Archive for the ‘*Moments’ Category

Moments: Ballooning in Canberra

April 24 saw Canberra host the Beijing Olympic Torch Relay. This was how I saw the day emerging.

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I'll take a Thingamy and 2 whatisits, hold the doodaa

All of these eportfolio template products we’ve looked at exist in a Thingamajig mindset. Rather than let students use tools that have a broad application outside the boundaries of our college, they push the student to think of eportfolios as dependent on institution-specific technology. They keep the student in an unempowered mindset. They force the student to see technology in the wrong way.

Mike Caulfield » Blog Archive » The Parable of the Thingamajig

A little thought from Mike Caulfield. As I’m thinking of ways to tell e-learning ‘stories’ to management, Mike parables current thinking around e-portfolios. Parables make for powerful stories!

…and there I shall leave this Friday!

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To be yourself and no one else amongst the noise

Sarah Blasko – What The Sea Wants, The Sea Will Have

…a stunning performer who – whether at a cosycandlelit dinner venue, a remote country hotel or a big city theatre – commands the unwavering attention of her audience; and an entrancing vocalist who bids audiences hang upon her every note…

Sarah Blasko played the first gig of her Showstopper tour in Canberra last night. The above quote from her website says it all for me. The audience was captivated. She received rousing applause after every song and then silence. An expectant, intriguing silence that comes with the curiosity of watching a performer who is simply herself.

In watching Blasko’s show, I wondered about the pursuit of fame and how performers keep their feet on the ground — or not. To me it seems to be a balance between convention and creativity in a lot of ways and the creative tension that affords; using a medium to express your sense of the world and your lived experience of and in it.

“Everything experienced [Erlebte] is experienced through oneself [Selbsterlebtes], and this in part constitutes its meaning, that it belongs to the unity of this self and thereby contains a distinctive and irreplaceable relation to the whole of this one life” (Gadamer, 1975, p. 60 quoted).

We had a bit of a gathering yesterday with other staff from our Division to discuss ways we can work more collaboratively and more strategically in these cahnging times for our institution. I was aware of the term ‘experience’ and the number of times it was mentioned. We were certainly all interested in supporting the learners’ expereinces. However, it seems difficult to place it in action, by virtue of the fact that the learner, whoever they may be, is central to that experience – they own it, it is theirs. We talked more about creating spaces in whcih learners might feel more comfortable to ‘experience’ their learning. We talked about ways to support learners to enhance their experience. We discussed ways to support teachers who have a say in how a learner’s experience (of a course) could be better managed at a strategic, whole-of-institute level.

‘Experience’ is as elusive as ‘quality’. It requires immersion, emotion, commitment and the human body to be present. It is valued as it is remembered, and reflected on. It is contextual and relational, and it is re-experienced. No doubt, it is something we as individuals own and are; thus, supporting the experiences of others is a feat! Learning how to learn from our experience sounds like an ideal point from which to facilitate learning, yet always seems so difficult to do, given the personalised nature of such a process. Yet, it is something we must continue to strive for. The vast diversity of our experiences is our greatest learning tool!

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From curiousity to ambiguity and liminality

I’ve picked up on Tracy’s posts recently as I’ve really seen a connection with her process and mine around the nature of emergent practice, where practice leads to (rather than being based in) theoretical approaches to learning and teaching. Perhaps some call this praxis?

Following on from her curious curriculum, Tracy talks a bit more about her teaching process – this time about ambiguity.

Crossing over, I’ve also recently picked up reading Tom Haskins’ blog after meeting him (online) in Sydney last week. Tom’s post, Learning from not really learning, got me thinking once more about the unsettled moments and ambiguities we encounter daily in our work and life.

Those liminal spaces help us to reach forward in our learning as we grapple to understand and make sense of new knowledge. So too, in a changing workplace, we are often in the same state, yet it seems that very quickly we try to find the closest ground, somewhere ‘safe’ with some semblance of permanence or firmness. This seems normal in a high state of change, such as a restructure, for example.

Liminality requires time and space. It requires careful holding and is, as Tom reiterates in his post about learning, a process not a product that we can mold. It’s an intangible feeling (usually a feeling of vulnerability) that is often uncomfortable. When we feel uncomfortable, we of course seek comfort. In the learning process we seek understanding in order to feel a sense of comfort and feeling of achievement thus follows.

In learning, these liminal spaces require empathic intelligence (from within us and with others), not a rush to achieve learning outcomes. They require little content and are more a space to wander through one’s learning in process. They are tumultuous and unsettling but have space for stillness and reflection.

‘They’ are not spaces really – liminality is us and our journey towards knowing, where we realise we are on the threshold of understanding.

Thanks Tracy and Tom for your quiet words of wisdom.

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personal spaces :: thinking places

samsblog thinking IM think/write:

. . . reason is that we all have different views and ideas. This group effort has enriched my knowledge of e learning and given me a positive PLE

longtail dreaming? ??

your immersion — contention — assertion

explicate ::

dswaters: @leonardlow there is a debate heating up in http://etools.ning.com/ about it right now

!the biG BIG jump

Enso.jpg

Enso ; (円相) . . . symbolizing enlightenment, strength, elegance, the universe, and the void; it is also an “expression of the moment”.

expression of the moment

expression of the moment

expression of the moment

loosley joined — conjoined — rejoined

. . . Balance is not the same as neutrality. Neutrality only seeks the middle. In kyudo practice we are equally aware of the left, the right, the middle, all of it. How long have you been practicing? One more again, practice. This is my hope . . . – Kanjuro Shibata

holding spacespeople

sharing thingsfeeling

being learningdoing

peoplefeelingdoing

peoplefeelingdoing

people feeling doing


people feeling doing

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