109 Matching Annotations
  1. Last 7 days
    1. If, in addition, the necessary financial resources are lacking, the citizens will not be able to adequatelymeet expectations either
      • for: community participation - challenges

      • comment

        • time and money are the two biggest factors governing participation. There is a high level of precarity in society currently and many people are just trying to survive, leaving little time left over for anything else
    2. At the same time, more andmore people are demanding a different political culture, transparent decision-making and real partici-pation in political decision-making processes 18 . The crises challenge us to develop and implement newforms of solidarity, citizenship and political action in the sense of a vita activa
      • for: vita activa, new forms of political participation
  2. Nov 2023
    1. Energy transitions can happen without the engagement of the oil and gas industry, but the journey to net zero will be more costly and difficult to navigate if they are not on board.
      • for: energy transition without willing participation from the fossil fuel industry

      • question

        • What data does the IEA base this claim on?
    1. PROPOSITION 1Garantir une plus grande participation des enfants dans le choix des activités et veiller à une meilleure écoute et prise en compte de leurs envies, pour que les loisirs restent un espace de liberté.
  3. Aug 2023
    1. Through living relations, the world speaks itself. The world becomes its own language for anyone who wishes to listen. [...] In perceiving we always participate in the world, which thus starts to speak. And through speaking we not only resonate to the world, but we actually transform it.
  4. May 2023
    1. e che riguarda noi due, che osiamo ragionare di queste cose con le stanghe della zuppa sulle spalle

      Dante’s text ‘riguarda’, ‘has to do with’, Levi and Pikolo. ‘Considerate la vostra semenza: | Fatti non foste a viver come bruti, | Ma per seguir virtute e conoscenza.’ What I would emphasise is that by remembering and translating and discussing Dante, Levi and Pikolo live out that terzina from Inferno 26, or rather, they live out a new version of the terzina. That action - ‘ragionare di queste cose con le stanghe della zuppa sulle spalle’ - is a particular living out of Ulysses’ words. For Levi and Pikolo here, discussing Dante becomes a way of seeking after ‘virtute e conoscenza’, and of going beyond the camp’s Pillars of Hercules; ‘è scagliare se stessi al di là di una barriera’, as Levi writes earlier in the chapter. Yet while Dante’s Ulysses casts aside bonds of friendship and affection - seeing the ‘piéta | del vecchio padre’, the ‘debito amore | lo qual dovea Penelope far lieta’ as obstacles to his pursuit of ‘virtute e conoscenza’ - Levi and Pikolo seek after knowledge through conversation, through attention to each other. In the chapter Pikolo listens, he pays attention, he suggests possible translations, he reassures Levi. Interpreting Inferno 26 - ‘ragionare di queste cose’ - is a joint endeavour (Gordon 2001, 68-70; Insana 2009, 107-10; Montemaggi 2020, 127-42), an endeavour in which Levi and Pikolo pursue virtue and knowledge, but do so in a mode quite different to Ulysses (Montemaggi 2020, 133-35; Montemaggi 2011, 66-67, 71-72).

      What seems to matter particularly in this passage is that Pikolo and Levi realise that Dante’s is a text about them. ‘[F]orse […] ha ricevuto il messaggio, ha sentito che lo riguarda, che riguarda tutti gli uomini in travaglio, e noi in specie; e che riguarda noi due’ (emphasis added). The ‘messaggio’ arising from Levi and Pikolo’s joint interpretation of Dante is not only a fuller understanding of the ideas Dante is expressing, important as that is, nor is the message limited to assessing the truthfulness of Dante’s words, important as that is too. But - and perhaps underpinning both of these - the ‘messaggio’ also involves recognising that Dante’s words speak about and to Levi and Pikolo. The repeated ‘riguarda’ casts the terzina as not just concerning humanity as a general, abstract category, but as concerning specific, particular lives: Pikolo’s and Levi’s. In the movement from Pikolo (‘lo riguarda’) outward to all those in travail and then narrowing inward to those in the camps (‘noi’) and then inward again to Pikolo and Levi (‘noi due’), the ‘riguarda’ also cast the terzina as open to be encountered in an equally personal light by others.

