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robertogreco : pamhook   50

Learning as an ongoing artwork — HookED
"It is the beginning of a “long weekend” in Auckland – I am lost in Hans Ulrich Obrist’s “do it” – a breath-taking and thought provoking compendium of “instructions for others to make into works of art”. You can read Maria Popova’s Brain Pickings post about the compendium here.

Digital ImageI was thinking about writing instructions for an art project currently underway – AKA fix a one-day deal pet camera to your dog’s collar – before setting out on a walk around a local suburb. We got some promising images, plus a few folded jowl shots before bulldog slobber overwhelmed the camera mechanism.

It strikes me that SOLO Taxonomy could easily feature in the “do it” compendium – it is easily re-imagined as a set of instructions for someone else to make into an artwork.

My SOLO based “do it” instructions for creating art follow:

1. Observe everything.
Sub text – Notice especially those things/ideas we are blind to – those ideas and things so familiar that we feel we know them and thus no longer “look” at them. Observe things “recognised” rather than “observed” – for recognition is a barrier to observation.

2. Let one idea or thing nudge up against you.
Sub text – Let one idea brush past you like a lover with a desire to be noticed. Identify the idea. Let it capture all your attention. Do it and let it be a focus for perception. [SOLO unistructural outcome]

3. Sense the idea in multiple ways.
Sub text – Touch the idea; let your fingertips trace its boundaries and liminal zones. Caress the idea with the inside of your wrist. Rub your back against the idea. Use the idea to massage the knot out of the back of your neck. Scratch at and then pinch the idea. Pummel the idea with your fists. Rake the idea with your toes. Taste the idea; lick it, kiss it, mouth it, nibble it – take great hungry gaping bites out of the idea. Swill the idea around inside your mouth – spit the idea onto a pavement or down a drain. Listen to the idea; listen to every rustle and listen to it rage and rail. Shut your eyes and sniff, sniff, sniff the air surrounding the idea. Breathe deeply so that the air from each breath flows over the surface of the idea enveloping it. Use the Bernoulli principle to calculate the lift force on the idea. Calculate the size of the boundary layer around the idea and its evaporation index. Drag in every scent, every smell no matter how nuanced – no matter how rank. Bury your nose in the idea. Do it – all of it – and know the idea with all your senses. [SOLO multistructural outcome]

4. Encourage the idea to mingle with many other ideas.
Sub text – Let your idea form nodes and networks with other ideas. Do it by looking for patterns – symmetries and asymmetries, harmonies and disharmonies, proportions and scaling, reflections and rotations, rhymes and rhythms and irregularities and arrhythmia, causes and consequences, variance and invariance, repetitions and time lines, structures and geometries, similarities and differences, connections and disconnections, balances and imbalances. [SOLO relational outcome]

5. Form analogies.
Sub text – Find seemingly disconnected ideas that share deep truths, properties or functions. Make whakataukī. [SOLO relational and extended abstract outcome]

6. Step back and look at the idea as if seeing it for the first time.
Sub text – Look at the idea in a new way – from another perspective, another place, another time. Empathise with the idea. Become the idea. Re-create the idea. [SOLO extended abstract outcome]

Why do I post this?
I am thinking of learning as an on-going art project."
pamhook  2013  art  openstudioproject  howwelearn  cv  tcsnmy  unschooling  hansulrichobrist  solotaxonomy  analogies  perspective  patterns  patternsensing  looking  observing  noticing 
october 2013 by robertogreco
When you stare into the eye of a whitebait... - Artichoke
"It was a “when you stare into the eye of a whitebait” type question.  Because when you stare into the eye of a whitebait, its protruding lens and fixed-size pupil stares right back at you in a very knowing 360-degree gaze.  A “when you stare into the eye of a whitebait” type question is a question that demands/extracts a response."
questions  questioning  skepticism  pamhook  artichoke  2011  johnhattie  neilpostman  culture  change  technology  teaching  learning  education  artichokeblog 
october 2011 by robertogreco
Muddying titles and Charlie Chaplin's Speech in "The Great Dictator (1940) - Artichoke's Wunderkammern
Chaplin [unmixed here: http://www.youtube.com/watch?v=qLci5DoZqHU ]: "Greed has poisoned men's souls; has barricaded the world with hate; has goose-stepped us into misery and bloodshed. We have developed speed, but we have shut ourselves in. Machinery that gives abundance has left us in want. Our knowledge as made us cynical; our cleverness, hard and unkind. We think too much and feel too little. More than machinery we need humanity. More than cleverness, we need kindness and gentleness. Without these qualities, life will be violent and all will be lost. The aeroplane and the radio have brought us closer together. The very nature of these inventions cries out for the goodness in man; cries out for universal brotherhood; for the unity of us all."

