2023-03-12 On that Sunday I became a Sunday Pioneer.
Putting all of the links here is not a good idea. I try one page per day, starting with 2023-03-15.
Marc made be this instance to that I can play in public, not just on localhost.
I used to be a recent changes junkie on c2.com. Now one of the first baby steps is to figure out how to do that here. Including keeping a read it later list.
We have found three questions are particularly valuable to reflect on the deeper learning from an experience. For this reason, we call them _Learning Questions_.
Super Teachers are different. You'll know one when you meet one. Their Agile Mindset, dedication to relationships and Believing Eyes usually set them apart.
Curiosity is the linchpin to learning. As innovative educators, we aspire to a ubiquitous approach where inquisitiveness is harnessed, purposefully centered, and consciously embedded. Ideally, we see our learners holding onto their child-like wonder, rather than gradually sucking it out of them.
Innovators need 'thought partners'. They see us, feel us and champion us. A thought partner relationship is reciprocal - learning alongside is valued over learning alone.
Talking about learning confidently and openly is a skill and a right. Educators can give students the tools to talk about their learning in meaningful ways, nurturing their Creative Curiosity. Speaking 'learnish' is empowering for students and teachers alike.
One of the most profound impacts of the DiG learning framework that many of our teachers are noting is the power to shift the narrative identities of learners. Wallflowers are blooming, the disengaged are becoming engagers, unlikely experts are revealing themselves. As passions and personal curiosities are bravely shared, previously hidden stories are emerging. Our learners are acting in more courageous ways, developing deeper levels of confidence and resilience, sharpening their engagement, expanding their creativity and curiosity, and honing their 21st
JavaScript is nearly as old as the browser itself. Ward once considered it a silly language, but his attitude has changed.
Learning intentions set the focus for what we intend our learners to discover and learn. They make Higher Purpose explicit and, when phrased as a question, invite active investigation. Learners are more likely to be successful when ‘the what’ of learning is clear.
A culture that creates Thriving Systems is defined by behaviours that reinforce bonds of safety and trust in order to allow each part of that system to creatively emerge. We call these 'normative behaviours.' Normative Behaviours create culture through the process of 'enculturation'.
Engagement is a word that gets thrown around a lot in the education world. It is said that undesirable behaviors can be prevented by deeper levels of engagement, that learner participation, and cooperation with educators and co-learners are enhanced and that, most importantly, students are more motivated and likely to learn new skills and understandings when engaged. The ways in which we authentically ‘hook’ learners into learning new content and exploring it more deeply is therefore a critical consideration.
Classroom environment matters. The space we dwell with our learners each day needs to be homely, inspiring and organized. But as educators, we must challenge ourselves further to consciously curate classroom environments that directly impact student learning.
I'm thinking we might be able to make any wiki page be a mobile phone app that does things but doesn't confuse people with neighborhoods and lineups. We used this strategy for our RSS support which was just enough to show that no one cared. >> pwa
We explore interactions between Institutions recognizing the ecological and geopolitical considerations situation within which each operates. >> survey search
We'll setup the systematic update of collected surveys for participants who have opted-in. >> survey search
We all have particular educators who we remember fondly. We perhaps have the privilege of being that educator for a child. We remember those who were kind and funny and others who championed us and celebrated us as we journeyed.
Capturing and contrasting the narrative identities of our learners against the beliefs of their teachers has been an intriguing experiment. We wondered how we might use this data to initiate conversations with our learners about their potential, with the hope to inspire change and shift narrative identities.
One of the most profound impacts of the DiG learning framework that many of our teachers are noting is the shifting identity of learners. They are morphing into active learners who are empowered to reveal their hidden potential. This 'DiG thing' is changing how our learners see themselves and how our teachers see them, too.
Intriguing transformations are emerging out of our experimenting. We’re gauging an impact on classroom cultures; learning through a DiG changes the way learners interact with each other. Our teachers report learning communities empowered by higher levels of trust and connection. They’re noticing that their learners are more willing to take risks, to be vulnerable and uncomfortable in their learning. There’s a shift in their courage and confidence. For some individuals, levels of engagement are changing profoundly.
