If this isn’t 100% true, it’s true enough to be interesting—and maybe helpful. ( Kurt Vonnegut, 1951)
‘Me thinks there is equal need of a Society for the Diffusion of Useful Ignorance, what we will call Beautiful Knowledge,’ (van: Henry David Thoreau. ‘Walking.’)
The more we learn about the world, and the deeper our learning, the more conscious, specific, and articulate will be our knowledge of what we do not know, our knowledge of our ignorance. For this, indeed, is the main source of our ignorance — the fact that our knowledge can be only finite, while our ignorance must necessarily be infinite.
Karl Popper (1963) Conjectures and Refutations: The Growth of Scientific Knowledge.
Maybe as an educator I am responsible too for keeping the students safe in their journey? (thanks Mariana Funes) Or if I am a student I am responsible too for keeping my fellow students safe in their journey?
“…Universities have the responsibility to foster in faculty, staff and students a sense of social responsibility and a commitment to the social good, which, we believe, is central to the success of a democratic and just society. (Talloires Declaration) … “
In what degree as an (online) educator am I responsible for the journey of students? What does ‘as best as one can’ mean for online teaching? In (most online) teaching the teacher is not omnipresent, so do not expect the teacher to be responsible for learning outcomes. In schools students are (most of time) not expected to be responsible for the learning outcomes of fellow students. Should we change that?
In Teaching Today (Geoff Petty, 3th ed. Nelson Thornes Ltd UK) p. 481 ” .. Never mind the teaching, never mind the system, never mind the college, it’s the learner[S] and the learning that counts! …” [S] added by me.
We cannot know what feedback and which comments make the student work in the right direction.
But experience learns (but she is not infallible) positive feedback often is better than no critique or negative remarks.
Here is a cultural difference in giving positive comments. Some people do use strong words in their positive remarks. (love it, and great, amazing) We like that very much. Some people are less exaltic. We need to know who says what to know this.
Some feedback does show much attention and interest for the work “The leaves and berries make for a nice composition, with great colours.”
It is difficult to give positive comments and make someone’s work of art better.
“this would be still better if you did that..” That takes courage. (Mvdfunes and johnjohnston on ds106radio 12oct2014, I do not know an archive of that, do you know that archive?)
Wisdom comes to you in your sleep. Some early morning words on trust.
Humans need trust. Children need trusted parents to develop and grow.
But do not overdo it. It is not healthy to trust everybody. It is not wise to trust human beings 100%. Always keep an open eye.
Add a lot of Trust and some caution.
Do trust your fellow humans but do take care in case your trust is violated. Use virus scan, lock your door. Trust without wisdom is foolish.
To be Trusted you need to prove to be trustworthy.
But when you do lock your door, you cannot go outside.
Paul Watzlawick wrote that every communication has a content and a relationship aspect. He used the work of Gregory Bateson, much of which is collected in Steps to an Ecology of Mind (1972).
Karl Bühler mentions three communicative functions. (Bühler, Karl (1934). Sprachtheorie. Oxford, England: Fischer.)
The four-sides model (also known as communication square or four-ears model) is a communication model by Friedemann Schulz von Thun. According to this model every message has four facets.
In my opinion this four-ears model could be compared to a node in a connectionist learning model. (This is a question)
We will have to discuss this image and its relation to connectivist nodes and to teaching online courses.
The image in the previous post could be some help?