Comments for All The Young (edu)Punks http://www.robotvsrobot.com Jon K. - drunk on electrons Fri, 13 Jan 2012 03:45:27 +0000 hourly 1 http://wordpress.org/?v=3.3.1 Comment on Comments Commentary by Jon K. http://www.robotvsrobot.com/2012/01/11/comments-commentary/comment-page-1/#comment-4549 Jon K. Fri, 13 Jan 2012 03:45:27 +0000 http://www.robotvsrobot.com/?p=710#comment-4549 Sure, but by publishing an idea publically, then only discussing it further out of context elsewhere, or privately through email, seems incongruous. And that's the reason I tend to not spend times on those sites. It seems like the idea is not open for discussion. You're right that you don't have to provide any platform, but again, taking away a platform that has become an expected feature of blogs is also a statement that has implications (which I tried to outline in my post). No, it's quite clear that your history is full of contributions to the public, and you are willing to share your ideas. Whatever works for you is whatever you should do. It's interesting to think about. Sure, but by publishing an idea publically, then only discussing it further out of context elsewhere, or privately through email, seems incongruous. And that’s the reason I tend to not spend times on those sites. It seems like the idea is not open for discussion. You’re right that you don’t have to provide any platform, but again, taking away a platform that has become an expected feature of blogs is also a statement that has implications (which I tried to outline in my post).

No, it’s quite clear that your history is full of contributions to the public, and you are willing to share your ideas. Whatever works for you is whatever you should do. It’s interesting to think about.

]]> Comment on Comments Commentary by Jon K. http://www.robotvsrobot.com/2012/01/11/comments-commentary/comment-page-1/#comment-4548 Jon K. Fri, 13 Jan 2012 03:32:20 +0000 http://www.robotvsrobot.com/?p=710#comment-4548 Rash, probably, but in context, I could send you an e-mail, but I've always preferred to keep track of what I'm thinking about an issue in context. Comments keep my ideas in context. It also helps confirm or dispell my notions about life when people engage in an open discussion through comments. Rash, probably, but in context, I could send you an e-mail, but I’ve always preferred to keep track of what I’m thinking about an issue in context. Comments keep my ideas in context. It also helps confirm or dispell my notions about life when people engage in an open discussion through comments.

]]> Comment on Comments Commentary by D'Arcy Norman http://www.robotvsrobot.com/2012/01/11/comments-commentary/comment-page-1/#comment-4532 D'Arcy Norman Wed, 11 Jan 2012 15:50:37 +0000 http://www.robotvsrobot.com/?p=710#comment-4532 it just hit me - you tune people out because they don't provide a means for you to write directly on their stuff? that seems a bit rash. it just hit me – you tune people out because they don’t provide a means for you to write directly on their stuff? that seems a bit rash.

]]> Comment on Comments Commentary by D'Arcy Norman http://www.robotvsrobot.com/2012/01/11/comments-commentary/comment-page-1/#comment-4531 D'Arcy Norman Wed, 11 Jan 2012 15:33:22 +0000 http://www.robotvsrobot.com/?p=710#comment-4531 No - your opinion does absolutely matter. What you're talking about is commenting as an act of public acknowledgement, which is completely separate from opinion or discourse. As for the walled garden preventing comments for those without websites, every page on my site has a "Contact" form that sends comments to me directly. And, in 2012, it is trivially simple for anyone and everyone to have their own place to publish online. Saying that someone is prevented from participating online because _I_ don't provide them with the tools is misleading. I'm not saying I disagree with using comments in general - I'm writing a comment here, for example... No – your opinion does absolutely matter. What you’re talking about is commenting as an act of public acknowledgement, which is completely separate from opinion or discourse.

As for the walled garden preventing comments for those without websites, every page on my site has a “Contact” form that sends comments to me directly. And, in 2012, it is trivially simple for anyone and everyone to have their own place to publish online. Saying that someone is prevented from participating online because _I_ don’t provide them with the tools is misleading.

I’m not saying I disagree with using comments in general – I’m writing a comment here, for example…

]]> Comment on Questions for 2011 by Answers for 2011 « All The Young (edu)Punks http://www.robotvsrobot.com/2010/12/21/questions/comment-page-1/#comment-4439 Answers for 2011 « All The Young (edu)Punks Tue, 03 Jan 2012 23:54:58 +0000 http://www.robotvsrobot.com/?p=617#comment-4439 [...] to have some answers - even if the answer may very well be no answer. For the original post see: Questions for 2011. Yes, there will also be a Questions for [...] [...] to have some answers – even if the answer may very well be no answer. For the original post see: Questions for 2011. Yes, there will also be a Questions for [...]