DiGs flip the traditional model of learning on its head – instead of a single predetermined outcome, there is no one prescribed research path, task, product or assignment to produce. Rather a commission to demonstrate the learning that has occurred, with a product that will emerge. This focus on intention and process allows the learning to have authentic purpose and meaning. In his introduction to a DiG, Thompson uses Chinese philosopher Lao Tzu's words to underline the power of this approach: ‘If you tell me, I will listen. If you show me, I will see. B
I endured many years of fitting in before I felt able to reveal my authentic self. My transformation was ignited by the very place that initially quietened me – school.
One can understand *rituals* from the point of view of curtailing (*Coupieren*) all approaches to reflexive communication.
A primary reason for going to all the trouble to learn this new sensual language is to learn new ways of thinking.
A primary reason for going to all the trouble to learn this new sensual language is to learn new ways of thinking.
Reactive UIs without virtual DOMs github 
This story by Klaus Kusanowsky tweet tells how Participation and Inclusion create Constraints that require Organization and therefore not only hold out the prospect of continuing, but also make it possible to succeed, with the consequence that it must continue, because continuing is always interrupted by organizational Facts. The organization itself is the constraint that no one can change.
Ward has written a series of pages regarding an Ownership Metaphor for federated wiki.
YIN, Pengfei, 2022. Does causal meaning depend on models? A critique of mental model theory of Causation. Advances in Cognitive Psychology. 2022. Vol. 18, no. 1, p. 42–47.
The generalized causal power PC model of singular causation judgments
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Learning Generosity is a disposition to facilitate, or support, a colleague's professional curiosity and growth. It goes beyond saying ‘yes’ to a request for particular information, or simply sharing something 'known'. To do this type of sharing may massage the ego and can be satisfying in the short term. However, Learning Generosity requires going beyond, to become somewhat vulnerable, but in doing so more substantial breakthroughs can occur. Making a commitment that doesn't have a defined outcome or set timelines, presents uncertainty, something we gen
We built the federation based on the promiscuous sharing of simple things with the hope that this would lead the community to save indefinitely things worth saving. Within a year we had moved from ruby to node without leaving ruby sites behind. Now, in the federation's ninth year, we consider how this process might be further distributed.
We built The Federation based on the promiscuous sharing of simple things with the hope that this would lead the community to save indefinitely things worth saving.
LUHMANN, Niklas, 1998. Die Gesellschaft der Gesellschaft. Frankfurt am Main: Suhrkamp. Suhrkamp-Taschenbuch Wissenschaft, 1360. ISBN 978-3-518-28960-0.
The early computer visionaries saw that real promise of computers not in Artificial Intelligence (AI), but in Intelligence Amplification (IA) .
is a disposition to facilitate, or support, a colleague's professional curiosity and growth. It goes further than saying ‘yes’ to a request for particular information, or simply sharing something ‘known’. Learning Generosity requires going ‘beyond’, to become somewhat vulnerable but in doing so, make more substantial breakthroughs possible. A commitment that doesn't have a defined outcome or set timelines presents uncertainty, something we generally don't seek. This deeper sharing, and especially with an ‘outsider’, has the potential
is concerned with the presentation and analysis of regularities in the two best-documented examples of early, independent urban society: Mesopotamia and central Mexico. doi , archive
I've always enjoyed leading others to experience learning. Shared discovery brings me joy. In my youth, I shepherded groups on night walks in the tropical rainforests of North Queensland. Turning our torches off, and hearing the exclamations of wonder and awe as eyes adjusted and the luminescent fungi dominated the forest floor are vivid memories. This is also the joy I felt when a student experienced a learning breakthrough, or mastery over a process. Or when a sports team I had coached celebrated an applied, newly acquired skill in a game setting.
