Information Intake Vs. Information Embodiment

https://medium.com/age-of-awareness/information-intake-vs-information-embodiment-2ee1dd111ebb?fbclid=IwAR2dWf2LJDzGR2Nway4YCpVypkVYpWa8Qz7aHdvjn4eXxoHXMiWxUFdFzkw

This is one type of learning: the intake of information (…) if the intake of information ends with the intake of information, then it is incomplete. There is another form of learning that doesn’t need discovered, only recovered (…) That Intake must lead to embodiment (…) We only honor a life if we leave different than when we walked in. The only way to truly honor a life is to be changed by it (…) you take in the plethora of information being deposited everywhere you look by everything and everyone you look at (again, undisguising the world), but then you lean into it. You distill it, you parse it, you connect with the “thing” — the gift, the image, the story, the root that arches through what you are learning — and you take it in so as to shape you. You honor that gift that is now seen via knowledge, but then you allow yourself to be changed by it.

Information Intake Vs. Information Embodiment
What will you do with what you learn?

Although I’m not so sure about the tone and the narrative, I like the idea of knowledge creation as the embodiment of information. I am not as sure as to if this is life’s purpose (be changed), I just think this is the only way of deciding at each instant who we want to be and how to get there.

The Digital Matatus project (digitalmatatus.com)

https://lsecities.net/archives/transportation-and-technology-urban-age-conference-2018/

Lack of data on popular transport enables official invisibility of (these) mobility systems in planning (…) Rallying against this, a ‘digital commons’ movement has emerged in support of better transport planning globally. This movement leverages the digital revolution to build high-quality, open and standardised public transport data for planning, information services and as the basis for moving towards a new mobility paradigm. Within this paradigm, the ability to access a wide suite of high-quality mobility options via a mobile phone becomes a more compelling ideal of freedom than simply owning or using a car. This transition to freedom of movement by not owning a car but accessing and paying for a choice of multiple transport modes via mobile-phone technology is a key step towards more equitable, clean, safe and low-emissions cities (…) with this vision, civic activists (hackivists) are using basic GPS-enabled mobile phones and other technologies to build high-quality, standardised data for public transport including dominant popular transit modes. This data is made open and shared widely to improve understanding and discussions of how to improve transport planning and build passenger information systems, the stepping stones to a new mobility paradigm (…) The Digital Matatus map and data allow us to see a critical part of Nairobi’s circulatory system (…) Evidence is growing that this kind of trip-planning information can help people make more efficient trips and, when coupled with real-time information, reduce waiting. This, in turn, improves the way passengers interact with and feel about public transport.

https://lsecities.net/archives/transportation-and-technology-urban-age-conference-2018/

Jacqueline M. Klopp, Visualising popular transport, full article available here

“The idea of becoming is essential,” says philosopher and humanist, Rosi Braidotti

http://lab.cccb.org/en/rosi-braidotti-what-is-necessary-is-a-radical-transformation-following-the-bases-of-feminism-anti-racism-and-anti-fascism/?fbclid=IwAR0rtdRjRuTnXEiLGaDNR6mKmPYgfMFl3f8nHGjidbjDh1IvE7r6unB_-mQ

We need to open up the meaning of the identity concept towards relations with a multiplicity, with others. Through opposition to the idea of identity as something completely closed, already formed, and static. We are subjects under construction, we are always becoming something (…)  we are now going through a very complicated political era (…) Theorists are seen as speculators and their task as useless, while we let fake news and alternative facts to spread. The reputation of academics is very poor during periods of populism. We need to stop these attacks on universities, academics and experts. We need to develop a culture of respect for knowledge (…) I believe that revolution today is a fascist concept. I believe that the people calling for revolution are from the extreme right (…) I believe that at present a more preferable option is active activism, a collective commitment to creating affirmative values, rather than joining what seems to me to be a fascist restoration of the notion of revolution (…) I prefer the concept of affirmation. I propose to create affirmative values and to work together. In other words, we need to discuss the problems together (…) What is necessary is a radical transformation, following the bases of feminism, anti-racism and anti-fascism. An in-depth transformation around the types of subject that we are. And that can only happen collectively, by redefining the type of world that ours is becoming. That is the plan.

http://lab.cccb.org/en/rosi-braidotti-what-is-necessary-is-a-radical-transformation-following-the-bases-of-feminism-anti-racism-and-anti-fascism/?fbclid=IwAR0rtdRjRuTnXEiLGaDNR6mKmPYgfMFl3f8nHGjidbjDh1IvE7r6unB_-mQ

The Online Educator (part II)

So, I started watching Week I of The Online Educator course on FutureLearn run by the Open University with some very interesting articles by Audrey Watters and an interview with Rebecca Ferguson about second life and how it was used in education (so far so good) and then suddenly at some point the course required that we made a generic profile (?) of a student following a MOOC (personas: fictional yet realistic descriptions of a potential learner/ not intended to be a ‘typical’ student, but rather a non-typical student with particular characteristics that might exclude them from learning).

I know how analytical the English can be, but really? Who cares who the participant is (educational past, interests, competencies)? He/She can be anyone and will keep on following the course as long as there is something he/she can gain out of being in it. If we are looking in ways to understand the learners I don’t think this is going to come out of profiling them in abstract ways. Anyone can be in a course just as long as he/she desires to be. Assigning generic characteristics to participants isn’t going to resolve the chaotic character of learning and is somehow underestimating learners’ ability to come up with their own ways of being in a course.

The Online Educator

New course has been launched by Open University and Futurelearn entitled “The Online Educator”. Course is led by Leigh-Anne Perryman and Martin Weller, will last 4 weeks and will be available for free until July 2.

The ‘abrazo’ (embrace) ideology

https://www.cinetecamadrid.com/programacion/experimenta-distrito

“Experimenta Distrito” launched by Media Lab-Prado is a programme involving citizens in neighbourhood workshops hosted in the spaces of La Nave, libraries, social and cultural centres (site in spanish only: https://www.experimentadistrito.net/ )

This is one of the many initiatives taken by the mayor of Madrid in promoting the city as a warm and welcoming place as he described them in DOMUS and his interview with Manuela Carmena.

La Nave: Located in Villaverde, a district on the outskirts of Madrid, La Nave Böetticher was once a lift factory owned by the Böetticher company. An industrial building from the 1940’s refurbished for use as a public facility by Madrid City Council, and inaugurated in 2016. La Nave is dedicated to entrepreneurship and innovation and hosts a great number of activities and events related to the promotion of new technologies, technical dissemination, training, and employability. Characterized by a central open-plan space covered by a large barrel vault and a skylight, the refurbishment preserved certain historical elements as decoration and added vertical latticework inspired by the colors of fiber optics to the concrete façade. Its main areas are the Pavilion, the Tower, the Classrooms, the Auditorium, and the Containers. The building has thermo-solar and geothermal energy; it collects rainwater for watering, and it features a roof garden. The roof offers a panoramic view of the Villaverde neighborhood. (http://www.lanavemadrid.com/ )