      At least here, the value of the Commedia seems ultimately to lie not in the particular elaboration that Dante offers of various worldviews, but in how the text becomes part of a reader’s lived experience. The two are, however, connected, and one of the questions arising from this chapter is: How? Levi tells us that Dante’s words - in and through the context of Levi’s encounter with them in Auschwitz - revealed to him, ‘perhaps’, ‘forse’, ‘il perché del nostro destino, del nostro essere oggi qui’. A question perhaps worth investigating further would be: How might moving towards fuller understanding of the Commedia and particular lived experiences of Dante’s text inform each other?


  5. Apr 2023
  6. Jun 2022
    1. Jesse Stommel and I wrote once that, In the room with our students, we can know if they’re engaged and participating, even as each of them participates in his or her own unique fashion. In an online discussion forum, it’s difficult to observe such nuance, and impossible to quantitatively evaluate it.

      The answer shouldn't necessarily be to figure out how to quantify the online unseen portions of the learning process.

      Similarly how might one assess the end results of things which are non-literate?

  7. Apr 2022
    1. Joëlle Zask, « Participer, qu’est ce que ça veut dire? » Texte rédigé pour le catalogue de l’étape de Tour d’enfance à Bordeaux, 5 décembre 2018, disponible sur le blog de l’auteur : http://joelle-zask.over-blog.com/2018/12/participer-qu-est-ce-que-ca-veut-dire-2018.html

      Merci pour cette référence !

  8. Mar 2022
  9. Dec 2021
    1. Web3 promises rewards — maybe even a kind of justice — for “users”, but Ethereum doesn’t know anything about users, only wallets. One user can control many wallets; one bot can con­trol many wallets; Ethereum can’t tell the difference, doesn’t par­tic­u­larly care. Therefore, Web3’s gov­er­nance tools are appro­pri­ate for decision-making processes that approx­i­mate those of an LLC, but not for anything truly democratic, which is to say, any­thing that respects the uniform, unearned — unearned!—value of per­son­hood.
    2. Web3 is best under­stood as a game, or a game of games. I don’t intend that as a dig: it’s a really good game! Vast and open-ended, deeply social, with lots of scores to tally … AND you can win real money?? I mean, that’s terrific.
    3. This message was emailed to the Media Lab committee. The assumed audience is subscribers who know roughly what Web3 is supposed to be, but aren’t sure what to think about it. (Here’s more about assumed audiences.)
    1. lit­tle plac­ards up top mak­ing it clear they are aimed at dif­fer­ent groups of read­ers. Those groups might overlap! They might also: not.
    2. the way they push back against the “context collapse” of the internet, in which every pub­lic post is, by default, addressed to everyone.
  10. Nov 2021
    1. Finally, teachers’, principals’ andstudents’ engagement and well-being during the pandemic

      Finally, teachers’, principals’ and students’ engagement and well-being during the pandemic

  11. Sep 2021
    1. https://tracydurnell.com/2021/09/26/getting-more-women-involved-in-the-indieweb/

      Some great questions here and it's a difficult problem.

      My personal solution is to do my best to provide personal invitations to people I think would enjoy participating and then trying to provide some space and support for them once they've arrived.

      I do remember a self-named DrupalChix group of women around 2008 who banded together and created their own space within the Drupal community. Their leadership from within certainly helped to dramatically move the needle within Southern California. (cross reference: https://groups.drupal.org/women-drupal)

    1. Why look ye, Rogues! D'ye think that this will do ? Your Neighbours thresh as much again as you

      Eternal struggle of competition here. The workers (and the poet) admonish that one compares themselves against their neighbors (competitors) than simply themselves.

      The fix for this is for the leadership/bosses to participate themselves to see if the yield isn't as good as it might otherwise be. So much could be fixed if the "boss" is involved in the actual work or physically on site at least some of the time to experience what is going on. Participation counts.