⇒ Kriegsmentalität ⇒ War Mentality ⇒ Leverage ⇒ Growth
# BEYOND MARKETS AND STATES:
The problem with the term extended cognition centers on the fact that it misses the ghost in the box quality or phenomenon Luhmann, and other scholars have described.
History tells us humans are are savvy at working out how to survive, even succeed in a given circumstance. Where to find food and water. What is edible and what is not. This knowledge is passed on through stories, rules and culture. It helps to discern how to 'play a game' to win, what skills to develop and tactics to apply.
Keeping the fidelity of an idea is a challenge. Too often in education, and probably other fields, a term assigned to a practice travels quickly through the community losing its fidelity as it does. The idea might be a valuable one, but the term, the label attached to the idea, can soon become ubiquitous. As it is increasingly used it becomes less potent because the meaning is diluted.
But how can this mode – as a way of relating to the world that is opposed to the mode of Aggression and the experience of Alienation that corresponds to it – be defined more precisely?
As an individual, Flow happens in the learning process when the rate of creativity is exponentially accelerated.
Being in the Flow State of Agile is a joyful experience. It's challenging, but it vitalizes us - leaves us with more energy than less. Because it excites our Curiosity, it almost becomes addictive.
⇒ Software Fish ⇒ Eric Dobbs ⇒ Pressures Conflicts Adaptations ⇒ Cognition in Software ⇒ Ding und Medium ⇒ Recognize the Water We Swim In
John Hattie's research is perhaps the most influential in highlighting the importance of the quality of teaching in relation to student academic outcomes. Of the 'in-school' effects identified most of the largest were instructional strategies. Schools and systems subsequently focused on pedagogical practices, primarily instructional strategies, and system policy soon dictated every school needed a Pedagogical Framework.
Another question is should our education systems be about chasing jobs? Getting a 'good job' has been the desired endgame of an education for decades. Our students were encouraged to work hard, get good grades,and go to university. This was to result in being rewarded by a career with a reputable firm, with good conditions and financial security. This has been the dominant proposition for a very long time.
There have been many attemps to focus schools on the skills predicted as being important in the future. Generally known as 21st Century skills they have been defined in various ways.
Curiosity is the linchpin to learning. As innovative educators, we aspire to a ubiquitous approach where inquisitiveness is harnessed, purposefully centered, and consciously embedded. Ideally, we see our learners holding onto their child-like wonder, rather than gradually sucking it out of them.
In a sense, our mantras, artefacts, rituals and traditions ‘brand’ us. They allow others to see, hear and feel what we stand for. They signal our identity, represent our vision and strengthen our belonging.
We make pages here mostly for the making experience.
We experience emergence – that moment we cry out with an "aha" or "eureka" – Eureka Moments.
Learning in the early years of life is about having fun. Fun is the confluence of three states – playfulness, connection and joy. This is obvious in the way young mammals in particular interact with their world. Kittens, puppies, and children all play to learn and in doing so have fun. Unfortunately, humans are the only species that transition its young from being learners to being students.
We realized we could pilot validated forms with an html script inside a Frame plugin. See HTML Form Fields
I wiki coined the Debt Metaphor to explain the refactoring that we were doing on the WyCash product. This was an early product done in Digitalk Smalltalk, and it was important to me that we accumulate the learnings we did about the application over time by modifying the program to look as if we had known what we were doing all along and to look as if it had been easy to do in Smalltalk.
In his last novel, The Glass Bead Game (1943), Hermann Hesse (1877–1962) regarded the seventeenth-century German philosopher and polymath Gottfried Wilhelm Leibniz (1646–1716) as one of the the precursors of the Glass Bead Game.
When someone embarks on a true learning journey, consider this rule number one: One must become comfortable being uncomfortable.
Deeper learning is a term used to describe an approach to education that emphasizes the development of complex thinking and problem-solving skills, as well as the ability to apply knowledge to real-world situations. It is a form of learning that goes beyond the acquisition of basic facts and skills to focus on the development of critical thinking, collaboration, and communication skills.