Koolhaas: "Conceptually, each monitor, each TV screen is a substitute for a window; real life is inside, cyberspace has become the great outdoors..."
pamhook  charliechaplin  machines  technology  life  humans  humanity  humanism  human  freedom  independence  levmanovich  remkoolhaas  schools  education  inception  hanszimmer  collaboration  newmedia  2011  democracy  remix  remixing  collage  opensource  interactive  interactivity  authorship  internet  web  online  literacy  kindness  gentleness  tcsnmy  lcproject  unschooling  deschooling  socialemotionallearning  relationships  artichokeblog  socialemotional  remixculture 
june 2011 by robertogreco
Pedagogical Promiscuity and "Assessment for Learning" - Artichoke
"What kind of “assessment for learning” is appropriate in the age of Google and Wikipedia? Facebook and You Tube? Smart phones and text messaging? Twitter and blogging? (after Manovich on Soft Cinema).…

It seems that exposure to the multiliteracies most advantage those who are already advantaged.

There is a lot more thinking needed here – but it seems plausible that thinking critically about what kind of “assessment for learning” is appropriate in the age of [insert your preferred descriptor] is useful thinking. It may protect us (and our students) from futurist induced pedagogical promiscuity next year – by preventing the indiscriminate adoption of too many different pedagogical approaches."
assessment  learning  education  openeducation  openphd  artichoke  affluence  wealth  disparity  schools  literacy  literacies  technology  knowledge  curriculum  future  policy  digital  digitallearning  blogs  blogging  commenting  peerreview  peer-assessment  newmedia  charlesleadbeater  twitter  usergenerated  content  artichokeblog  pamhook 
december 2010 by robertogreco
On Overestimation - Artichoke's Wunderkammern
"I am interested in what is claimed - in how I can know. This statistic surprised me - I had bought into the hype around the role of Twitter in the Iranian protests. My distrust of the motives of media and commerce moves me towards an increasing normlessness. Is there anything I can aspire to or hold as true? Leadbeater's analysis of "the cloud" is powerful and expressed with a simple elegance and logic. It has many other insights that provoke new thinking about stuff I thought I knew. Leadbeater is someone who has oftentimes provided a balance to what I hear claimed at educational conferences and read in blogs and other media. This article in The Edge reminds me that I must always seek the measured commentary."
twitter  iran  charlesleadbeater  artichoke  media  estimation  overestimation  truth  statistics  cloud  hypertext  artichokeblog  pamhook 
february 2010 by robertogreco
We are attached to the one and long for the other. - Artichoke's Wunderkammern
"Place is security, space is freedom: we are attached to the one and long for the other.” P3 At first only the point of entry is recognised; beyond lies space. In time more and more landmarks are identified and the subject gains confidence in movement. Finally the space consists of familiar landmarks and paths – in other words, place. P71 Yi-Fu Tuan 1977 [See also: http://bit.ly/ccBvPG ]
place  identity  security  freedom  neo-nomads  nomads  artichokeblog  pamhook 
february 2010 by robertogreco
On unplanned and unplannable moments - Artichoke's Wunderkammern
"The best moments of life are usually unplanned for, indeed unplannable. The most one can do in designing a house to further intimacy and family living is to allow enough space to have one occupation take place beside another, so that people will meet spontaneously even when they are not drawn together by a common job. What is wrong with too sedulous a division of labor is simply the fact that it divides people." Mumford PEDIATRICS Vol. 55 No. 2 February 1975, pp. 265
janejacobs  serendipity  crosspollination  intimacy  family  glvo  design  unplanning  unschooling  planning  homes  houses  artichokeblog  pamhook 
february 2010 by robertogreco
…My heart’s in Accra » Geocaching: Augmenting Reality for Enhanced Serendipity
"I love the idea of geohashing – the arbitrary nature of the algorithm has a purity to it that appeals to me. But I haven’t gone to find a hash yet. A cache implies that someone else thought a spot was worthy, in some way, to be encountered & appreciated – a hash has none of that baggage, for better or worse.