    1. Creating a community network ontology is therefore about much more than just knowledge representation. It also requires us to think about how this conceptual knowledge model affects real-world knowledge creation and application processes, in our case concerning participatory community network mapping. Its participatory nature means that we need to think hard about how to explicitly involve the community in the construction, evolution, and use of the ontology.
    1. Spectator involvement Spectators at the 1906 unofficial Olympic Games Main article: Spectator sport The competition element of sport, along with the aesthetic appeal of some sports, result in the popularity of people attending to watch sport being played. This has led to the specific phenomenon of spectator sport. Both amateur and professional sports attract spectators, both in person at the sport venue, and through broadcast media including radio, television and internet broadcast. Both attendance in person and viewing remotely can incur a sometimes substantial charge, such as an entrance ticket, or pay-per-view television broadcast. It is common for popular sports to attract large broadcast audiences, leading to rival broadcasters bidding large amounts of money for the rights to show certain fixtures. The football World Cup attracts a global television audience of hundreds of millions; the 2006 final alone attracted an estimated worldwide audience of well over 700 million and the 2011 Cricket World Cup Final attracted an estimated audience of 135 million in India alone.[25] In the United States, the championship game of the NFL, the Super Bowl, has become one of the most watched television broadcasts of the year.[26][27] Super Bowl Sunday is a de facto national holiday in America;[28][29] the viewership being so great that in 2015, advertising space was reported as being sold at $4.5m for a 30-second slot.[26]
  12. Jun 2021
    1. Giving peers permission to engage in dialogue about race and holding a lofty expectation that they will stay engaged in these conversations throughout the semester or year is the first of the four agreements for courageous conversation. While initially, some participants may be eager to enter into these conversations, our experience indicates that the more personal and thus risky these topics get, the more difficult it is for participants to stay committed and engaged." Singleton and Hays

  13. May 2021
  14. Mar 2021
  15. Feb 2021
  16. Oct 2020
    1. Isn’t life,

      This incomplete statement echoes with the lyrics "This life is weary" that Jose sang in the middle of the story. This incomplete sentence also leaves a blank for the reader to fill in according to their feelings.

  17. Sep 2020
    1. “I’ll skip my turn, thanks.”

      Having an option to not participate when not comfortable, I feel actually makes students want to participate more since they feel as if they have a choice.

    1. However, very little has been published in the academic literature about the factors that influence people to take part in citizen science projects and why participants continue their involvement, or not.

      What do we know so far? Where are clear areas where research can be done to improve our understanding of this?

  18. Aug 2020
  19. Jul 2020
    1. To participate in this work, please join the W3C and then join the Working Group. The Working Group mailing list is visible to the public and participation in the specification repositories is encouraged.
  20. May 2020
  21. Apr 2020
  22. Oct 2019
  23. Jul 2019
    1. The CUNY students I spoke with were universally opposed to — and dissatisfied with — these platforms

      How can students play a more active, integral role when institutions are considering adopting these platforms?

  24. Apr 2019
    1. By definition, if everyone can achieve a certain type of status, it’s no status at all, it’s a participation trophy.
  25. Dec 2018
    1. participatory approach is compatible with empathic user research [81] that avoids the scientific distance that cuts the bonds of humanity between researcher and subject, pre-empting a major resource for design (empathy, love, care).

      Definition of participatory design

    2. The quality of participation refers to valuing par-ticipatory processes that lead to the creation and evaluation of design prototypes.

      Definition of participation -- approaches taken in designing technology that users are not substitutable for one another

  26. Sep 2018
    1. community participation

      Establishment of bodies and paths for community participation in the development of new industrial activities and the assessments of their needs imposed by the labour market linked to the industry and its ups and downs.

  27. Jul 2018
    1. We could easily buy technology and put computers in every room, but it doesn’t mean the young people are going to feel comfortable using it — know about the programs that are on the computer, know where to get started, be able to find the YouTube video that could help, and teach themselves that technology is obviously more than just the hardware and software.
  28. Jun 2018
    1. pushing them to create their own knowledge and contribute thoughtfully to ongoing academic and civic conversations

      contribute thoughtfully, connect kindly, and go boldly... I think Troy's words here are the umbrella goal. Don't you?

  29. Mar 2018
  30. Nov 2017
    1. While these objectivesmay be derived from an analysis of what know-ledge is required for desired, complex perform-ances in the real world, and while effort is made toconnect classroom learning to real-world issues andproblems, from the symbolic perspective, the class-room activity in which students participate neednot replicate authentic, real-world practice in socialcontext. Through various activities, some authenticand some nonauthentic, students are expected toacquire fundamental symbol structures that willlater be recalled, combined, and used as analogiesto guide thinking and behavior in the world outsideof class.