Believing Eyes are powerful. They have the ability to influence us profoundly, to change us. When we are seen with Believing Eyes, we show up differently.
Manifestos are important declarations. Think of them as bold, audacious claims that form a bridge to a new world.
At a lunch with the Innovate Newberg team, Joe, the superintendent for their school district, challenge Luke and the rest of the team to think about the makerspace that is being built in the high school differently.
We are left wondering, what does this story mean as we ponder the Audacious Aspiration of reimagining education?
Import of 94 pages
Writing in the presence of rampant forking calls into question What it Means to Write and how to do it well.
David Bollier is a commons activist, scholar, author and blogger.
Platform Earth is a microservice platform for the commons. Microservices are traditionally employed by large companies, distributed across many departments and work teams, to achieve scalability, agility and the ability to maintain high reliability systems.
I would recommend that you start with a few paragraphs to describe why you are writing.
Wiki has an image problem. Modern web practice runs counter to our ideal semantics so we live with awkward compromise. As an advocate of that semantic let me explain how I post images.
We claim a commission, that of Reclaiming Humanity in our schools, in our society, in our world. A commission that guides us, challenges us, gives us courage to do the hard work of transformation.
We acknowledge that what we are exploring is more than a 'mindset'. Indeed, it is more than a 'consciousness'. It is, in fact, a new understanding of being, the very nature of reality.
We look back over the lineup to see where else we might have browsed. Search for this page when wanted.
Alan Kay explains, in order to be completely enfranchised in the 21st century, it will be very important for children to get fluent in the three central forms of thinking that are now in use:
We seek collective transformation, guided by our intuition, empowered by our belief – our belief in its possibility.
This is where I keep my ideas
Manifestos are important. They are bridges that help us cross from one world to the next. They are used to inspire courage for those committed to change.
Here we list some well known cities, create pages for them with a template, and then rate them on many dimensions clicking stars. Results are automatically aggregated as a single file. json csv
I would recommend that you start with a few paragraphs to describe why you are writing.
We suggest that your learning journal have three primary sections:
Reflection is, arguably, the most important part of the learning journey. It represents a time to individually or, as a group, identify elements of a learning journey that were unexpected and meaningful. Meaning that empowers our journey forward.
I was told when I signed my first engineering employment contract that, "we own what you do here but we don't claim to own your brain." So who owns your learning journal?
We suggest that your learning journal have three primary sections:
Whitespace is a void of Deep Listening. It's a space where we are held lovingly and given permission to share our thoughts without censorship. Whitespace feels like acceptance, support, and championing.
To listen deeply, we must listen with all of our senses. We must also listen with our hearts wide open.
Capabilities take time to develop - this we know. Yet often we classify our capabilities in absolute terms, by what we can and cannot do. It is our mindset that either supports us or hinders us in our endeavours.
A transmutational experience is one in which something deep inside of us changes based on an experience that we have had, an internal experience that precedes the manifestations of an external transformation.
Harvard University’s Ron Ritchhart describes enculturation as the process of gradually internalising the messages and values that we repeatedly experience through our interaction with the social environment. Enculturation might begin when individuals notice the Normative Behaviours, actions, and language of others within a group. We mirror these, as a means to join the group, fit in or assimilate. Mirror neurons and subconscious peer pressure play a role in this ‘catching on’. With this understanding, it might be said that culture is contagious.
JavaScript is nearly as old as the browser itself. Ward once considered it a silly language, but his attitude has changed.
Story of 182 pages with 44142 words and 280 more links.
Sometimes we make up new words for lived experiences that have no name – and so it is here.
Occasionally Sara Walker asks her team "What is life?" knowing that they, who are at the edge of this exploration, still have no firm definition. So they ponder, explore, and postulate.
'Metanoietic' is derived from the Greek word 'metanoia', a word that identifies our unique human superpower – that of being able to reimagine.
The fluidity of object and reference in networks can be expressed as a transformation rule that is unique to this (and similar) dialects, **Structure Sharing**.