I’m interested in building structures that facilitate serendipity, because I worry that I, you & everyone else spends too much time walking familiar paths & too little time wandering in the wilderness. I worry about this in terms of news and information most often, wondering how we find ways to filter the rich information flows of the Internet without filtering out the unfamiliar & provocative. I’ve been making the case that we should stumble into unfamiliar territory because it’s good for us. But that’s about as effective as telling me that I should hike because I’m fat. Perhaps someone (me?) needs to start hiding caches of rubber ducks in strategic corners of the Internet."

[later: http://artichoke.typepad.com/arti_choke/2010/02/i-worry-about-a-world-with-less-risk.html ]
ethanzuckerman  geocaching  geohashing  augmentedreality  serendipity  tcsnmy  discovery  travel  projectideas  glvo  web  internet  artichokeblog  pamhook  ar 
february 2010 by robertogreco
Gawande’s Checklists: "I know what to do and why thinking". - Artichoke
"pedagogical tension btwn using “instrumental learning” processes where students are explicitly taught skills & strategies thought necessary for concept progression (more usually examination success in secondary schools) & using “relational learning” processes that build “I know what to do & why” understanding...tension that is particularly evident in secondary schools where the second approach is represented as time hungry, uncertain & inefficient. Many of those wanting to build relational understanding w/ students assume that spending time on rote procedural knowledge is an important precursor for developing deeper conceptual understanding. This seems like a common sense approach – a let’s keep a foot in both camps kind of approach. However, research findings in math education suggest otherwise. It seems more likely that, in maths education at least, time spent building prior instrumental understanding is an interference to, not an aid to, developing relational understanding."
cgimath  artichoke  education  learning  teaching  schools  curriculum  procedure  math  relationalunderstanding  students  understanding  design  atulgawande  medicine  rotelearning  tcsnmy  pedagogy  artichokeblog  pamhook  rote 
january 2010 by robertogreco
Artichoke: If school is disturbance, is it virtuous?
"imagine “school” as an experience – a learning experience where learning & learners themselves are both flexible & ephemeral like the conversations we might hold when walking across a mall. “Future School” becomes an experience where afterwards there is little material trace – a concept where “living memory” rather than “products of learning” dominate our discourse. When school is imagined as “nomadic” experience, then pedagogy becomes a “deliberately slippery and heterogenous practice”? Raley describes the categorical unity of tactical media as “disturbance”. What if we understood “school” as disturbance?...Can “school” be imagined as a process – as a “tool for creating temporary consensus zones based on unexpected alliances”...perhaps “future school” can be an experience rather than a place – & we can understand “school” as we do art – as something transitory, precarious & uncertain that helps us learn how to inhabit the world in a better way."
schools  learning  lcproject  tcsnmy  transitory  experience  education  unschooling  deschooling  explodingschool  future  place  architecture  disturbance  conversation  nomads  neo-nomads  identity  process  product  schooldesign  comments  artichokeblog  pamhook 
june 2009 by robertogreco
Artichoke: Crack learning, the achievement gap and Sisyphean struggle.
"This made me think of “crack learning” and how we might understand learning based on actions of removal rather than by constantly adding new layers and materials to our schools, classrooms and students. I wanted to ask .. What would happen to learning if we removed "the din"? ... What would happen to learning if we removed the expectation that "progress" requires unrelenting change and innovation ... What would happen to learning if we removed "the rush", if we slowed down, learned how to see and took time to realise that all things connect? ... Reading Gladwell made me fret that all our MoE sanctioned interventions to reduce our achievement gap are perhaps a Sisyphean struggle – made me think that perhaps we are doomed to always struggle because in targeting schools we are targeting the wrong intervention. ... Should our focus on reducing disparity look at the effect on learning of time spent outside of school rather than what happens within school?"
slowlearning  slowpedagogy  geethanarayanan  teaching  schools  schooling  achievementgap  learning  education  unschooling  deschooling  slow  progress  artichokeblog  pamhook 
may 2009 by robertogreco
Artichoke: Teaching: working for the government and stealing chickens.
"irrelevance of ideas around changing education in Time’s “changing the world” list...worries me that children & learning seem so easily excluded from these imaginings over remaking the global economy. Are teachers so professionally predictable that...we have nothing new/relevant to contribute? Has our secure government salary meant that “paradigm shifting” edu_(un)conferences...“future focussed Web2.0” edu_blogs/twitter streams –“best evidence synthesis based” edu_professional learning communities – & “knowledge waved” edu_policies/edicts allowed us a false sense of relevance? Has being pre-disposed to risk adverse behaviours...like choosing to: train for, apply...and work in a job with a predictable salary – excluded us from 10 ideas changing the world right now...How might we alter our pedagogical approach if we thought we were working in uncertain careers in perilous times?...if what we could offer was not needed every day?...if what we could offer was only occasionally useful?"
education  gamechanging  deschooling  unschooling  relevance  irrelevance  teaching  learning  children  global  economics  certainty  uncertainty  worldchanging  tcsnmy  importance  utility  artichokeblog  pamhook 
march 2009 by robertogreco
Artichoke: Sustainability and Jamie Oliver drizzle words in education.
"the result of drizzling “sustainability” or “sustainable outcomes” over all language symbols and text in any document you are working on in education is currently a “good thing” and guaranteed ... to find favour with your patrons ... Hardin’s argument was that sustainable outcomes cannot be resolved by technological solutions, if individuals are advantaged by pursuing their own interests then we will need “a change in human values or ideas and morality” not a technological solution to change things. ... Hardin’s argument suggests that if we want sustainability we must manage how individuals and corporations use the commons – more control.