      This makes me wonder what assumptions are made about students in regards to what knowledge they come with and what knowledge they are expected to already know. Also if the symbolic perspective don't need to replicate authentic activities, how will knowledge transfer to the real world?

    1. No Citation information available - sign in for access.

      Suharno, Susilowati, I., Anggoro, S., & Gunanto, E. Y. A. (2017). Typical Analysis for Fisheries Management: The Case for Small-Scaler of Shrimp Fishers. Advanced Science Letters, 23(8), 7096–7099. https://doi.org/10.1166/asl.2017.9299

      Suharno, Susilowati, I., Anggoro, S., & Gunanto, E. Y. A. (2017). Typical Analysis for Fisheries Management: The Case for Small-Scaler of Shrimp Fishers. Advanced Science Letters, 23(8), 7096–7099. https://doi.org/10.1166/asl.2017.9299


  31. Oct 2017
    1. advocates for broadened access to learning that is socially embedded, interest-driven, and oriented toward educational, economic, or political opportunity.

      This idea of "Connect Learning" connects directly with one initiative that we are currently implementing at the school I work at. This initiative is Project Based Learning from the Buck Institute for Education. Specfically the ideas of interest-driven and socially embedded aligns with the PBL components of "Authenticity" and "Sustained Inquiry."

    1. understand and build upon the learning that occurs in the homes and community cultures of students from diverse groups

      I'm eager to learn more about this. We are trying to be more inclusive in our work as a department and I hope this will provide us some suggestions for moving forward.

    1. Nevertheless,manystudieshavefoundlittleevidencethatsociallyandeconomicallydisadvantagedgroupparticipationincreaseswhenpoliticsisconductedthroughtheInternet,whetherinwaysthatmimicofflineforms,suchaspetitions,ornewones,suchassocialmedia

      Hay un "remedo" de participación, que presupone que porque tenemos acceso a Internet estamos participando. La participación real debe estar asociada a modelos socioeconómicos que la hagan posible y la valoren más allá del extractivismo y la exclusión actual.

    1. Thus, instead of focusing on the children's language designation or fluency ineither Spanish or English, the practices of this community facilitated movement across languagesand registers toward particular learning goals

      I believe this argument, where hybridity within the third space allows for movement across languages in a means that promotes literacy development is the most convincing. I look forward to reading more regarding how hybridity can influence literacy development and language acquisition, especially for those students who qualify for CLD services.

    2. ot recognizenor have the training necessary to see diversity and difference a

      I would be surprised if this is truly the case. I would argue that it's more typical for teachers to say they don't have the time or resources to really exploit an opportunity to create a new learning space. They state this hypothesis in the article, but do not cite how they came to this conclusion. I'm assuming it's more of a theory, and I'd argue that it's more likely teachers see "time" and other commitments as an obstacle as well.

    3. . Some learning communitiestry to ignore, resist, and suppress these changes, whereas others recognize these points of disrup-tion as the building blocks for potential learnin

      After going through the readings for this week, I find this was (I hate to admit), my personal experience when I was in the classroom. I tended to resist or placate opportunities for further learning within the the "third space." Typically this would come in the form or having students "get back on topic" or let them know that we might be able to discuss that later. I think when you're a new teacher, one wants to stick with the curriculum because of how safe it is, and do not have the experience or classroom management ability to and transition to the lesson example provided within the reading later (the reproductive grade school example.

  32. Sep 2017
  33. instructure-uploads.s3.amazonaws.com instructure-uploads.s3.amazonaws.com
    1. The survey responses indicated that often learn-ing was distributed over several settings and across many types of resources.

      True. We see this too in language acquisition and assessment that can account for that learning outside of the classroom.

    2. Others fi nd computers to use in public spaces such as Internet cafes, computer clubhouses, or libraries.

      It would be interesting to see more recent data showing how cellphones have impacted this.

    1. From this perspective, the individ-ual is a container with a sort of substance (albeit,symbol-based) called ‘knowledge’ inside. Learningis the acquisition, construction, and qualitative re-organization of this substance (knowledge), andthe success of the learning process is measured bythe transfer (application) of this substance from oneplace (the context in which the knowledge wasacquired) to another (a different context in whichthat knowledge should be used).

