Your first tweet as shown here. In this tweet you write we need multiple data for teaching and …
My question is if we can obtain these data, and how we can use the data if available.
One set of data is not available, that is the set of data of what students will need in their future. I would say this is a very serious lack of knowledge. Maybe education and schools are teaching with a wrong set of assumptions and not data?
I know how assessment processes work in schools. But the overall question remains what set of data about the future of the students do we need and could we possibly foretell or predict their future needs? I did blog on this in https://connectiv.wordpress.com/2011/03/31/connectivist-education-and-the-future-of-children-cck11/
Does this unknown future make our work in education more questionable? Some students ask Why do we need to know this? And what could an honest teacher answer on that question?
Pre-packaged objectives bring learning to an end, subjecting perspectives to change never ends. This frees us up for life-long learning via wisdom of the crowd. @penpln Benny Bentley
we need to stop pretending that we need classes to learn things and that we have to start with the “basics” before we can learn about more complex things connect this to life long learning.
We moeten ophouden net te doen alsof we klassen nodig hebben om dingen te leren en dat we bij de basis moeten beginnen. Welke basis?
When I want to make a painting, and it does not want to become my painting. Then I will learn. I keep trying until the painting is there. I will look better, step back, try again/ That is what learning is for a human. Try to do something and keep trying (with help of other humans) to find a working solution.
Als ik schilder en het wil niet lukken dan leer ik iets. Dan blijf ik progberen, stap achteruit, kijk beter. Dat is hoe mensen leren. Iets proberen en blijven proberen (met wat hulp) to het lukt.
So really, what if we (students and instructor) don’t know where we are going? That was my experience five years ago when I started a learning space with one simple question: what do you want to learn?
Maar wat als studenten en docenten niet weten waar het heengaat? Dat was mijn ervaring toen we vijf jaar geleden begonnen met de vraag wat wil je eigenlijk leren?
Some years ago (it was in the 20th century) government decided we needed more plumbers. You could not find a plumber when you needed one.
People were encouraged to became plumbers, new curriculum and new schools for plumbers. This plumber campaign did work wonderful, lots of students wanted to be plumber. They learned how to weld leaden and copper tubes.
When the first wave of new plumbers received their diploma, the world had changed. PVC tubes did conquer the world.
That is what objectives do.
My own learning contract is in the open and this is a way for me to prioritize, focus and make room for the unexpected. But I´m toying with the idea of a digital arborist to help out in my head of opportunities. The walking metaphor for learning could make me to choose and be careful what to do and what to leave to others. I could only walk one way at the time.
and in addition neither of us really have any idea where this will lead. Setting objectives would be pointless at best and at worst would shut off potentially interesting avenues.
Er is een groep mensen die doelen voor leren niet zien zitten.
Some humans do not look upon objectives as useful things. But what about subjectives?
Maybe this is a fork for #rhizo15?
Keep it in mind.
Jason Silva on a youtube video where he pulls from Nietzsche, Andy Clark, Kevin Kelly and others https://www.youtube.com/watch?v=cUzFtWNOOOU (thanks @Autumm Caines). It is an advertisement for the idea of humans already being cyborgs. If he means humans do use tools and technology he is right. Jason Silva is a technophile.
Maybe the big question is What are we going to do with our technology?
And we do not want to be blind to the side effects of technology. Silent Spring, mass surveillance on internet. Ask the technophobians for more bad results of technology.
and for the technorealists see http://www.technorealism.org/
My translation of the Question “What can we get done with subjectives that can’t be done with objectives? ” is what do we teach and give our students above the knowledge and skills they must learn as prescribed by the curruculum. How do we influence the becoming of our students, the kind of humans they will be.
These are not the average objectives and we can only measure them in a nominal or ordinal scale.
Once one person (she had been a student of mine) told me that only after some years some traits of my being a teacher popped up to her and changed the way she acts in her vocation.
rather than setting myself any goals, objective, subjective or whatever, I’m going to think about the perspectives I want to take from this experience.
This perspective thing suits better in this rather un-objective kind op teaching. This is teaching with a life long perspective (not semester or school period perspective). It is teaching for life and with human beings, not for the test.
I see now my metaphor is of travel and sailing.
