Here are some of the insights and observations that were shared via Twitter this past week.
“If the structure does not permit dialogue the structure must be changed. ~ Paulo Freire” – via @surreallyno
“Learning is the human activity which least needs manipulation by others. ~ Ivan Illich” – via @IvanIllich2
@flowchainsensei – “Any organisation is screwed when it believes only certain privileged individuals can lead and/or manage.”
@melissapierce – “If you were a real rebel, you’d realize that anger is the trendiest emotion of all and you’d buck that trend with lusty immutable joy.”
@doctorjeff – “Next time a child comes at you with question after question – embrace it with a smile, for they chose … you.”
@umairh – “It’s no coincidence that “Davos” rhymes with “McFuture”.”
Yochai Benkler: Seven Lessons from SOPA/PIPA/Megauplaod and Four Proposals on Where We Go From Here – via @hreingold
Lesson 3: As the networked environment resists control, more of the flow of networked economy has to be sucked in to the enforcement vortex.
The Net is proving much harder to control than the industries anticipated when they got the Digital Millennium Copyright Act DMCA passed in 1998. In order to actually control materials on the Net, SOPA and PIPA tried to harness a range of technical, economic, and bureaucratic platforms, aimed to impede the functions of an ever-more-vaguely defined set of targets. Technical platforms included most prominently the DNS service and registrars and the search engines. Business platforms included payment systems and advertising systems. In order to achieve effective enforcement in a global digitally networked environment, Hollywood seems destined to try to draw an ever-larger set of platforms and actors into the risk of potential copyright and near-copyright liability.
What did CLOs do with the insight that informal learning matters? Next to nothing. They left informal learning to chance. Even now, with the cost-effectiveness and responsiveness of informal learning pushing it to the top of CLO’s priority lists, most are taking baby steps if any steps at all. This is extremely disappointing. We who understand how people learn need to be at the vanguard of establishing social networks, expertise location, online communities, information streams, agile instructional design, help desks, federated content management, continuing reinforcement, peer development, and so on.
Homework: To Flip or to Toss? we read homework in class, discuss it in class, clarify and debate it in class — then briefly write about it at home – by @cburell
My current experiment involves not so much flipping homework as (almost) ending it. I’m using document-based lessons in which all reading and discussion is done in class, and the only homework is a reflective blog post about the day’s content on a team blog — which student team-members read and comment on with corrections, extensions, challenges, etc. I like this so far, for several reasons …
Sebastian Thrun: you can take the blue pill and go back to your classroom and lecture your 20 students, but I’ve taken the red pill (video) – via @downes