      This idea of an "individual as a container" from the Symbolic Processing Theory reminds me of the Banking Approach to education that Pablo Friere discusses as an oppressive form of learning in Pedagogy of the Oppressed (1970). Wheres as the authors in this text describe human beings as ones that process information and are "the container" for the input (knowledge), Friere describes how children are banking accounts that receive information. Although Friere may have discussed this from a sociological standpoint, I would argue that one can make a strong link between the Symbolic Processing Theory and the unauthentic and oppressive forms of learning described by Friere.

    2. Teachers are viewed, not justas transmitters and challengers of knowledge anddesigners of instructional tasks that help studentsconstruct individual understandings of subjectdomains, but as founders of classroom learningcommunities that extend and connect to authenticcultures of practice

      This idea feels central to the claims of this text. As I consider and wrestle with the ideas in this text, I see the claims as being a both/and because the mental processes of cognition are situated in the context and production of the community's work. It's the practical application of the ways of thinking within situated communities that builds the skills and thinking pathways of students.

    3. a process thatinvolves emergent reorganization in the patterns ofmember activities, coupled with a growth of sharedknowledge through changing practices and the cre-ating of artifacts and tools that facilitate work.

      If this is discussing the professional level, then, at the k-12 school level, this might go beyond just forming classroom communities, to students experiencing the community of discourse situated in each discipline (aka disciplinary literacy). This is a powerful consideration when considering authentic classroom experiences embedding the thinking and communication unique to each discipline.

    4. Yet, many educational research-ers, theorists, and practitioners today are success-fully fusing both points of view within their work

      I was familiar with both theories that were discussed in this article before reading it, however, I had never had them explained to me in these terms (symbolic processing theory and situativity theory.) I was glad that the article gave clear guidance on how the two work together, especially in the above mentioned paragraph about how a teacher is the transmitter of knowledge but is also responsible for creating a classroom community. I was also able to make some connections between these two learning theories and work we did in our leadership class (especially in terms of distributed leadership!)

    5. Analogical (schema-based)reasoningEnhanced ability to participate in newcommunitiesFlexible situational construction(cognitive flexibility)Learning environmentcharacteristicsDiscourse communities Cognitive objectivesClassrooms and schools extend broadersocial communityMastery of prerequisitesExplanation-based learningAuthentic activities Group and individual workTools of authentic practice Problem-solving tasksVaried levels of participation Skill practiceMentoring and apprenticeship MemorizationUse of representational tools an

      As a adult learner, which "classroom" would you rather participate in? I think this is also where as adults we know what works best for us as a learner and what information is useful.

    1. Surman and Reilly (2003) focus on appropriation of networked technologies in a strategically, politically, and creatively innovative manner oriented toward social change. In this context of advocacy, effective technology appropriation includes strategic Internet use for collaboration, publishing, mobilization, and observation. Here, the delineation between the use and appropriation occurs when technology is adapted to reflect goals and culture. Camacho (2001) describes appropriation by civil society organizations at the pinnacle of a technology use ladder. In the middle of the ladder, organizations focus on adoption of conventional technology. Toward the bottom, organizations and individuals with constrained access or slow adoption rates lag behind and seek access to technology. At the pinnacle, however, pioneers and activists appropriate technology to promote causes, for instance, creating flash mobs through mass text messaging to instantaneously organize large groups of people for social protest

      Desde el comienzo, el Data Week ha estado preocupado por la perspectiva de transformación social en la apropiación tecnológica al estar vinculada con la creación de capacidad en la base, modificación de la infraestructura y la amplificación de voces ciudadanas frente a iniciativas privadas o públicas.

    2. This article frames appropriation as a political process.

      [...] ICTs provide unique flexibility for users to interact and re-invent. ICTs can be modified and re-programmed, whether the ability to modify is explicitly enabled through design or uncovered through hacking. Device producers, application designers, content creators, service providers, and end users can therefore engage in the creative appropriation process and insight into social, economic, and political impacts can be gained exploring appropriation modalities.

      Esto se puede conectar con la introducción respecto al caracter fluído, pero paradógico de las tecnologías digitales.

      Nótese acá la connotación de hacking en términos de apertura y reinterpretación.

    1. Automatic and fluent retrieval are important characteristicsof expertis

      This is something that is often a misconception as it relates to the common core standards. Folks often say that there is not automatic retrieval of mathematical facts. However, this is not the case as the standards, when implemented properly, builds on conceptual proficiency to build this kind of automaticity--rather than just starting from automaticity.

