To be agents, people need both opportunities to be an agent and models of effective action. They need to see that taking action can really matter, and they need to see what successful action looks like.

 

Note:Gee on why agency matters.

Such self-organizing knowledge communities also freeze thought. They have their own standards and conventional ways of proceeding, often built bottom up and democratically to some extent. But they seem to be able to unfreeze decisions and solutions faster than formal institutions can.

 

Note:Gee on knowledge communities being able to unfreeze institutional thought.

(extended) kin, they could see what others saw as corruption in different terms. The deathbed scene in Edwin

Note:

Let’s use the term “imagined kin group

 

Note:A phrase loaded with connotative meaning.

 

What polarizes a group and makes its members reject multiple perspectives and critique? One thing that can do it is a feeling of being oppressed or not appreciated, of being “cheated” of their rightful due.

 

Note:Want an example? Read the comments at @politico

 

Unions became, for some, kin-like groups.

 

Note:unions defined as kin-like and not imagined kin groups. Take opportunities to discuss bias.

 

 

We can all be in “Schools for One.” However, we have argued throughout this book that one can be a lonely and stupid number for us humans when we are left alone to “be me” and “do it my way.

 

Note:Interesting thesis on the problems of overly customized learning.

 

The genius of human beings was and is the invention and use of tools to make themselves smarter.

 

Note:JPG defining human intelligence based on tools.

There is a name for the ways in which knowledge and ability can be shared between a human mind and a tool. It is called “distributed cognition.” The ability to see far is distributed (shared) between the eye and the telescope;

 

Note:If knowledge exists between human and tool where does intelligence lie? The act or mind?

 

An artificial tutor learns how a learner behaves and what the learner likes and then adapts to the learner, which is a form of leading the learner to water and persuading him to drink

 

Note:Defining artificial tutors.

This had one good effect and one bad one. The good effect was that more people could design and unleash their own creativity. The bad effect was that people needed to learn less and work less hard. It was harder, too, to earn status, since more people could now design well without a lot of learning and hard work.

 

Note:On plusses and minuses of intuitive design features and updates. Status and access affected.

Experts are people certified by other experts who know a great deal about one relatively narrow area. The disciplinary names we use, labels like “economics,” “biology,” and “law”—are actually too broad to characterize an expert. Experts specialize in sub-parts of these larger domains.

 

Note:Defining experts. Status and competency based?

 

Options

Understanding and dealing with the consequences of complex systems requires pooling different types of expertise from different domains in a highly collaborative way. Going it alone is out of date and dangerous.

 

Note:Why we need collaborative models of teaching and learning.

 

Options

two basic foundations for why the human mind can so easily go awry in the modern world. One is that humans are not oriented toward truth but to meaning. The second is that humans do not like to carry heavy things around in their minds.

 

Note:Notice the explicit cues to text structure in the chapter. Gee tells us his organization.

Humans orient toward meaning in the sense that a person, thing, or event has significance and value within a story that gives their life and actions, and the world they live in, a purpose. For humans, meaning in this sense answers questions like “Who am I?,” “Why am I here?,” and “How am I part of something larger than myself?

 

Note:Gee takes a practical view of "meaning" and describes importance of the narrative.

The human urge to find and create meaning is closely related to what we called in an earlier chapter mental comfort stories.

 

Note:Looking for meaning to explain. Hope is a veil draped over natures indiscriminate ways.

 

Perhaps ironically, we humans have never become modern mentally. Most of us still do not like to carry in our heads knowledge that does not seem applicable or useful in the near future.

 

Note:Pracitical knowledge dominates our daily thoughts.

 

Nothing weighs heavier on the human mind than complexity. We humans are very poor at dealing with it. Too bad, then, that the modern world is replete with high-risk complex systems

 

Note:Interesting point but also notice the transition to the next chapter.

In complex systems there are too many variables and too many interactions among them to control them all. Thus, they are not directly open to being studied through “controlled studies” of the sort normal in less complex areas of science.

 

Note:Education and the classroom are def. complex systems.

 

I mean by this questions that can only be answered by considering and at least partially figuring out the workings of a complex system or a system complex enough to count as a complex system to our human understanding

Note:

difference w/ cognitive science. It's transformational knowledge not transfer of knowledge.

Such questions require pooling lots of different sources of knowledge, building models, trying and re-trying different interventions, testing various explanations, and returning again and again to the drawing board. They require looking at things from different perspectives and seeking alternative viewpoints and new sources of ideas.

 

Note:Better definitions of inquiry learning. We need to encourage transformational knowledge.

 

We know this though: complexity and our inability as societies to deal with it is killing us. Global warming, environmental degradation, global flows of economic speculation and risk taking, overpopulation, global debt, new viruses, terrorism and warfare, and political polarization are killing us. Dealing with big questions takes a long-term view, cooperation, delayed gratification, and deep learning that crosses traditional silos of knowledge production.