McKenna suggests yet another alternative – that we should unburden the individual from all that wresting and securing or being managed by others stuff and instead trust in the collective for sustainable outcomes. Less seizing and securing and technology and more changing behaviours and values for trusting and sharing."
sustainability  buzzwords  education  learning  schools  technology  criticism  policy  substance  artichokeblog  pamhook 
january 2009 by robertogreco
Artichoke: Understanding knowledge, George Oates, Flickr and building learning communities in school.
"liberating for 2 teachers to go undercover at a conference for uber_librarians, (e)_historians, anarcho_archivists, web designers, museum_istas...George identified 2 key ideas learned from Flickr; People don’t like being told what to do. People do like to feel that they belong...insight for thinking about new ways of designing learning communities in schools & between cluster schools...challenge is to build flexible places/spaces online & f2f where we change our current focus on compliance reporting. If we are genuine in building a learning community then we need to reduce all the telling people what to do stuff & rark up all the opportunities for belonging– the contributing & participating stuff...Can we create learning experiences where we scaffold for both an economy of energy & the opportunity for pleasure? Where in planning for a student learning outcome we ask ourselves; Where is the opportunity for play? Where is the possibility for waste? Where is the prospect for communion?"
learningcommunities  learning  lcproject  tcsnmy  schools  flickr  georgeoates  play  conferences  crosspollination  design  communities  knowledge  policy  artichokeblog  pamhook 
december 2008 by robertogreco
Artichoke: Richard Stallman and how easily we have traded away our freedom to share.
"Whilst Stallman calls for “sharing” , in New Zealand schools we identify “relating to others” and “participating and contributing” as worthy...But listening to our current arguments over copyright, DRM, A2K makes me suspect that many of us no longer understand what sharing might be .... probably because we have unconsciously adopted the thinking of consumerism and business ... we can only imagine living in a society predicated upon consumption and the accumulation of personal advantage/ wealth."
ivanillich  johntaylorgatto  consumerism  society  sharing  richardstallman  alankay  schools  schooling  unschooling  deschooling  learning  education  community  libraries  museums  artichokeblog  pamhook 
august 2008 by robertogreco
Artichoke: On the art of dying, shopping in supermarkets and 16 to 19 year olds in schools
"What happens if the locus of control shifts in the education sector...student puts out a tender for what they would like...students are able to effect negotiations on their own behalf for information, practice, space, work, which is meaningful."
schools  schooling  change  alternative  education  youth  teens  highschool  curriculum  freedom  deschooling  self-directed  learning  unschooling  reform  lcproject  artichokeblog  pamhook 
july 2008 by robertogreco
Artichoke: “There is no model of a model.”
"I sometimes worry that our limited understanding of the concepts chosen by schools compromises all that follows...If school is all about learning what it is to be human, then what is really happening when we design for learning?"
education  schools  teaching  curriculum  learning  schooling  society  artichokeblog  pamhook 
july 2008 by robertogreco
Artichoke: How do you interact with content ideas and experiences to build new knowledge, be it in a school classroom, a museum space, a community space or an online space?
"After identifying a watershed teams of students could explore questions like “Trace the water you drink from rainfall to tap” in real life excursions to explore where water goes.…

