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Mike Hetherington's Library tagged downes →  View Popular

17 May 07

E-Portfolios - the DNA of the Personal Learning Environment? ~ Stephen's Web ~ by Stephen Downes

  • The purpose of presenting the content isn't so that it can be evaluated by some authority but rather to place it in focus, in context, so it can be reflected on by the creator (and his or her peers).
15 May 07

41 Minutes Per Day... ~ Stephen's Web ~ by Stephen Downes

  • The skills are there, the tech's there, all that's missing is the desire of those not in the know to learn.
02 Apr 07

Could Do Better: A Checklist for Participatory Communication for Development. ~ Stephen's Web ~ by Stephen Downes

  • By definition, you cannot help being ultimately vacationing salesmen for the middle-class 'American Way of Life,' since that is really the only life you know." Well, yeah, and I can't help being anything other than an opinionated Canadian with a healthy disrespect for power and control. And the Finns I've seen carry their Finnishness with them, and the Brits their Britishness, and so on. So what do we do when we reach out to another culture? I had to find my own way teaching in First Nations communities. And the main thing I decided was to not try to be something other than what I am. The place where I draw the line is in trying to make other people into images of me (though I have to say, it's really tempting). They have to find their own way - and me, well I'll just be maximally me and they can take whatever they want from that, or nothing, if that's what they want. But I'm not going to pull back, to be less of who I am. I don't see any kind of empowerment in that.
02 Mar 07

Are Blogs a 'Parasitic' Medium? ~ Stephen's Web ~ by Stephen Downes

  • What I observe is that newspapers are parasitic on science, research, education and technology (to name a few). Look at the stories in OLDaily, or in the blogs covered here, and you will see real people struggling with real issues. The journalists just watch and wait while other people to say things, invent things, or do things - then they move in, create their own self-appointed 'experts', and act like they own the story
13 Feb 07

Toward a Theory of Discontent: What Can Learning Theory Contribute to Education? ~ Stephen's Web ~ by Stephen Downes

  • But this tactic of reducing all theory to the level of assumption, opinion and belief is misleading and, frankly, wrong. It's the tactic creationists use to make their fancies the scientific equivalent of the years of study and research that inform evolution.
27 Dec 06

Random Walk in Learning: Informal Learning - some definitions

  • People don't learn - informally or otherwise - when they are not doing anything. Informal learning isn't 'water cooler learning'. People learn when they are doing something. Informal learning is the learning you do while you're in the process of doing something else. [OLDaily - Stephen Downes
14 Nov 06

Stephen's Web ~ by Stephen Downes ~ Search Posts: podcast

  • Stephen Downes - series of podcasts on web 2.0 from Edson, Alberta - mikeheth on 2006-11-14

elearnspace. everything elearning: Blogs

  • Read this one at your own risk. Your brain may hurt before you get half-way through the transcript of this fascinating philosophical discussion between George Siemens and Stephen Downes - mikeheth on 2006-11-14

Half an Hour: How to Write Articles and Essays Quickly and Expertly

  • How to write by Downes. Terrific guide. All essays fall into one of four categories: Argument, Explanation, Definition or Description. Each has its own rules of structure. - mikeheth on 2006-11-14

Understanding Learning Networks, Reprise » SlideShare

  • Education - The future of learning. Networked interaction and creative enterprise facilitate and become learning. - mikeheth on 2006-11-14
11 Nov 06

Smart People or Smart Contexts

  • Classrooms as places where students learn "what constitutes a talented interaction." - mikeheth on 2006-11-11
  • classrooms should not be considered merely as the sites where talent development takes place, but should actually be conceptualized as the context for a specific cultural milieu through which students develop understandings of what constitutes a talented interaction."
17 Oct 06

Stephen's Web ~ Vandalism and Violence

  • What is most interesting, I think, is that anyone familiar with YouTube will know that while the videos are of dubious quality, they do not in the main feature vandalism and violence. So why the attacks on YouTube, especially when you can find worse, much worse, watching CSI or Cold Case? So why is the site "impossible to access at public schools" in Australia? If they're going to ban anything from the schools, why not ban commercial media, including the Sydney Morning Herald (I write this as they broadcast a melee at a football game on the morning news). Commercial media are much more demonstrably offensive to our sense of truth and morality. Or maybe the point of all this is to ensure that students only see the commercial media.
  • Problem is, as we have more and more mutlimedia content available on personal portable devices, this whole notionof "filtering" content is going to become obsolete very quickly. Also, in a web 2.0 environment, more and more content is ending up in so-called personal sites and as long as N2H2 filtering categories are used as such a blunt instrument, schools are going to be denied useful content on their own networks which students can still view and interact with on their own devices anyway.
08 Sep 06

2 Cents Worth » Home and Revisiting Source vs Value (briefly)

  • Draw your conclusions based on empirical data, not hunches. Another great point from Downes. - mikeheth on 2006-09-08
  • Good advice for baseball managers too. - mikeheth on 2006-09-08

  • Casual anecdotal observations and conversations should be depended upon only for qualitative (how it feels, etc) data and for concrete facts (there is a bridge), etc., but only if substantiated (the reporter’s rule - verify your information).


    Casual anecdotal observations and conversations should be *never* depended upon for statistical generalizations, ever, because people commit various statistical fallacies (and especially, generalizing on the basis of only a few instances, generalizing without examining counter-instances, asserting higher probability to more specific generalizations, etc) that have been observed and recorded over time.

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