 

Note:Collaborative Inquiry. The reason it's cornerstone of online research and media skills.

Our public sphere is in tatters. We are divided by ideology and harmed by greed. More and more in our highly competitive societies, it is each of us for ourselves or our families alone.

 

Note:I really see this starting with the birth of the internet, conservative radio, and The Clinton Era.

But looked at as part of an ant colony, the ant is very impressive indeed. What if humans are missing their colony? What would their colony be?

 

Note:We romanticize social insects quite often. They deserve awe but the metaphor ain't perfect.

public forum.

 

Note:In many ways the true public forum is a dream as old as democracy.

 

 

it means that status affects everyone’s health all the way along the line of the status hierarchy. Lower status = less health; higher status = more health all the way along the line as a matter of statistical probability.

 

Note:Why we must recognize the Literacies involved in the spaces kids play hack and make in.

They also feel a sense of agency and control when they feel that their actions count and contribute to society, when they feel like participants and not spectators.

 

Note:This is also true in the classroom.

chapter that these needs are integral to human beings. When

Note:

 

is our appreciative system in different domains that tells us whether the results of our actions—our probes into the world—are good or bad for accomplishing our goals. We

 

Note:Interesting concept here. Will have to think on this one.

empirical question does not ever lead to absolute truth. The “game” of answering empirical questions is a “pragmatic” game. We seek the best answers we can, act on them as our “best bets,” and stay open to revising them and learning more.

 

Note:The "game" of answering empirical inquiry questions.

 

Science is the empirical game and we have seen that the empirical game is just the normal circuit of reflective action on steroids.

 

Note:Definition of science.

 

rare piece of information or a rare viewpoint may be crazy and, if so, it will wash out as we pool all our sources.

 

Note:The internet is a self gleaning oven of ideas.

 

Options

 

 

empirical game, whether played by credentialed scientists or by all of us, must always and everywhere be coupled with social activism with the goal of making a better world where more people count

 

Note:Social activism as being central to scientific inquiry?

 

 

Options

engaged in social activism,

 

Note:And those who engage in clicktivism. "Ohh you changed your Facebook profile pic. Big deal" edu523

 

Options

humans as reciprocal tools for each other + nonhuman tools (artifacts and technologies) all networked and integrated together. We are “plug-and-play entities,

 

Note:Knowledge and memory then would be situated in activity and embodied acts.

 

Options

network a “Mind” with a capital “M.” A Mind

 

Note:Gee loves distinguishing by playing with letter conventions.

 

Options

Which people and what tools I plug into and play with are those I hope and believe will make my life and my world meaningful and valuable.

 

Note:Purpose driving education.

 Mind Visions are ideas about what groups and whole societies, coupled with their tools, ought to do. They can be visions of the good life, of morality, or of power and destiny. They can lead to great good or great ill. Mind Visions do not really come from any one person. They have to be ideas that are contagious and that spread.

 

Note:Collective thought or visions. How borgish yet compelling.

Synchronized intelligence is a well-coordinated dance among humans and tools in the service of a better world. It is the intelligence of people linked to each other and to good tools, not left on their own. Synchronized intelligence is the product of Minds working well.

 

Note:Synchronized intelligence. wonder if Agee distinguishes between intelligence and knowledge.

 

 

affinity spaces should have the following features.

 

Note:Great looks like a more exhaustive list. Time to redo the video.

 

 

People are in them by choice. They are in the space because of a shared interest in a common endeavor, not because of their race, class, or gender. Their affinity for each other is based on a shared endeavor. In fact, on the Internet people can hide their race, class, and gender (and other aspects of their identity) and use these as assets strategically if, when, and where they want to. In an affinity space people choose who they will be and which parts of themselves they will invest and share. People of diverse ages and backgrounds are in the affinity space. They are not age-graded. People with different skills and different levels of expertise are in the affinity space. People range from “newbies” to “old hands.” In some affinity spaces credentialed experts comport with amateurs. Sometimes amateurs get to be as expert as credentialed experts, becoming “pro-ams” (professional amateurs). Some people in the space have an interest in the common endeavor and some have a real passion for it. The space is built to fan interest into passion. However, one need not go all the way to passion— people can satisfy their interest and move on—but they must respect the passion as an attractor to the space. Those with passion set high standards that others acknowledge and seek to emulate. There is no “grade inflation” or “dumbing down,” only multiple routes to mastery for those who seek it. This does not mean standards are not negotiated and contestable, but it does mean that people in the site have allegiance to discussing and pursuing excellence. The space is focused on knowing and doing (production, solving problems), not just on knowing. Some people make massive numbers of contributions to the space, others make many less, but every contribution, large or small, has the chance to matter, change things, and contribute. The space recruits a diverse array of talents. Even someone with limited skills or quite rare or special skills can find a place where their contribution counts. The space is designed to allow for multiple contributions, to leverage diversity so that no piece of knowledge or skill goes untapped, and, yet, too, to focus people’s attention on the places, problems, and parts of problems to which they can make their best contributions. Yet people are still allowed to roam free if they want to and try new things. In an affinity space, leadership and status are flexible. People sometimes lead and

 

Note:I notice in the new list of defining features Gee omits the word knowledge. I wonder??

what I will call “storied truths.