Students could record their research through voice recording, digital video and digital photographs, storing these online through Flickr, YouTube, Podmatic etc . And water shed locations could be identified and detail recorded Google Maps as below."
bighere  classideas  watershed  googlemaps  local  awareness  flockr  maps  mapping  lively  googlelively  artichokeblog  pamhook 
july 2008 by robertogreco
Artichoke: On selling the key to the universe to people who didn’t even know it was locked.
"Integrating the ICTs...challenging when working with teacher technophobes. However...equal in challenge to planning learning experiences with teacher technophiles who seek to recklessly introduce latest piece of Web2.0 into everything they do with students."
teaching  technology  ict  learning  leadership  thinking  computers  education  schools  curriculum  web2.0  artichokeblog  pamhook 
july 2008 by robertogreco
Artichoke: Hysteresis: Teachers, technology and red herrings
"All this means we have to be especially careful about what and how we choose to use ICTs with students of any age …. and that the teacher who fails to implement may well be a red herring."
technology  curriculum  schools  education  learning  implementation  teaching  leadership  administration  management  change  artichokeblog  pamhook 
april 2008 by robertogreco
Artichoke: "Education significantly shapes how children will define their happiness"
"• What can schools do better to help children define happiness?
• What can families do better to help children at school define happiness?
• What can friends do better to help their friends at school define happiness?
• What can school students do better to help other students define happiness?
• What is our responsibility when using media and technology in helping children define happiness?
• What happened to “belonging”?"
schools  education  learning  happiness  expectations  children  psychology  social  families  teaching  students  artichokeblog  pamhook 
april 2008 by robertogreco
Artichoke: Deja vu at 10,000 meters, howling like a dingo, and what we report as noteworthy as an indicator of failure.
"Seventy six years ago Benjamin Darrow was claiming “The central and dominant aim of education by radio is to bring the world to the classroom to make universally available the services of the finest teachers the inspiration of the greatest leaders""
education  schools  ict  learning  change  reform  radio  history  world  larrycuban  technology  artichokeblog  pamhook 
march 2008 by robertogreco
Artichoke: "I'd love to kiss you, but I just washed my hair..."
"“Engagement”, “authenticity” and “belonging” may all be important in their own right but they do not cause enhanced student learning outcomes.



When students set specific, proximal and hierarchical goals for themselves, they can select specific strategic methods to enhance their learning outcomes. Then when students self evaluate they can compare their learning outcomes to their set goals, explaining the success or failure in terms of the learning strategies adopted."
education  learning  teaching  schools  lcproject  engagement  artichokeblog  pamhook 
january 2008 by robertogreco
Artichoke: Conversations over incinerating meat ...
"Perhaps the correlation between independent (private) schools and high test scores is more to do with what these schools are in terms of their student population, than what the schools can do for the students they have enrolled." [Bingo!]
freakonomics  schools  education  parenting  learning  families  children  assessment  testing  privateschools  outcomes  artichokeblog  pamhook 
december 2007 by robertogreco
Artichoke: Personalisation: learning outcomes with representation.
"As educators who lack real consequence in the day job we are fluent in the rhetoric that denies the learner a voice - skilled at exercising the tyranny of institutional control and pretending otherwise."
education  politics  teaching  learning  school  compulsory  personalization  lcproject  homeschool  unschooling  deschooling  perspective  artichokeblog  pamhook 
november 2007 by robertogreco
Artichoke: Edu_conferences: Just looking for an excuse to be together
"It all makes me wonder if the best outcomes for interaction (and Downes’ networking) will come from those edu_conferences where we don’t take the conference itself or the inherent power hierarchies of keynoters, spotlighters, presenters and attendees too seriously.

