Walkthrough TAGS with creator Martin Hawksey

Creator Martin Hawksey walks us through his TAGS (Twitter archive Google spreadsheet), so lets go visualise our open and connected class …

 

 

Connected Courses “Trust and Network Fluency”

Leveraging our “Why”

If you didn’t already you might want to back-up and at least look over the pre-req task because we’re about to conflate our public and private selves and for some of us that might mean, well, who knows what that might mean?

 

Network fluency in this case is about leveraging the same networked, quantum and interest-driven learning reality that our students experience and bringing it to bear on our teaching. This session is a starting point, more pidgin than taxonomy, it’ll date quickly but hopefully the principals won’t.

Our network relationships are built on trust, both the low-level implicit kind that being consistent affords and the explicit personal endorsement kind. Just as in offline social environments we’ll tune-out the people who are inconsistent, or with dubious motivations. In class I’ll use a cafe/bar analogy: imagine you’re enjoying libation on Monday and someone walks in, introduces herself, is pleasant and then leaves. Tuesday she comes in, you go to say hello and she ignores you. Wednesday she says hello but Thursday she’s back to ignoring you. Friday comes around, you’re chatting with your old friend and she barges into your conversation only to start asking favours. . . . → Read More: Connected Courses “Trust and Network Fluency”

Connected Courses ( Pre-req ) “Is my data showing in this?”

The following is a part of the ConnectedCourses.org program

 

Although we often think of trust, privacy/anonymity and security in concert, perhaps even as synonymous, they’re each discreet concepts. Even a cast iron guarantee of one doesn’t mean we can rely unequivocally on any of the others.

In thinking about networks and network fluency for our connected course we will be assuming that we cannot guarantee technological security (there is a whole, forever out-of- date course in that subject alone) and we will be transparent about this at the outset. We will instead seek to build our networks with the security and trust afforded by being consistent and so to some degree predictable.

Networks and societies as a whole cannot function without this omnipresent low-level trust and security. I have to trust other drivers to abide by traffic laws when I take my children to school. I have to trust that the teachers at their school will teach and care for them during the day. This enables me to go to work and specialise as a photography teacher of still other people’s kids. I trust that my employer will in turn pay me for doing so and if they . . . → Read More: Connected Courses ( Pre-req ) “Is my data showing in this?”

Leveraging your “Why?”, in answer to Mike Wesch.

Mike Wesch gave a great opening talk for the Connected Courses workshop and in that he asked us to think about our “Why?” , why we teach. This kind of framed the thinking for the design of the course from there on in and it made me re-write my talk completely. In fact the reason I am look more than a little dishevelled is because I didn’t finish this until 3am that morning. Anyway, its my “Why?” and I’m greatful to Mike for pushing us out there.

 

Transcription download

Originally I was going to run this like a Phonar class, so I ask, or in fact dictate that everybody do their notes via Twitter and then at the end we aggregated it and storified all these nodes to make a meta-set of nodes. But of course in a Phonar class, we rely on a bigger meta-class to add in, and there really isn’t the sort of… I don’t know, are we broadcasting on radio? Anyway if you want to, we can do that, especially if people have never have used Twitter to teach. Because I’m going to do three things. I’m going to do a short talk, . . . → Read More: Leveraging your “Why?”, in answer to Mike Wesch.

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Phonar - [fo-'när] is a free and open undergraduate photography class run by Jonathan Worth


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