Forestfortrees's Favorite Links on education from Diigo

Digging Deep « Shalom Rav

Wed, 03 Sep 2008 10:01:03 -0000

Highlights and Sticky Notes:

Isaac, who for so much of Genesis exists largely in the shadow of his father, Abraham, finally comes into his own in this week’s Torah portion. Witness his re-digging of his father’s wells (which Abraham had dug in Genesis 21:25-30). The text makes a point of telling us that Isaac assigns them the same names his father had given them. But when the time comes for Isaac to establish his own wells, the text pointedly tells us that he names them himself.

uncovering new depths rather than attaining new heights

Tags: metaphor jewish torah interpretation interesting

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Kairos: A Journal of Rhetoric, Technology, and Pedagogy

Mon, 25 Aug 2008 23:36:02 -0000

Tags: pedagogy education rhetoric academic journal

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Confessions of an Aca/Fan: How Fan Fiction Can Teach Us a New Way to Read Moby-Dick (Part Two)

Wed, 20 Aug 2008 15:37:21 -0000

Highlights and Sticky Notes:

Potentials -- Projections about what might have happened to the characters that extend beyond the borders of the narrative.

Silences -- Elements that were systematically excluded from the narrative with ideological consequences.

Contradictions -- Two or more elements in the narrative which, intentionally or unintentionally, suggest alternative possibilities for the characters.

Holes -- plot elements readers perceive as missing from the narrative but central to their understanding of its characters. Holes typically impact the primary plot. In some cases, "holes" simply reflect the different priorities for writers and readers who may have different motives and interests.

Kernels -- pieces of information introduced into a narrative to hint at a larger world but not fully developed within the story itself. Kernels typically pull us away from the core plot line and introduce other possible stories to explore.

Tags: literacies fiction teaching learning education

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JOURNEY OF MANKIND - The Peopling of the World

Wed, 20 Aug 2008 15:19:48 -0000

Tags: history anthropology science evolution map

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Confessions of an Aca/Fan: How Fan Fiction Can Teach Us a New Way to Read Moby-Dick (Part One)

Tue, 19 Aug 2008 14:54:07 -0000

Highlights and Sticky Notes:

Schools have historically taught students how to read with the goal of producing a critical response; we want to encourage you to also consider how to teach students how to engage creatively with texts. Under this model, we should still be concerned with what's not in the text; the difference is in what we do about it.

What's not in the text is seen here as consciously or unconsciously excluded; often there's a hint that certain ideas or perspectives are being silenced, marginalized, or repressed. This formulation sets the reader in ideological opposition to the text while maintaining a clear separation between producers and consumers. This understanding reflects a moment when the power of mass media was extensive and the average consumer had no real way to respond to the media's agenda except through critical analysis. In a participatory culture, however, any given work represents a provocation for further creative responses. When we read a blog or a post on a forum, when we watch a video on YouTube, the possibility exists for us to respond -- either critically or creatively. We can write a fierce rebuttal of an argument with which we disagree or we can create a new work which better reflects our point of view.

If there is a shared agenda within the diversity and fragmentation that has often characterizes the American media literacy movement, it has come through a focus on five core questions students and teachers have been taught to apply to a range of texts:

1. Who created this message?

2. What creative techniques are used to attract my attention?

3. How might different people understand this message differently from me?

4. What lifestyles, values, and points of view are represented in, or omitted from, this message?

5. Why is this message being sent?

Another one chose Elijah, the prophet, and the awful dilemma of being able to see the future and no one believing or understanding what you're trying to tell them. "I'm going to warn you about this, but if don't heed my warning this is what's going to happen," and the awful dilemma that you face. His story was about 9/11. "I'm trying to tell you this is going to happen," and then nobody listened, and how awful he felt that he knew and couldn't stop it.

Tags: literacies media education

Posted by: forestfortrees

Spotlight on DML | James Paul Gee: The Our Courts Project

Tue, 19 Aug 2008 10:17:32 -0000

Highlights and Sticky Notes:

The ultimate goal is based on a specific view of learning. Schools treat subjects like physics as if they were just a set of facts and information ("content"). But physics is not first and foremost a set of facts, it is first and foremost a set of activities through which people engage with the world and see it and understand it in new ways. So, too, with “civics.” Civics is not first and foremost a set of facts, it is a set of activities through which people can participate in the societies and transform them. We want to make civics part of an engaging game that ultimately spills out into the real world in demands for justice.