Conferences where we give ourselves fully to the first person we meet by the coffee urn, or in the smokers hideout, at the conference dinner, or outside in the conference venue lobby who challenges our thinking, disagrees or offers feedback – where this moment of direct encounter (that we hold onto), attracts others – attracts Sidorkins curious third, and fourth and fifth other … Conferences “Where to be yourself is all that you can do”.

What would we blog about then?"
conferences  education  learning  homophily  interaction  networks  groups  artichokeblog  pamhook 
october 2007 by robertogreco
Artichoke: Bogong Moths in Sydney, Starlings in Rome and Edu_Bloggers at Conferences
"We enjoy a flutter of moths, and a murmuration of starlings .... so what would fit best for a collection of like minded homophilic bloggers ..."
comments  education  edubloggers  blogging  conferences  sharedexperience  homophily  collective  behavior  groups  starlings  words  organizations  teaching  artichokeblog  pamhook 
october 2007 by robertogreco
Artichoke: A curriculum of smells and tastes
"It makes me wonder about the sensory deprivation of our students when so much of their learning comes from interacting with a screen...It makes me wonder if instead of a curriculum of questions we need a curriculum of smells and tastes."
food  taste  smell  senses  slowfood  children  learning  ict  computers  technology  education  schools  lcproject  comments  participation  artichokeblog  pamhook 
september 2007 by robertogreco
Artichoke: It has been a 13-amp plug kind of day
"screw competency. Forget the ghost in the machine. Here's how the real world assesses competency -- WHAT HAVE YOU DONE? Not what have you proven you can do. Not what can we abstract you can do based on our testing of you. WHAT HAVE YOU DONE"
education  learning  schools  creativity  mavericks  change  competencies  assessment  reform  lcproject  policy  work  teaching  innovation  deschooling  society  artichokeblog  pamhook 
august 2007 by robertogreco
Artichoke: “Pardon the egg salad stains, but I’m in love.”
"we'd… be better off getting rid of the school leaving age… and instead giving each kid so many years worth of educational credits to be used however and whenever they wanted… disenchanted and disengaged could step out for a while and look at what was on offer in the world outside without financially compromising their future educational opportunities and outcomes."
alternative  education  learning  schools  money  economics  children  youth  freedom  policy  politics  change  reform  lcproject  comments  universities  colleges  artichokeblog  pamhook 
august 2007 by robertogreco
Artichoke: Edubloggers as “Prisoners of the nation state.”
"We have been seduced by our inability to imagine ourselves as superfluous to student learning...If Illich could imagine a good education system [sans schools and classrooms] in 1971, why do we keep pretending we need [them] to learn in 2007?"
ivanillich  homeschool  learning  education  freedom  industry  schools  teaching  serendipity  lcproject  politics  deschooling  social  blogging  self-preservation  artichokeblog  pamhook 
july 2007 by robertogreco
Artichoke: Bring out your sheep bladders the “key competencies” have arrived.
"Hijacking Taleb’s interpretation it seems entirely plausible that that the few “life long learners” amongst us are mostly a product of happenstance, of luck and nothing to do with the key competencies."
learning  schools  competencies  education  policy  change  reform  human  nature  humannature  nassimtaleb  habits  behavior  skills  attitudes  standards  blackswans  artichokeblog  pamhook 
july 2007 by robertogreco
Artichoke: Unwarranted assumptions, slow pedagogies, and shop front learning
"Technological fluency - now that is something I could tilt at in an ictpd cluster. I just love the way Geetha goes on to identify the false driver in those various “outsourcing means your children will be left behind unless you give them access to blisteringly fast ICTs and teach them how to be creative” TeacherTube videos doing the rounds of teacher meetings in New Zealand this month. They all ignore the reality that if the ordinary task is able to be outsourced more cheaply overseas so will the extraordinary or creative task. Creative and original thinkers are a global resource as are call centre thinkers and accountants. I am still waiting for someone in the audience to challenge the essentially xenophobic and marketing message of these videos as succinctly as Geetha does.
Further, this pressure is resulting in a disconnect between the means and ends of education. The larger democratic ideals of social justice, of interdependence and of co-evolution through cooperation and collaboration are being increasingly marginalised in favour of greater accountability through testing, the drive towards nationalised curriculum, which suffers from a ‘one size fits all’ mindset, and the need to develop competitive advantages in a networked world that has a globalised economic structure.

