(…) systems matter more than networks. Networks don’t exist in a vacuum. They exist and are shaped by the environments in which they exist. Networks are ephemeral. Systems exist to preserve. Systems exist as predictive agents. It’s hard to control people in networks – they have too much agency, they can do what they want. The lack of controlability makes it difficult to achieve intended outcomes in networks. When agents want a clear outcome, they turn to systems. Systems preserve power.
George Siemens, (2019). I was wrong about networks. Full article available here
There are so many things in this book I would love to share with you. Eventually, I will start uploading. In the meantime, I would like to thank all the people I worked with over the past five years, the arch students who were involved in the courses we ran and the school for supporting my research. To be continued.
Well guys, this is it! Big day today. Before I get too emotional, I would like to thank all of you for being there, sharing and becoming my accomplices through the past five years. Viva open education and open pedagogy, viva open data, viva OERs and viva trying to make the learning experience even better than it already is.
Andrew Reagan at the Computational Story Lab at the University of Vermont in Burlington and a few pals have used sentiment analysis to map the emotional arcs of over 1,700 stories and then used data-mining techniques to reveal the most common arcs (…) The idea behind sentiment analysis is that words have a positive or negative emotional impact. So words can be a measure of the emotional valence of the text and how it changes from moment to moment. So measuring the shape of the story arc is simply a question of assessing the emotional polarity of a story at each instant and how it changes (…) Reagan and co say that their techniques all point to the existence of six basic emotional arcs that form the building blocks of more complex stories:
A steady, ongoing rise
A steady ongoing fall, in emotional valence
A fall then a rise
A rise then a fall (Icarus)
Fall-rise-fall (Oedipus )
It turns out the most popular are stories that follow the Icarus and Oedipus arcs and stories that follow more complex arcs that use the basic building blocks in sequence
Excerpts from the article entitled “Data Mining Reveals the Six Basic Emotional Arcs of Storytelling,” available here
Review covers literature for the period from 1996 to 2018: What are the benefits of networked learning communities for continuing professional development sharing and learning? In the area of teacher professional development, research has shown that teacher networks add value for their development, the implementation of changes, leadership, and improved teaching practices. Four main themes emerged in response to the primary research question. These were:
Enhanced social learning processes for CPD: learning communities help participants in this study to develop their competencies by sharing information and collaboration / helps to minimize the isolation that learners may have due to cultural, social or geographical reasons
Greater use of formal and informal learning for CPD: Communication, collaboration and learning between individuals occurs both through formal and informal networks/ Yet, formal learning paths are rarely designed to meet the demands VLE teachers face in professional practice
Learning across barriers in time and space for CPD: Networked learning communities provide a means for supporting the development of professional development learning communities across states and countries
Increased levels of interaction for CPD: By cultivating interaction among CPD learners, networked learning communities support profound learning and greater levels of professional practice
Networked learning theory suggests that the real power of networked learning communities rests primarily in “collaborative inquiry that challenges thinking and practice” based on the richness of VLE teacher professional knowledge sharing and creation (Katz, Earl, & Jaffar, 2009, p.21) and that this type of collaborative inquiry rests on the strength of the relationships between the actors or nodes in the network (Church et al., 2002; Haythornwaite, & de Laat, 2010)
I just heard of this today on a tv documentary, I wish I could visit. The centre covers a vast rural area one hour north of Manhattan. It was established in 1960 by Ralph E. Ogden and its collection has been growing ever since. The image above, belongs to one of the most prominent works -in my opinion- of Menashe Kadishman and his 1977 collection “Suspended”:
With no visible evidence of the engineering holding the sculpture up, Suspended prompts contemplation of the relationship between its two conjoined, towering masses, coupled with questions about what lies below ground. Rich and rusted, the patina of the weathered steel wraps the stark geometric shapes in a skin-like sheath.
Excerpt from The Storm King Art Center webpage
The center also accommodates many of the works of Mark di Suvero, among which “Mother Peace” (image below), a work completed just before Di Suvero left the US to protest against the war in Vietnam.
View Their Teaching As A Science And An Art: methodologies change, they are not inflexible
Are Students of their Students: effective educators go deeper, they know their students on a personal level
Challenge All Students: the brain is malleable and hungers for challenge. Evidence shows that students, even those that may be struggling, rise to the occasion when challenged
Believe In The Success Of All Students, No Matter What: “A school staff that believes it can collectively accomplish great things is vital for the health of a school and if they believe they can make a positive difference then they very likely will” (Hatie)
Continuously Seeking Out Professional Learning: they are continuously seeking out professional learning. to improve all aspects of their practice
Feedback Is A Part Of Their Routine: they also look inward at their own practices, thinking about where they are in their teaching and where they want to improve
I don’t know if it’s just these six , or six of the many, but I agree with all of them in principal. As far as the second principle is concerned (becoming the student of the student) for me it doesn’t necessarily mean getting to know your students in depth, but more of being open to change because of them. i think tutors are constantly challenged by their students and therefore they too can revise the way they perceive their knowledge domain or their reality.