]]> Comment on Faculty Observations by Jon K. http://www.robotvsrobot.com/2011/08/30/faculty-observations/comment-page-1/#comment-3580 Jon K. Mon, 17 Oct 2011 14:46:54 +0000 http://www.robotvsrobot.com/?p=677#comment-3580 Thanks John for the kind words. I know we both were participants of CCK08 so I think that we both have an interest in openness and how education might work in that environment. The more I work with LMSs, the more I feel the constraints of the systems. I do see their value as a starting point, just that starting point is so small and individualized in most cases, that collaboration is meaningless in an LMS. I wish that it could be easier, to provide higher ed students the safe area to experiment in but also allow selective access to outside resources easily. And make it easy for faculty to do that. The one big thing that I keep coming back to from CCK08 is the complexity of learning, and the complexity of the Internet, and there must be some parallel that can be leveraged to make both easier. Thanks John for the kind words. I know we both were participants of CCK08 so I think that we both have an interest in openness and how education might work in that environment. The more I work with LMSs, the more I feel the constraints of the systems. I do see their value as a starting point, just that starting point is so small and individualized in most cases, that collaboration is meaningless in an LMS. I wish that it could be easier, to provide higher ed students the safe area to experiment in but also allow selective access to outside resources easily. And make it easy for faculty to do that. The one big thing that I keep coming back to from CCK08 is the complexity of learning, and the complexity of the Internet, and there must be some parallel that can be leveraged to make both easier.

]]> Comment on Faculty Observations by Cris http://www.robotvsrobot.com/2011/08/30/faculty-observations/comment-page-1/#comment-3576 Cris Mon, 17 Oct 2011 05:33:27 +0000 http://www.robotvsrobot.com/?p=677#comment-3576 <i>I am with you, in the observations. LMS seems to be”at odds” with Face-to-face teaching, though, with teaching at vocational education and training level, probably because of the level of courses, compared with University courses. As you said:”This might be due to the nature of college courses and diplomas being geared towards tradespeople, which have been stereotyped as lower class jobs. I’ve seen the literacy rates of incoming students first hand, and they’ve decreased significantly over the last decade. The same is true for university, but university has been traditionally for the upper and middle class.” The challenge to most teachers and students seem to lie with the “extra time and efforts” required to keep up with the pace of technology, and to acquire the skills needed to learn “fully on-line”, based on conversation, rather than the learning of facts and content merely. In trade-courses, the emphasis is still on the acquisition of skills, based on good or best practice, not always about creativity or innovation. Besides, LMS is more of a “controlling” of learning, rather than a liberation of learning from many learners’ points of view. For teachers, LMS could be perceived to be a movement towards letting go of the copyrights of their teaching resources for “free” and “open”, and that teachers could no longer require students to attend the face-to-face teaching sessions, meaning a loss of control by the teachers. May be these are the realities and paradoxes of education online, with LMS. I have included a post about Why education is difficult and contentious in my blog. Thanks again for your great insights into these areas, and am delighted to learn and share the significance of LMS in community college and university. I think this is also my first visit to your blog. John</i> +1 I am with you, in the observations. LMS seems to be”at odds” with Face-to-face teaching, though, with teaching at vocational education and training level, probably because of the level of courses, compared with University courses. As you said:”This might be due to the nature of college courses and diplomas being geared towards tradespeople, which have been stereotyped as lower class jobs. I’ve seen the literacy rates of incoming students first hand, and they’ve decreased significantly over the last decade. The same is true for university, but university has been traditionally for the upper and middle class.” The challenge to most teachers and students seem to lie with the “extra time and efforts” required to keep up with the pace of technology, and to acquire the skills needed to learn “fully on-line”, based on conversation, rather than the learning of facts and content merely. In trade-courses, the emphasis is still on the acquisition of skills, based on good or best practice, not always about creativity or innovation. Besides, LMS is more of a “controlling” of learning, rather than a liberation of learning from many learners’ points of view. For teachers, LMS could be perceived to be a movement towards letting go of the copyrights of their teaching resources for “free” and “open”, and that teachers could no longer require students to attend the face-to-face teaching sessions, meaning a loss of control by the teachers. May be these are the realities and paradoxes of education online, with LMS. I have included a post about Why education is difficult and contentious in my blog. Thanks again for your great insights into these areas, and am delighted to learn and share the significance of LMS in community college and university. I think this is also my first visit to your blog. John
+1

