It has been a busy few days.
I am delighted with the response to Darrell Cobner’s guest post.
I have been thinking a great deal about the “disciplinary gaze” issues raised by Darrell and by Chris Carling and his colleagues (2013).
I believe profoundly that this gaze has agnostic qualities … it occurs in a variety of contexts and at different tempos.
Digital sharing is transforming scholarship and I hope that by connecting through a range of media we enable thick descriptions to emerge and be shared openly. I keep returning to the concept of CommentPress:
CommentPress is an open source theme and plugin for the WordPress blogging engine that allows readers to comment paragraph-by-paragraph, line-by-line or block-by-block in the margins of a text. Annotate, gloss, workshop, debate: with CommentPress you can do all of these things on a finer-grained level, turning a document into a conversation.
Whilst installing the CommentPress Core plugin for WordPress, I managed to remove all my customisations for Clyde Street! I am going to set up a new blog space to share the functionality of the plugin and explore the possibilities for co-authorship.
As I open up these opportunities, thanks to Jenny Mackness, I am mindful of the growing discussion of connectivism.
George Couros has reminded me that Isolation is now a choice educators make. He notes:
Personally, blogging has made me really think about what I do in my role as an administrator, and I would say that the process has really clarified a lot of my thinking. The other aspect of writing for an audience and getting their feedback has made a huge difference on my learning as being challenged has made me really think about my work. In fact, I am writing this because someone read my blog post, challenged it, and I came back to revisit my thinking. That wouldn’t have happened if I wrote it in a journal that I tuck away at home.
Propsects of co-production returned me to a Dan Pontefract post from 2011. I have been thinking about how our personal learning journeys and environments move us through his Digital Learning Quadrants.
Data is, as research terminology goes, a deceptively easy word to toss around. It’s easily accessible for most of us, fills in as a better descriptor than the term ‘stuff,’ and adds instant credibility to that which it describes. The term ‘data’ does far more than describe units of information used in the course of one’s study. It functions as a powerful frame for discourse about knowledge — both where it comes from and how it is derived; privileges certain ways of knowing over others; and through its ambiguity, can foster a self–perpetuating sensibility that it is incontrovertible, something to question the meaning of, or the veracity of, but not the existence of.