On april 17 1945 the polder I live in was inundated on purpose by German soldiers. All inhabitants could escape the water and found shelter in neighbouring villlages. In the photo the destroyed dike and the new dike.
Op 17 april 1945 is de polder onder water gezet door Duitse militairen. Iedereen kon op tijd wegkomen. En men vond onderdak in de omringende dorpen.Op de foto het dijkgat.
Question: How do we design our own or others learning when we don’t know where we are going? How does that free us up? What can we get done with subjectives that can’t be done with objectives?
Hoe ontwerp je je eigen leren of dat van anderen als je niet weet waar je heen gaat? Hoe kan dat bevrijdend zijn? Wat kunnen we laten doen met subjectieve bedoelingen dat niet kan met objectieve doelen?
Autumn Caines has this question: Heidegger’s The Question Concerning Technology where the old man is trying to get at the essence of technology which he sees as distancing humans from one another creating this enframing where technology justifies itself for it’s own sake all the while encroaching on all that is good and right in the world (especially the natural world and our connections with one another.)
I do dislike Heidegger, because of his dark and mystical philosophy and his dark past in WO II. But the question of connections and human relations in life and in education is very important to me. The importance of subjectives is a subject for me too.
Autumn Caines heeft deze vraag: Heidegger probeert de essentie van de technologie te begrijpen Hij ziet dat die essentie mensen van elkaar vervreemd. Volgens hem rechtvaardigt technologie zich voor zijn eigen belang en maakt inbreuk op alle het goede en rechtvaardige in de wereld (met name de natuurlijke wereld en onze connecties met elkaar.)
Ik heb een hekel aan Heidegger, vanwege zijn donkere en mystieke filosofie en zijn duistere verleden in WO II. Maar de vraag van de menselijke relaties in het leven en in het onderwijs is heel belangrijk voor mij.
Some sentences from @Autumn to think over: and write a post about.
that technology can have an end game toward more artistic endeavors and that not everything concerning technology had to be about efficiency and calculations in the end.
if technophobia could be defined not just as a fear but also as a prejudice.
The big question for me is about human culture, about humanity, about learning to be a human in a world with technology .
Some links to useful places:
Links om te onthouden:
i am not on Facebook
Some essential links to gain understanding: at hjdewaard.com
open learning recipe
#Rhizo15 is ready for take off, and I want to be a little part of it.
The big question for me this time is about culture, about humanity, about learning to be a human. I am not sure which word the english language uses for this subject. Parenting seems to be the closest.
Parenting (or child rearing) is the process of promoting and supporting the physical, emotional, social, financial, and intellectual development of a child from infancy to adulthood. Parenting refers to the aspects of raising a child aside from the biological relationship.
Teachers are not parents. But humans do change when interacting with humans, What is rhizomatic learning doing to its students? I am not so much interested in knowledge or the kind of skills we teach as we write down in the curriculum. But the extra skills and attitudes we help each other to develop.
I do use https//ifttt.com for posting blogposts on twitter. If This Than That. #IFTTT
De laatste tijd lees ik enthousiaste verhalen over de noodzaak om het schoolvak programmeren in te voeren. De motieven zijn economische noodzaak, een grote wens tot technische vooruitgang en ontwikkeling van meer en betere techniek. Programmeren zou ook goed zijn voor intellectuele vorming en logisch redeneren.
Achter deze redenen om het schoolvak programmeren in te willen voeren schuilen allerlei andere motieven en waarden. Deze achterliggende waarden en motieven blijven onduidelijk en worden zelden genoemd in de discussies die men voert over de noodzaak van programmeren als schoolvak.
I do read enthusiastic stories about the need make computer programming a school subject. The motives to do so are economic necessity, a great desire for technical progress and the need to develope more and better technology. Programming would also be a good means to achieve intellectual education and reasoning.
Behind these reasons for wanting to introduce programming as a school subject We could find all kind of other motives and values. These underlying values and motives remain unclear and are rarely mentioned in the discussions about the need for programming as a school subject.
Waarom zouden we alle leerlingen willen leren programmeren? Is leren programmeren even noodzakelijk als leren lezen?
Welke toekomstverwachtingen hebben degenen die het nieuwe schoolvak graag willen invoeren?
Why should we teach all students to program? Is learning to program as necessary as learning to read?
Those people who want to introduce the new school subject what expectations about the future do they have?