What Geetha Narayanan has identified as important for her kids in Bangladore is not unlike what Lohnes and Kinzer’s liberal arts college students identified as important for their learning.

Learning is all about people being with people - small groups, real time human contact, and frequent interaction with teachers in settings outside the classroom."

[See also (broken link within): https://web.archive.org/web/20071015133539/http://kt.flexiblelearning.net.au/tkt2007/?page_id=33

"So what is the dangerous idea I have been exploring and why do many people across the world consider it powerful?

The dangerous idea is that school reform, in India in particular, but across the world too, is impossible.

Changing education, at the systemic level or at the institutional or school level, or educating teachers and school leaders in change can be classified as largely first order change - that of school improvement, which involves doing more of the same but doing it better (where the focus is on efficiency) and that of school re-structuring, which involves re-organising components and responsibilities (where the focus is on effectiveness).

The power behind the dangerous idea is the realisation that if one cannot reform education by improving the system or by re-structuring the schools, then the way forward must be through design. The need seemed to be to re-envision and to design a new system - one that supports both personal and social transformation creating 21st century learning."]
slow  slowlearning  technology  schools  pedagogy  learning  education  culture  critique  networks  online  internet  schooldesign  children  lcproject  homeschool  society  family  relationships  interaction  teaching  comments  slowpedagogy  artichokeblog  pamhook  geethanarayanan  socialjustice  interdependence  accountability  democracy  cooperation  collaboration  testing  standardizedtesting 
june 2007 by robertogreco
Artichoke: “corruptio optimi pessima” - the corruption of the best is the worst
"The profession of teaching in school, like planting harakeke for Tui without eradicating the rats, it represents an institutionalised dependency (of learning), and as such represents “corruptio optimi pessima”. And I am part of this"
education  larrylessig  teaching  technology  learning  society  ivanillich  identity  information  communication  community  health  medicine  schools  institutions  organizations  lcproject  corruption  freedom  dependence  economics  capitalism  consumerism  consumer  marketing  corporations  yearoff  family  relationships  cv  gamechanging  artichokeblog  pamhook 
june 2007 by robertogreco
Artichoke: "Forget the damned motor car and build the cities for lovers and friends"
"we adopt terms like “learning community” and “home group”...[but] the environments we provide, and the institutional hierarchies we create, fail to meet the most basic expectations of what is necessary for either community or home."
slowlearning  slow  education  learning  space  architecture  schools  schooldesign  lcproject  future  size  cities  design  artichokeblog  pamhook 
june 2007 by robertogreco
Artichoke: "Lets mix my jelly with your eggs" metaphors
"The ab/use of the metaphor for normal sexual connection in the plant kingdom has reached a critical mass in educational conversation – so much so that that the next person who invites me to a “cross pollination meeting” will be told in normal invertebrate sex talk to “Keep your jelly away from my eggs”"
education  learning  schools  communication  meetings  groupthink  comments  bigidea  metaphors  language  workshops  groups  online  decisons  artichokeblog  pamhook 
may 2007 by robertogreco
Artichoke: "A micro-heroic, Nietzschean act of the pyjama people"
"jolt of different thinking about Web 2.0, social networking, wikis and blogging " "tracking differing viewpoints from what "the group" is claiming about Web 2.0"
education  learning  groupthink  social  socialsoftware  socialnetworks  blogging  wikis  media  future  individual  artichokeblog  pamhook 
may 2007 by robertogreco
Artichoke: “How to change others”
"Finding the right balance between inquiry learning and direct instruction, therefore, is a major challenge."
education  learning  curriculum  methods  teaching  schools  theory  constructivism  inquiry  instruction  pedagogy  change  reform  process  artichokeblog  pamhook 
may 2007 by robertogreco
Artichoke: Cyber safety: "Noticing alien invasion fleets off the starboard bow." - Is school increasingly about institutionalisation of thought and control of action?
"diversity, transparency, social cohesion, inclusion, best practice, evidence-based practice, adding value, valuing stakeholders, engagement, authenticity, collaboration, and more recently personalisation=meaningless, empty, directionless rhetoric"
safety  online  children  schools  education  internet  web  curriculum  teaching  administration  filters  artichokeblog  pamhook 
may 2007 by robertogreco
Artichoke: Educational “Junkspace” : A residue of the new draft curriculum?
"When we are charged with educating, we need to identify and value learning, implementing interventions that enhance rather than betray the conditions for educational development of the individuals in our care"
education  learning  schools  children  students  teaching  remkoolhaas  cities  junkspace  artichokeblog  pamhook 
april 2007 by robertogreco
Artichoke: Is “authenticity” just another weasel word in education?
"I am wondering if this very limited experience of other lives, limits our ability to teach in a way that will ever provide "authentic contexts" for our students' learning."
learning  education  teaching  schools  language  vocabulary  words  authenticity  life  experience  inquiry  context  children  artichokeblog  pamhook 
april 2007 by robertogreco
Artichoke: “Too often, patients die alone, in pain, and hooked up to machines”
"The irony in "lifelong learning" is...that the individuals that these institutions refer to are lifelong learners before they arrive – and...are highly unlikely to be” lifelong learners” when they leave."
schools  education  learning  life  ivanillich  homeschool  teaching  children  institutions  artichokeblog  pamhook 
april 2007 by robertogreco
Artichoke: Tap-dancing, tea tree oil, brainstorming and "improving the dancing"
"Group brainstorming is a classic example of “ritual rain dance” stuff. It has no effect on the weather that follows, but those who engage in it think that it does...