    2. r example, it would be a mistakesimply to expose novices to expert models and assume that the novices willlearn effectively; what they will learn depends on how much they knowalready.

      How do we get all learners to think like experts?

    1. Itisclearthatfor Koffkatheprocessofmaturationpreparesandmakespossiblea specificprocessoflearning.Thelearningprocessthenstimulatesandpushesforwardthematurationprocess.Thethirdandmostimportantnewaspectof thiS'theoryistheexpandedrole itascribestolearninginchilddevelopmentlThisemphasisleadsusdirectlyto an oldpedagogicalproblem,thatofformaldisciplineandtheproblemoftransfer.

      Already this article seems to draw some interesting parallels to the book "Age of Opportunity". http://www.laurencesteinberg.com/books/age-of-opportunity

      In this book, it is argued that the brain is more malleable for certain types of learning depending on the age of the subject. That is, young children's brain malleability, what the book calls plasticity, is highest for mostly very sensory learnings (i.e. sight, sound, language, etc.), whereas adolescents' brains are most malleable/plastic for developing higher order thinking skills. I would love to know how people think this fits this third theoretical postion Vygotsky presents.

    2. Developmentormaturationisviewedas apreconditionoflearningbutnevertheresultof it. Tosummarizethisposition:Learningformsasuperstructureoverdevelopment,leavingthelatteressentiallyunaltered.

      Does development occur regardless of exposure to learning or does development occur because of learning?

    1. While one must learn to deal with the social aspects

      It's difficult to try to shift my paradigms when reading this article.

      What I mean is that the article was written in 1996 and it's ideas obviously built prior to 1996. The world and the economy that our educational systems serve are dramatically different than those conceptualized in this article. How do we consider the claims in these in light of current circumstances, notably that we actually have a much harder time providing preparation for jobs now because many students will be hired tomorrow for jobs that don't exist today!

    2. l, & Wood, 1992; Lesh & Zawojeski, 1992; Resnick, 1994). Particularly important has been situated learning's emphasis on the mismatch between typical school situa- tions and "real world" situations such as the workplace, where one needs to deploy mathematical knowledge

      The purpose of learning is to prepare children for the real world and future careers. Educators need to remember to include real world connections in order to provide meaningful learning experiences for students.

    1. quilibration ,

      It's interesting how this may show up in modern research related to social emotional learning. That is, when learning different social emotional skills--such as coping, anger management, or knowing when to employ mindfulness practices--how do kids equilibriate to build these skills? And is self regulation a fundamental factor in development or is it THE factor in development?

    2. Now I sh ould like to show that learn in g is possible in the case o f these logical-mathematical structures, but on one con dition—that is, th at the st r u ct u r e wh ich you w an t t o t each t o the su bject s can be supported by simpler, more elementary, logical- math ematical structures.

      This is similar to the process for teaching complex mathematical topics; CRA- Concrete, representational, abstract.

    3. Bot h P iaget an d Vy got sky con sid e r e d lear n in g an d developm en t t o beim portan t an d distinct psych ological pr ocesses. However, they differed in how theyviewed the relationship between these processes as well as the role th at each playedin organ izin g an d guidin g developmen t.

      I wonder if the resolution between differences in process, organization, and development will be the same as the conclusion from the article on cognitive and situative learning theory. Derry and Steinkuehler concluded that the fusion of both theories, yielding a more complete methodology, was the next iteration in the understanding of learning and education (Derry & Steinkuehler, 2003).

    4. earning is possible only when there is active assimilation . It

      Children are not able to learn new information unless they are ready to receive it or participate in active assimilation. Students' physical, mental, social, and emotional needs need to be satisfied before they are ready to process new knowledge.

    1. Successive waves of activists saw the Internet as a tool for transparency. The framing of openness shifted in meaning from information to data, weakening of mechanisms for accountability even as it opened up new forms of political participation. Drawing on a year of interviews and participant observation, I suggest civic data hacking can be framed as a form of data activism and advocacy: requesting, digesting, contributing to, modeling, and contesting data
    1. Learners of all ages are more motivated when they can see the useful-ness of what they are learning and when they can use that information to dosomething that has an impact on others—especially their local communit

      How can we make opportunities for students to share and apply what they are learning with the community, especially in the current high-stakes testing environment?