 

Note:In all of Gee's writing storytelling , writing, making is central to learning.

 

 

Research has shown that brainstorming, in which students throw out as many ideas as they can with no critique—supposedly to free them up from fear of criticism—can easily make students less creative than they would have been if left on their own. Teams, whether students or not, actually perform better when the free flow of ideas is coupled with critique and debate.

 

Note:Need to find the research on brainstorming.

 

Rather, human intelligence and creativity, today more than ever, are tied to connecting—synchronizing—people, tools, texts, digital and social media, virtual spaces, and real spaces in the right ways, in ways that make us Minds and not just minds, but also better people in a better world.

 

Note:Intelligence as syncing

 

All these programs would share data (something that digital media can help with) in order to support children’s learning in a coordinated way.

 

Note:Lot of fear of big Data among parents.

Greg McVerry

I get to teach High School classes!! #GearUpWorks #NHV #connectedlearning

flickr photo shared by Hldrmn under a Creative Commons ( BY-ND ) license We held &nbsp;our&nbsp;first session of&nbsp;Power and Passion-Writing for Change as part of

2 min read


flickr photo shared by Hldrmn under a Creative Commons ( BY-ND ) license

We held  our first session of Power and Passion-Writing for Change as part of . I am always inspired by the scholars who join us.

This semester Gear Up New Haven is offering after school academic programs on our main campus. New Haven Public Schools has donated the transportation and SCSU has donated the faculty time to run classes in math, English, and the Arts.

As literacy and technology coordinator I curate the learnign opportunities in the literacy strand. Mainly I just show up and learn.

In our first session we completed a challenge in the "Letters to the Next President" series. Specifically we completed a "Do Now" that had students define what it meant to be politically enaged. We recorded our definitions using iPads and I will be remixing these into a video.

Next week we will have two tasks:

Words have power. They are shaped by those with power to mantain a narrative and words provide power to the powerless. In our class this semster we are asking youth, "How will you use your words?"

Greg McVerry

Talking #fedwiki to think about #digped and #indieweb unity

I had a wonderful conversation today with Dave Bovill&nbsp;and Ward Cunningham&nbsp;about Federated Wiki today. For over an hour we hacked around with a tool designed

3 min read

I had a wonderful conversation today with Dave Bovill and Ward Cunningham about Federated Wiki today. For over an hour we hacked around with a tool designed to support the open Web.

Federated Wiki works as a space between wikis and blogs. Wikis seek a collective voice. Blogs represent  individual thinking. Fedwiki is about forkable thoughts. I was turned on to by Mike Caulfield and I have been playing since.

Basically users create pages that can be forked and added to their site. There are a series of pages within each "site." Groups of users can gather in neighborhoods. This allows you to fork any page and bring it back to your wiki.

Technically I was at a total loss when Dave and Ward talked about how easy plug-ins are to create since the system is built in json (I have no idea what json means). Yet it was great to talk to them about the possibilities of federated wikis.

Some of the use cases we covered:

  • Curriculum writing- I am in teacher education. We write many lessons plans. This usually involved students copyong and pasting ideas from the web into a lesson plan template. Why not celebrate this textual poaching (Jenkins, 1999)? Using federated wiki we could create a database of lessons.

  • Conferences-This was Dave's idea. He has created a for the Chaos Communication Conference. I was intriguied by this idea as my first use of was to present my session using the tool. Remote attendance of conferences is a matter of equity and access. Seeing what Dave built made me realize that maybe the best way to organize a conference program and materials.

  • Narrative Writing- Dave brought up that someone used to create a forkable storytelling experience. My guess it was probably Terry Elliot. I am totally going to do this in my children's literature class this fall.

There are a few issues:

  • Metaphors- Federated wikis use some metaphors that are not too accessible to norms. Forks that look like flags and flags that look like squares. The idea of "neighborhoods" or adding a "factory" to add content just don't seem like a concurrent fit. There seems to be a dissonance among the target and vehicle of the metaphor.

  • Documentation- The documentation supporting users is written by technical folks for the coding crowd. Norms would struggle to follow along. I will add that Mike Caufield has some great step by step videos on his YouTube channel. I know I will have to make some for my classes.

  • Difficulty- The two previous issues compound a difficult tool to use. The UX/UI will be a challenge for my students to overcome. Most have never peaked at the source code of a website.

 I am excited to play with federated wiki and explore its uses. 

CLMOOC

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