Tags: education learning technology game citizenship

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Resources For Rethinking : Home Page

Fri, 15 Aug 2008 19:57:03 -0000

Tags: curriculum resource lesson_plans environment education

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Artichoke: Seduced by the screen: From both sides of the gaze

Thu, 14 Aug 2008 15:21:52 -0000

Tags: technology education critique

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Teaching Anthropology: What being an anthropologist means to me: apparently, it means a long post

Wed, 13 Aug 2008 23:48:47 -0000

Highlights and Sticky Notes:

Isn't the purpose of anthropology to expose these inequalities not reinforce a world of our own making? And youtube may be a global phenomenon but only for those in a global elite.

Do some deep reading of Gramschi and fight the hegemonization of a capitalist agenda for education.

the changes to our brain when we abandon "deep reading" in favor of "power browsing". Students should be encouraged to do some deep thinking and not "pancake" processing.

One of Wesch's assertions is that you can learn more by "doing" than by studying/reading/attending lecture? I certainly can't agree with that. I was barely ready for participant observation after an intensive undergraduate experience and three years of graduate course work. I can't tell if these students view participant observation as just an excuse to have a good time or they actually come to understand that its ultimate purpose is analytical. You don't learn from an experiential moment, unless, you have done the ground work. Wesch, clearly, gets it when he discusses digital ethnography but then he has done his ground work, hasn't he? What, exactly, do the students learn about anthropology?

But what is the line between motivation and pandering?

And when I teach, I believe it is my responsibility to convey the reality of a world where there are other ways of thinking and other ways of doing. In an effort to achieve that goal, I will with great happiness and gusto deconstuct American popular culture with my students to try to tease out our meanings and ways of being. But in the end, I want them to move beyond our world and embrace "the other".

Tags: anthropology teaching education philosophy meaning

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Dissent Magazine - Reclaiming Education

Tue, 12 Aug 2008 10:26:03 -0000

Tags: education policy theory politics research

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Spotlight on DML | David Shaffer: Epistemic Games, the Movie

Sun, 10 Aug 2008 11:28:54 -0000

Highlights and Sticky Notes:

Tags: education learning technology urban science

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Artichoke: “There is no model of a model.”

Sun, 10 Aug 2008 11:27:32 -0000

Tags: education technology theory geertz models

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Artichoke: Edubloggers: What are their sanctioned ignorances [blind spots] and contradictions?

Sun, 10 Aug 2008 11:21:07 -0000

Tags: education critique hermeneutics texts theory

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In Medias Res: Noah (and Herder) on Obama on Language

Sun, 10 Aug 2008 11:09:44 -0000

Tags: language identity bilingual education policy

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Key competencies / The New Zealand Curriculum / The New Zealand Curriculum - NZCurriculumOnline

Sun, 10 Aug 2008 11:07:40 -0000

Highlights and Sticky Notes:

The New Zealand Curriculum identifies five key competencies:

thinking
using language, symbols, and texts
managing self
relating to others
participating and contributing.

People use these competencies to live, learn, work, and contribute as active members of their communities. More complex than skills, the competencies draw also on knowledge, attitudes, and values in ways that lead to action. They are not separate or stand-alone. They are the key to learning in every learning area.

Tags: standards curriculum education

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Artichoke: Richard Stallman and how easily we have traded away our freedom to share.

Sun, 10 Aug 2008 11:06:45 -0000

Tags: technology education critique

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Artichoke: How do you interact with content ideas and experiences to build new knowledge, be it in a school classroom, a museum space, a community space or an online space?

Sun, 10 Aug 2008 10:55:14 -0000

Tags: technology learning teaching collaboration tools

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An Ecology Metaphor for Educational Policy Analysis: A Call to Complexity -- Weaver-Hightower 37 (3): 153 -- Educational Researcher

Thu, 17 Jul 2008 17:03:09 -0000

Tags: policy education analysis complexity research

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Crooked Timber » » Online study groups: Threat or menace?

Fri, 11 Jul 2008 10:42:39 -0000

Tags: online technology social learning teaching

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John Dewey: Philosophy of Education

Mon, 07 Jul 2008 00:17:17 -0000

Highlights and Sticky Notes:

children came to school to do things and live in a community which gave them real, guided experiences which fostered their capacity to contribute to society

Tags: dewey education pragmatism philosophy reference

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