    1. schools need to develop ways to link classroom learning toother aspects of students’ lives.

      Learning should be a life-long goal and skill applied throughout all aspects of children's lives. By connecting what happens at home to what happens at school, educators are instilling the belief that learning is an ongoing life skill allowing students to make meaning from their learning.

    2. undamental understanding about subjects, includinghow to frame and ask meaningful questions about various subject areas,contributes to individuals’ more basic understanding of principles of learn-ing that can assist them in becoming self-sustaining, lifelong learner

      Students are expected to engage in higher level thinking and learning including critical thinking, making connections across content, creative problem solving, and self-regulation in learning in order to prepare them for 21st century careers.

    1. arning the parts in isolation is gen- erally easier, as Anderson et al. pointed out, but part learn- ing has the additional requirement of learning how to do the parts in combination, and if that requires considerable time and effort, the parts and combination method can b

      Students need to understand how the parts make up the end result. They need to understand the purpose and meaning behind learning.

    1. Yet as a number of scholars have argued, access to normative disciplinary knowledge alone (a “sameness as fairness” approach) does not beget more expansive forms of equity

      This sentence makes me think of the debate of equality vs equity. Giving every student the same learning environment and resources does not mean each student will have the same opportunity to reach success. Students with learning disabilities, students who speak languages other than English, and students who live in poverty need to be given different supports in order to reach success. It reminded me of this image Image result

  34. Aug 2017
    1. Our approaches to teaching and research need to value the political analysis and visions of young people that defend and further the rights and well-being of Indigenous people, people of color, immigrants, Muslims, women, people who are differently abled, LGBTQ communities, and the earth

      Should this approach to teaching and learning also include the political analysis and visions not aligned with the defense and furtherance of diverse stakeholders? Where is the direct non-confrontational engagement in academia of those on the political right? This did not happen in a vacuum, but a one-sided examination of causes and next steps perpetuates the "vacuum" feeling.

    1. We believethe emerging result may be a complex systemstheory of cognition understood in its broadest eco-logical sense, and that the resulting methodologicalapproach will be superior to either theoreticalviewpoint standing alone, capable of providingmore complete understanding of learning and edu-cation.

      I'm glad that this will hopefully lead to a more thorough understanding of learning and education, but I wonder how long will it take to transform practices in public education. It seems public education is long overdue for a change in accepted practices given the current job market and workplace expectations.

    2. Table 1. Situative and symbolic theories: alternative lenses for educational research and practice

      This table is a great illustration of the types of classrooms that could be encountered at a typical school. There is the class where knowledge is contained in a person (teacher) and the class where knowledge is created. The best possible scenario is an opportunity to learn and apply new skills.

    3. Taken together, symbolic processing and situa-tivity theories provide the foundations for an im-portant and growing field of study known as ‘thelearning sciences’, which is currently having tre-mendous impact on educational research.

      It seems the more we learn about theories that appear to be at odds, more is learned about how to understand novel situations.

  35. Mar 2017
    1. Depuis maintenant une quinzaine d’années, à la suite de l’article inaugural de Tim O’Reilly, toute l’industrie du « web 2.0 » déploie des discours qui célèbrent les vertus de la participation, du collectif, du pouvoir de l’utilisateur et de la convergence médiatique, aujourd’hui facilitée par le « cloud »[+] NotePour une critique de cette notion voir Gustavo GOMEZ MEJIA, « De quoi le “nuage” est-il le nom ? Le statut des supports face aux régimes du cloud computing », Communication & Langages, 182, 2014, p. 77-93. [10]. Le but : capter l’attention des utilisateurs et monétiser leurs productions, en se parant des vertus de la démocratie, du partage et de la collaboration. S’il ne faut pas noircir le tableau, en réfléchissant uniquement en termes de « manipulation », on ne peut pas non plus ignorer le poids qu’ont ces dispositifs sur la naissance et la trajectoire des formes médiatiques.
  36. Dec 2016
    1. you can sit and be totally involved with your own mind and be totally uninvolved with everything around you, unaware of forces that are influencing you-forces that are helpful for you and forces that are not helpful for you. This is a profound disadvantage! This is why people are having problems. There is not a problem with reality, but there is a great problem with interpretation and self-absorption. At the very beginning of true learning, then, each person must become aware of their self-absorption-how much they are involved with their own mind and how little they are involved in life. Often it can seem very upsetting or disappointing and even insulting when you find out that you are actually experiencing very little of life and thinking a great deal.
    2. Now, there is only so much survival training that is required, and there is always a little bit that is needed ongoing because it relates to your need to provide income for yourself and to get along with other people. You live in a social setting as well as a biological one. You must survive physically and you must survive socially. To do this you must develop your personal self so that you can communicate and participate with people effectively and be able to manage the simple affairs of your life. This is ongoing because even with a greater emphasis in life, you will have to develop and cultivate your personal self to accommodate this greater emphasis. Do not expect God to come and give you a great mission in life until you have the capacity for it.
  37. Jan 2016
  38. Dec 2015
    1. The key word here is conversation.