]]> Comment on Faculty Observations by suifaijohnmak http://www.robotvsrobot.com/2011/08/30/faculty-observations/comment-page-1/#comment-3521 suifaijohnmak Fri, 07 Oct 2011 23:51:52 +0000 http://www.robotvsrobot.com/?p=677#comment-3521 I am with you, in the observations. LMS seems to be"at odds" with Face-to-face teaching, though, with teaching at vocational education and training level, probably because of the level of courses, compared with University courses. As you said:"This might be due to the nature of college courses and diplomas being geared towards tradespeople, which have been stereotyped as lower class jobs. I've seen the literacy rates of incoming students first hand, and they've decreased significantly over the last decade. The same is true for university, but university has been traditionally for the upper and middle class." The challenge to most teachers and students seem to lie with the "extra time and efforts" required to keep up with the pace of technology, and to acquire the skills needed to learn "fully on-line", based on conversation, rather than the learning of facts and content merely. In trade-courses, the emphasis is still on the acquisition of skills, based on good or best practice, not always about creativity or innovation. Besides, LMS is more of a "controlling" of learning, rather than a liberation of learning from many learners' points of view. For teachers, LMS could be perceived to be a movement towards letting go of the copyrights of their teaching resources for "free" and "open", and that teachers could no longer require students to attend the face-to-face teaching sessions, meaning a loss of control by the teachers. May be these are the realities and paradoxes of education online, with LMS. I have included a post about Why education is difficult and contentious in my blog. Thanks again for your great insights into these areas, and am delighted to learn and share the significance of LMS in community college and university. I think this is also my first visit to your blog. John I am with you, in the observations. LMS seems to be”at odds” with Face-to-face teaching, though, with teaching at vocational education and training level, probably because of the level of courses, compared with University courses. As you said:”This might be due to the nature of college courses and diplomas being geared towards tradespeople, which have been stereotyped as lower class jobs. I’ve seen the literacy rates of incoming students first hand, and they’ve decreased significantly over the last decade. The same is true for university, but university has been traditionally for the upper and middle class.” The challenge to most teachers and students seem to lie with the “extra time and efforts” required to keep up with the pace of technology, and to acquire the skills needed to learn “fully on-line”, based on conversation, rather than the learning of facts and content merely. In trade-courses, the emphasis is still on the acquisition of skills, based on good or best practice, not always about creativity or innovation. Besides, LMS is more of a “controlling” of learning, rather than a liberation of learning from many learners’ points of view. For teachers, LMS could be perceived to be a movement towards letting go of the copyrights of their teaching resources for “free” and “open”, and that teachers could no longer require students to attend the face-to-face teaching sessions, meaning a loss of control by the teachers. May be these are the realities and paradoxes of education online, with LMS. I have included a post about Why education is difficult and contentious in my blog. Thanks again for your great insights into these areas, and am delighted to learn and share the significance of LMS in community college and university. I think this is also my first visit to your blog. John

]]> Comment on Digital Divides by Second Digital | Fusion Living http://www.robotvsrobot.com/2010/05/10/digital-divides/comment-page-1/#comment-3503 Second Digital | Fusion Living Tue, 04 Oct 2011 23:47:53 +0000 http://www.robotvsrobot.com/?p=432#comment-3503 [...] Digital, 100[/phpbay] What are the 3 best brands for digital cameras? List the best first, then second, then third.? I'm j...AL CHICKEN by Patrick Davison, Ep [...] [...] Digital, 100[/phpbay] What are the 3 best brands for digital cameras? List the best first, then second, then third.? I'm j…AL CHICKEN by Patrick Davison, Ep [...]

]]> Comment on 5 Things To Do To Improve Your Visual Intelligence by Lele http://www.robotvsrobot.com/2010/01/07/5-things-to-do-to-improve-your-visual-intelligence/comment-page-1/#comment-3204 Lele Mon, 22 Aug 2011 20:47:01 +0000 http://www.robotvsrobot.com/?p=252#comment-3204 This info is the cat's paajams! This info is the cat’s paajams!

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