Home Syndicated

Syndicated

This is the firehose, all external content syndicated into the site.

0 0
For all kinds of learners, summer offers an extended stretch of time to discover new ideas and skills on an informal basis. With the fall semester approaching, this got Open Assembly intern … Continue reading →

0 0
When I found out that I was accepted into Google Teacher Academy to be held in Sydney in September, I went and shared with a few staff members in the next office. One staff member asked whether that meant I would come back and get everyone going Google...

0 1424
This data comes from pipes.yahoo.com but the Pipe does not exist or has been deleted.

0 0
creative commons licensed ( BY-NC-ND ) flickr photo shared by Pensiero You can fuss about your mentions, follower counts, book sales, klout scores, all of that is bubkahs to me in lieu of what the internet has and does afford me in enabling genuine connectivity with likable people I would never have gotten to know otherwise. This bubbled up the cranium following a series of wonderful twitter direct messages with Maha Bali, she a thoughtful educator in Cairo, Egypt and me a typo prone blogger in Strawberry, Arizona. Part of our exchange was a bit of wondering how we establish these affinities quickly with colleagues we’ve never met. Someone (drats I cannot find it) recently tweeted something about not trusting someone or considering them experts solely from their twitter messages. Well, no, but we do not work from single sources of information. The *way* people tweet, who they tweet to […]

0 0
After Nature: After Speculative Realism: On online philosophy, a...: Bill Benzon at New Savanna blog has a write up HERE on how he perceives the academy to be changing - specifically the academy understood a…
And Leon goes on from there to offer a sometimes thoughtful sometimes formulaic response to my post.

First, Leon reads me rather too strongly. That post was a quicky when originally put up and so was the repost, perhaps rather too much so. One thing he says that I find, shall we say, irritating is "Benzon believes that as the economy changes learning will too." I said that? It's the word "economy" that I find bothersome, not a word I used nor even implied. What I talked of was a "society-wide shift" that's been going on for the past 50 years. I said nothing about the economic sector specifically and for good reason: I don't believe that the economy is in the institutional driver's seat. I'm not sure that any one sector enjoys that status.

But that's not a discussion I want to enter into here.

And while I certainly did point to philosophical events then taking place in the blogosphere concerning Speculative Realism and Object Oriented Ontology, I certainly didn't say that all the action's shifted to the blogosphere. With respect to the blogosphere my point was more modest: interesting things are happening here. I specifically mentioned Graham Harman, not simply because he is a devotee of OOO, but even more so because he's based at American University in Cairo, which is nowhere near the center of the academic world. I was implying the notion that change sometimes/often comes from the periphery: the blogosphere, Cairo. I suppose the American University of Beirut is as peripheral.

And I suspect, though I don't specifically recall, that I mentioned Morton for the same reason. Back then he was blogging proflically (not so now, he posts less frequently and his posts are shorter) and he's an English professor, not a philosopher at all. For reasons I've articulated at some length in my series of posts on Hyperobjets I still find his thinking interesting.

I don't know how the intellectual world is shifting. But interesting work IS taking place via the blogosphere and more generally the web. Alan Liu has recently put up a more nuanced and detail post that touches on these issues: Theses on the Epistemology of the Digital: Advice For the Cambridge Centre for Digital Knowledge. I'll end with a paragraph of his:
But alluding to the Enlightenment forecloses as much as it discloses. An honest effort to grapple with digital knowledge will also require the Centre for Digital Knowledge to let go of too fixed an adherence to established modern ideas of knowledge (here simplistically branded “Enlightenment”). Those ideas are bound up with philosophical, media-specific (print, codex), institutional (academic and other expert-faculty), and “public sphere” configurations of knowledge that co-evolved as the modern system of knowledge. But today there are new systems, forms, and standards of knowledge, including some that refute or make unrecognizable each of the modern configurations mentioned above–e.g., algorithmic instead of philosophical knowledge, multimedia instead of print-codex knowledge, autodidactic or crowdsourced instead of institutional knowledge, and paradoxically “open”/”private” (even encrypted) instead of public-sphere knowledge.

0 0
How would you go about trying to get your students anyone to understand twitter if you only have an hour to do it? (There is a good “why” for the rush*, but i won’t go into it now). Please help … Continue reading →

0 0
Teaching Is Not a Business - NYTimes.com: No, it's not.  Guess what?  Building trusting relationships between students and teachers matter.
Prev1...1,0001,0011,0021,003...1,055Next Page 1,002 of 1,055
CC-BY 2014-2015 DML Research Hub | dmlhub.net