      And wouldn't this book have been even more of a conversation had they also published it on a platform like WordPress using PressBook's plug-in. Hey, they could still do it, right?

  39. Nov 2015
    1. Blogs:

      Linking to other blog posts in our posts is a great idea to really share the love.

      Stealing this idea of mini-event blog rolls at the end of posts.

    2. will be great just like the long bridge we made!

      What a wonderful metaphor.

    3. I also loved the bridge making session were we were supposed to make the longest possible paper bridge with half of the team blind folded.

      I am totally going to go this lesson at my fir Mozilla Club meeting next semester.

      One thing that struck me about Mozfest was how often tech was never present in a session.


    1. When this distributed leadership through participation is collaborated, and everyone devotes something, learn from others; the whole group benefits and move forward together. This is what reflects the true meaning of participation and leadership.

      I am going to use this piece in my class as an example of leadership and advocacy.

    2. I believe everyone is a leader, and it is the participation of the community members which acts as a pillar to the community.

      This is a wonderful definition of distributed leadership. We need to recognize horizontal and vertical pathways of community support.

    3. This week I also got my name in Mozilla about:credits,

      That is awesome. Congrats. This is my favorite #mozfest post. It details how leadership and advocacy spread across the web.

    4. Anup, our community mentor, got a chance to attend MozFest 2015. Last Saturday, he took an online session on vidyo,

      This outreach, right after #mozfest is a good idea.

  40. Oct 2015
    1. Vanessa, the executive direc-tor of Youth Rising, said that she felt pressure for groups like hers to appear“youth-led,” but that this was sometimes unproductive because youth need supportto develop certain skills necessary for political action.

      How is political activism being modeled for these youths? Was there intent participation from which they can observe and learn until they built confidence to proceed independently or were they expected to figure it out on their own with minimal guidance? This is a departure from the examples we have been looking at until now.

  41. Sep 2015
    1. It renders the referent, the object, at which Susie is laughingproblematic; it poses a puzzle for Julia and encourages her to figure out whathas happened.

      Is the underlying premise for crafting participation about creating a space for curiosity?

    2. seen to witness the activities of others, to responding to their action andhaving them respond to yours.

      This sounds similar to book clubs and movie clubs, an opportunity to share the experience of a piece of art.

    3. A feature of the world is progressively discovered by virtue of oneperson noticing someone else notice something. The objects, their character,interdependence and functionality are assembled then and there by virtue ofhow others selectively orient and respond to the world in which they arelocated

      This reminds me of elementary school science fair!

  42. Aug 2015
    1. There are two broad narratives about politics that can be glimpsed between the lines here. Both are, in the argot of the day, problematic.

      The two paragraphs that follow are spot on. Nerds think government doesn't do anything right and they see government as this monolith thing apart from themselves rather than something they can and should work to affect, rather than circumvent.

      One thing I got out of reading Graeber's "Democracy Project" was the idea that it is not rational people that inhabit the middle of the political spectrum. Most people are more radical than the media makes it seem. The media reinforces the narrative that if you hold strong political opinions you are a radical. Your neighbors think you're crazy. You should probably just follow the herd, more.

      While there are definitely fundamentalists at the political extremes, there are also great thinkers.

  43. Nov 2014
    1. Still, there are hints that, while the discussion of the group is still being framed, the bitcoin industry could assert itself in the process through greater involvement.

      "Hints"? That's the whole point. Participation is all there is. Do it.