I am fearful that we will find that the reasons we persevere with group brainstorming in schools will be similar to the reasons why ICT practices are "not yet fully embedded""
learning  technology  schools  brainstorming  criticism  development  change  curriculum  education  culture  artichokeblog  pamhook 
march 2007 by robertogreco
Artichoke: Bonking the principal and other "nondiscussables"
"instead of trying to imagine “our dream school” and making suggestions on “creating a sustainable learning community” I am going to propose we talk frankly about favouritism, incompetence, inequitable pay, rivalry, competition, backstabbing and bonking for management units - the “nondiscussables” – the things that make us unhappy about school, the things that mean we will never be a community."
change  education  organizations  community  schools  teaching  administration  management  work  relationships  artichokeblog  pamhook  favoritism  incompetence  officepolitics  inequity  pay 
february 2007 by robertogreco
Artichoke: Let loose the raccoons: Student engagement yesterday and today
"When unsubstantiated claims about student engagement/ or lack of it are being promoted as the reason for reengineering curriculum and or changing whole schools over to inquiry learning I reckon we should know more about it than we do."
curriculum  education  learning  change  engagement  students  teaching  schools  artichokeblog  pamhook 
january 2007 by robertogreco
Artichoke: Lessons on Collaborative Learning from the Traffic in Beijing
"a keynote by Naomi Miyake... challenged me to look again at collaboration. Her presentation on “Designed Collaboration as a Scaffold for Schematic Knowledge Integration” showed that EFFECTIVE COLLABORATION is not about CONVERGENCE"
learning  education  japan  china  collaboration  beijing  schools  students  organizations  comments  traffic  urban  planning  space  artichokeblog  pamhook 
december 2006 by robertogreco
Learn Online: Artichoke introduces Living End and Ricardo Semler
[More on Semler, including video from a US democratic school and an interview with Greg Whitby, executive director of the Catholic schools in Australia that are being designed around the concept of networked learning]
schools  education  homeschool  learning  networks  schooldesign  lcproject  networking  ricardosemler  leadership  management  organizations  democracy  work  workplace  artichokeblog  pamhook 
november 2006 by robertogreco
Artichoke: “There will be no white flag above my door” and Ricardo Semler
"… the other occupants in the house know that I am struggling with identity, wrestling with who I am and what I do … they know that I despair of the real experience of school for so many kids and for other more grown up players charged with manipulating the edu game."
education  schools  reform  schooldesign  learning  children  homeschool  lcproject  brasil  sãopaulo  space  ricardosemler  artichokeblog  pamhook  brazil 
october 2006 by robertogreco
Artichoke
"A "place" where I can wrestle with ideas, argue, challenge, think and rethink. A "space" where I expose my raw and flawed thinking about information communication technology, teaching, and learning for critique."
blogs  education  learning  technology  information  communication  teaching  schools  artichokeblog  pamhook 
april 2006 by robertogreco

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