Category Archives: Pedagogy

Patience is a network effect

If you want to see how technology shapes the way we perceive the world, just look at the way our experience of time has changed as network speeds have increased. Back in 2006, a famous study of onl…

 

This might as well be a whack upside the head for teachers.  As our students become more connected (meaning fast connections) the less patient they become online– as in”less that the blink of an eye” wait time impatient.  If this translates to the analog, ‘meatspace’ world (and I suspect it might), then what does it mean for gathering attention in the classroom?

We need to be studying student attention in the classroom where there is unrestricted wireless and device access like my own university one.

Here is Nicholas Carr’s take (and it honestly makes me think that everything I do in my teaching is wrong:

“One thing this study doesn’t tell us — but I would hypothesize as true (based on what I see in myself as well as others) — is that the loss of patience persists even when we’re not online. In other words, digital technologies are training us to be more conscious of and more resistant to delays of all sorts — and perhaps more intolerant of moments of time that pass without the arrival of new stimuli. Because our experience of time is so important to our experience of life, it strikes me that these kinds of technology-induced changes in our perception of delays can have particularly broad consequences.”

Gotta love that oxymoronic understatement–”particularly broad consequences”.

 

See on www.roughtype.com

See on Scoop.itTech Pedagogy

 

How Workflow Bubbles Up from Repertoire

2012-06-19_09-10-32.png – Dropbox.

 

Experimenting with workflow.

SnagIt mp4 screencast–>SnagIt capture of one frame of the screencast–>  annotating–>sharing with Evernote–>saving to Dropbox–>grabbing Dropbox online link–>using WordPress bookmarklet to post to my blog.  The link above is the end result from a ‘follow-yer-nose’ workflow.  If you learn some critical ‘repertoire’ (Google Docs, Dropbox, Evernote, Screencast) the Internet is as David Weinberger writes, “small pieces, loosely joined”.

 

If Context Shapes Content, What Does It Mean for Hybrid Pedagogy?

 

Clear summary of how skateboarding applies to learning.  I love it when ‘outsiders’ and ‘non-experts’ are the little kids who proclaim in certain terms that the emperor has not a stitch on.

I especially agree with the statement that “being in the moment and trusting your intuition leads to new cognitive connections”.  Beyond a certain point of preparedness (and for me that is what can with comfort fit on a 3X5 card) nailing down the ‘lesson’ further is a prescription for failure or, at the very least, disappointment.  It seems as if the more willful I am about what is to be learned, the less my students seem to learn, the less they are (jeez, I hate this word) engaged.  If I am not seeing the body language of uncertainty, then I know something is wrong.  I love/hate awkward questions, awkward silence, awkward answers but they almost always lead toward rather than away from the best learning.

So take a look at the the TEDx talk that inspired this post, apply some ideas to your own teaching and learning, and then see if you can “discuss, debate, and evaluate in terms of your own pedagogy.”

 

“This TEDx talk by skateboarder Rodney Mullen fascinates and inspires me, not as skateboarder (which I am most definitely not) but as a teacher and advocate of hybrid pedagogy: Here are some of the …”

 

 

 

 

See on remixingcollegeenglish.wordpress.com

See on Scoop.itTech Pedagogy

 

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