I write. Not as much or as well as I should. But I write. Two very broad forms interest me: poetry and philosophy of learning, knowledge, theory. What is true and good?
Do these concepts mean anything? I believe they do. My job, and much of this writing, here, has to do with trying to explain – to myself as much or more than anyone else – what it means to learn and do “well”, that which is “right to do”: Plato, Aristotle, Chuang Tzu, Lucretius, Karl Marx, Julia Kristeva, Frantz Fanon, Paulo Freire, Bob Dylan, Paul Eluard, Alain Badiou, Bob Marley, Slavoj Žižek and Mikey Smith mashed up.
Žižek, late in this monologue, says the real artist does not add, but takes away.
I used to keep a separate notebook for work and a different one for poetry. I took it away one and a half notebooks ago.
I am adopting that principle here in this blog. Over the next few weeks I will be on a rescue mission to a few old websites.
And the warning? You might come across some poems. You might come across some philosophy. You might come across some teaching. My honest intention is to make connections. To converse. It is all dialogue. And, a story.
Took my last day of annual leave before the new leave year today.
So, I spent several hours moving this domain from Gandi.net to WordPress.com and then importing the posts from “My work blog”, rworld2.brookesblogs.net. I previously lost about 20 posts two years ago from the previous host of the rWorld2.net domain and personal blog. I had registered these somewhere when I tried, between about 2010 and 2015 to build a domain of my own for Digital Storytelling (DS106).
So here I go again.
DS106, 2017. A History of ds106 [WWW Document]. URL http://ds106.us/history/ (accessed 8.23.19).
Higher education shapes identity on many levels. We can readily identify three:
- the individual student/academic;
- the institutional characteristics of the higher education sector;
- and wider transnational cultural-historical activity.
This slicing into comprehensible tranches is characteristic of my pragmatic approach to knowing, characterised by a logic of effectiveness in the present: sure, it is a continuum, but clumping into useful groups helps if you want to do something.
Continue reading “Shaping an Identity: hacking the human?”
Evidence is one truth condition. There are at least three others. These give us a way of knowing authentic learning experiences and provide indicators of engagement, participation and outcomes. They are, also unsurprisingly, aligned with conceptions of authority and power.
Continue reading “Knowing authentic learning experiences”
- Roxå, T., & Mårtensson, K. (2017). Agency and structure in academic development practices: are we liberating academic teachers or are we part of a machinery suppressing them? International Journal for Academic Development, 22(2), 95–105. https://doi.org/10.1080/1360144X.2016.1218883
Roxå and Mårtensson (2017) argue that the discourses of academic development as mediated through formal education and training programmes by academic development departments are seen by some academics as:
a suppressing machinery anchored in globalisation and economification with an agenda to control academic teachers for the benefit of economic growth linked to a neoliberal ideology of life… Academic teachers can no longer embody the idea of academia as a place for free and critical inquiry (p 97).
Continue reading “Scaffolding Ed Dev conversations: a response to Roxå, T., & Mårtensson, K. (2017)”
Wait a minute. Learning analytics are always mediated by a human, or by humans (plural).
Sheila MacNeil, in a thought provoking post subtitled … analytics of the oppressed, launches into “… the learning analytics interventions should always be mediated by a human debate later this week at Digifest.”
Software and machinery always embed human values and beliefs about what is good and how to achieve it. And when it is asserted that “the machine says…” the first point holds true. The machine says only what people have enabled it to say. Whether the machine is reflective and self-aware, with anything like a recognisable value system? This is a question we can no more meaningfully ask of a machine than we can of a lobster, except to the extent that we can recognise the machine as an emergent phenomenon of human technology, and the lobster, arguably, not.
Unless, as Mike Wetsch put it, the machine is us? And then we have to ask, who are we?
When the tin of TEF was first opened a few days ago with all the shiny gold, silver and bronze foil-wrapped toffees, chocolates and what nots, it was entertaining and galling in measures to see who got what and what my own gaff got. Although I had been given a steer away from expecting gold, as an Educational Developer at a teaching focussed university with a heritage of teaching development initiatives, I kind of think we should have got gold. Or it is to some small extent down to me if we didn’t? Or, who knows? Maybe without me and my colleagues we would be scraping bronze?
So when I take the lid off the TEF tin a few days later it is all smelling like fudge. Grant Chapman Clarke (@elgranto) got me thinking when he pointed out who was shouting about results and who wasn’t. One could almost be forgiven for thinking that the only criterion applied to awarding the foil was how to keep the “shouting” to the very minimum possible.
And to achieve this the evaluators must have had to apply a lot of fine judgement.