16 Matching Annotations
  1. Apr 2017
    1. collectively engage

      through what tools?

    2. imagines

      "is building"

    3. Instead, we offer a publishing model that is open and networked, engaged and playful. We have previously addressed the importance of reconsidering citation, not as purely formulaic and ethos-building, but as an engagement in authentic peer-review and community. Toward that end, we are rebranding the typical “Call for Submissions” as a more open and dialogic “Call for Participation.” 

      A vision needs hands to build with, otherwise it is not vision, but a dream. While I can annotate, and share some basic information, how can "hands" create a life-meaningful experience where there is a legitimate community of knowledge building practice? I am looking to dive in a sea of meaning and action, not skip across the surface and land again [on-ground].

    4. Hybrid Pedagogy brings teachers and scholars into conversation and makes students of them.

      Does it? In what way? How does it bring me in? As I can go to a teacher in office hours, or navigate a list of courses and then enroll for some semester long action, how can I go to DPL? How can I enroll in some action and participate?

    5. Hybrid Pedagogy imagines a new field of discourse — pedagogical studies — which engages educators at every level to re-imagine pedagogical methods and goals for the mutual benefit of learning communities.

      What are they pathways for such action? Where is the social motivation and value? How can that value be built and collected?

    6. Hybrid Pedagogy, the journal, resists totalizing definitions of its mission and audience, working instead to methodically reveal itself and its function, over time, through the contributions of its community.

      In what way can a community form and take action within DPL currently? What can I see, touch, form, interact with, cast onto, think about, and find? How do my actions ripple into the pond? Or are they cast into a deep hole with no bottom to echo off of?

  2. Mar 2017
    1. hack the new rhetoric of gamification in order to get back to the values of play.

      I am a early PhD, and for me, I am trying to answer how will my work and publishings align to this mission. I am new to DPL, perhaps I can write soon for it. But this question lines up with my work and career, I need to find how others are answering it.

    2. Making something into a game does not automatically make it a more enriching learning experience.

      And games sometimes lack enriching learning experiences too. That is something I think most game companies don't hire for yet, educational developers, which I think could make their games far more enjoyable for players.

    3. Games can lead to insight and reflection. Play, however, opens space for discovery and creativity. My students’ Jeopardy game encouraged rote memorization and winning. The Monopoly/Farmville game play, on the other hand, initiated real discussion, investigation, and action.

      This. And as a new age game designer, this is also super important in making games that people love and learn from, its not always about something instant, but about a deeper experience of learning. It doesn't matter if you are fighting a space faring galactic monstrosity, or writing collaboratively with other students to make a wiki article, the actions become more than themselves.

    4. while the more difficult questions tested who could re-read the fastest.

      Silently bellowed my sides off when I read this. And in some classes I wish I could just re-read and answer a question. My current one limits such behavior, so in most cases you just drift off and stop paying attention...

    5. Exploration and rules need to be able to coexist productively for my kids, not for the software company.

      I think some games do this well, Tropico 5, Minecraft, Robocraft (vehicle/robot fighting game!!!). But it still is not part of most, and rarely does it let you redefine the rules. Although having such freedom would be exciting.

    6. Throughout the collaborative peer review process, the author’s own feelings about his writing are as important as the opinions of the editors. We in the process are a fellowship, all editors, all writers. A typical review process includes discussion about the overall direction of the piece, its voice, as much as the specifics of its rhetorical strategy. This is done with the author in as cooperative and supportive a way as possible, with an insistence not on academic excellence or perfection of prose, but on deliberate choices, discernment, and a care for the work that goes tirelessly until the piece is complete.

      In a way, this is a discrimination towards good dialogue. (1) I think this is the right way to go. (2) It might be helpful to visualize this process and provide a way for writers to promote their time investment. In other words, good writers can become distinguished via practices of discrimination. Discrimination here only means to find a difference, and by doing so value is created. The most elite journals do this (likely with some bias) and the value created is clear, as well as the motivation to publish. (I am a gamer so here it comes!) In the digital, humans often collect vast houses stored with all sorts of armor, shields, magic wands, training guides, tutorials, arts, and so on. I think that one thing that digital journals have yet to do is to make those vast houses for writers to fill. I feel like digital journals are competing with the analog, and have not yet leveraged the vast house digital can provide.

    7. Jesse has said, “that what we were creating was not a traditional academic publication. What we wanted to build was a network, a community for engaging a discussion of digital pedagogy, critical pedagogy, open education, and online learning.”

      What tools can help this network grow? How can I as a learning scholar connect with other readers, form groups, create libraries, organize info, and find others to teach and learn from? A paper journal does more than pass information, but a community of practice functions around it. What can help a digital community flourish?

    8. Analog Pedagogy / Digital Pedagogy

      Maybe analog is the best word for "real" going forward. I hate thinking "real" somehow distinguishes "digital" from being real. What is not real about it? Sure it is truncated when compared to the multiplicity of a dynamic and ever-changing analog world, but that doesn't reduce it to being less than real. I can drum up any number of stories and examples where someone connects to a digital experience with fervor.

    9. The word “hybrid” has deeper resonances, suggesting not just that the place of learning is changed but that a hybrid pedagogy fundamentally rethinks our conception of place

      To me, this also means considering the actions that occur in such spaces. I am a gamer, and I visit many worlds and have wildly different learning experiences across digital "places." But it is not the fact that it is digital or a place that matters, it is what I am able to do that makes the difference.

    10. Our students are required to develop a professional digital identity, and their blogs are central to this.

      The way we are visible to others is changing. Science 50 years ago was quite closed, and relied on paper constructs to pass and organize knowledge. As well as face2face. We are now able to be present in many places at once and hold asynchronous convos with increasing complexity. How will we design new tech to meet our evolving digital culture? I am seeing DPL on the forefront, and hope to contribute...