20 Matching Annotations
  1. Sep 2023
    1. Entang Adhy Muhtar, Abdillah Abdillah, Ida Widianingsih & Qinthara Mubarak Adikancana (2023) Smart villages, rural development and community vulnerability in Indonesia: A bibliometric analysis, Cogent Social Sciences, 9:1, 2219118, DOI: 10.1080/23311886.2023.2219118

  2. Feb 2022
    1. When I hear people in a variety of contexts talking about “building community” for students or colleagues (or, customers), I worry about that, too.  Is the motivation an additive one?  “Let’s give them more people to connect with and rely on?”  Or is it intended to be a kind of capture?

      What an enormous challenge for those of us in faculty development and other "community-building" businesses. Are we actually serving when we help people acculturate? We might be. We also might be trying to capture peoples' time and attention and loyalty.

  3. Jan 2022
    1. What if we designed faculty learning experiences that took less time, were more consistent, and were packed with meaning that compelled us to share and connect with our colleagues and students? What would that look like? I’d think I’d like to explore that question with all of you in 2022.

      Fascinating challenge... how do we design education to maximize "viral" reach?

  4. Dec 2021
    1. In this study, we drew on sociocultural notions of agency – where individual actions are entwined with community goals. A community is comprised of people with shared and individual goals, in their environments, in the midst of a historical context (Wenger 1998Wenger, E. 1998. Communities of Practice: Learning, Meaning, and Identity. New York, NY: Cambridge University Press. [Crossref], [Google Scholar]). Due to this web of relationships with people, environment, and history, people do not act autonomously, but according to possibilities within the community. Such possibilities for agency are negotiated over time; actions that strengthen ties to the community constitute investments in the self that in turn, have outcomes for the community as well (Peirce 1995Peirce, B. N. 1995. “Social Identity, Investment, and Language Learning.” TESOL Quarterly 29: 9–31. doi:10.2307/3587803. [Crossref], [Web of Science ®], [Google Scholar]). The financial metaphor in using the word investment is critical – it connotes spent effort that yields dividends. These dividends emerge immediately and over time.

      This helps me consider communities of practice, and unpacking the relational aspects - agency within a context, not autonomous, informed by the context and others. Is there a tension with "groupthink", how to value the diversity in a group, and build stronger not weaker, not defaulting or regressing to a mean?. How do we build a group to be more than the sum of the parts. how does the community work to enhance practice.

  5. Nov 2021
  6. Sep 2021
  7. Mar 2021
    1. While you're welcome to use ProMotion, please note that we rely on the community to maintain it. We are happy to merge pull requests and release new versions but are no longer driving primary development.
  8. Feb 2021
  9. Sep 2020
    1. alternative activities creatively solicit, collect, and even rank ideas without any assumption that community members should agree. By displaying the full range of ideas, they also put more pressure on public officials to transparently explain why they pursued a certain path without resorting to the kind of “community” talk I observed in Upham’s Corner and Mattapan.

      We did this when discussing the AM bus lane for Mass Ave in Arlington - there was an in-person presentation and people put sticky notes on a giant copy of the plan to note particular concerns. There was an online version after that meeting as well, where those who couldn't go to the meeting could submit further feedback.

    2. What if instead of public meetings—constrained by both time and space, where the optimal outcome is consensus and therefore “no” has more power than “yes”—we invested more in low cost, ongoing exercises that produce a high volume of information, persist even after particular projects are completed, make priorities transparent, and neither seek nor assume a singular position from “the community”?

      I remember Chris Schmidt making a comment about how the online meetings for the Cambridge City Council suddenly had much higher attendance when the pandemic kicked in. But of course that means the meetings themselves got even longer.

    3. In Upham’s Corner, the community wanted a park, didn’t want a park, wanted affordable housing, didn’t want affordable housing, and on and on—there was no single community position to juxtapose against the City or a potential developer. Similar scenarios are easy to imagine; in any neighborhood, opinions will vary. The Mattapan case is complicated for additional reasons. The community simultaneously “won” and “lost”: Middle-class residents were unable to block the new station, while low-income residents gained greater access to public transit. Supporting the community did not necessarily mean supporting poor urban residents.

      Conflicting needs, and the best we can do is "nobody is satiisfied, even if they got what they wanted, because it took so long to do anything about."

    4. It’s Time to Move On From Community Consensus Public meetings often disprove the notion that communities have a unified stance on any issue. With this in mind, we must move past trying to find consensus and focus on uplifting the most marginalized voices.

      Provocative summary. How does anyone determine the most marginalized voices in a given situation without turning it into competitive Oppression Olympics?

      Two informative case studies from Boston.

  10. Jun 2020
  11. Nov 2019
  12. Mar 2018
    1. . This internal event about teaching excellence at Warwick saw staff exploring physical and virtual spaces, connecting virtually with Marcin Klébin @makle1 in Poland; the doors to the EuroCALL conference were opened this year thanks to collaboration with Maha Bali +Maha Bali and Virtually Connecting, my students have created open educational resources and even contributed to online conferences, the WIHEA #knowhow project (see https://storify.com/WarwickLanguage/warwick-window-on-teaching) produced resources and connections to help others decide on a path to opening up their work.

      Connected events

  13. Feb 2016
  14. Mar 2015