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I’m sure there are many of us who feel she was tweeting directly to us.
I’ve got another bit of advice — multitask or create as many “twofers” as you can. That’s my approach and I tried it out today by completing DS 106′s Daily Create and my hello EdMOOC video in one fell swoop.
Oh, the challenge was to create a story about an everyday object.
Introduction-wise, I’m Cris and I’m teaching a brand new grad course this semester which I shall obsess completely over and so there won’t be enough hours in the day or night but I know Sharon is right and so I’m going to give it a go and enjoy EdMOOC!
Looking forward to meeting more crazy multi-taskers out there!
Present to your tutors unexpected questions, unanticipated problems, and novel avenues of intellectual exploration arising from this topic.
Furedi suggests learning outcomes are a recent “fad” which results in increased cynicism. The article from which he quotes on our website was written in 2001. I have been engaged in the “learning objectives debate” since 1986. How recent is recent? There is an angels-on-the-head-of-a-pin argument about when “objectives” transmogrified into “intended outcomes”, and what the difference might be. Not my idea of a good time. Learning objectives or “intended learning outcomes” are a part of a much wider, pragmatic, quality and standards movement that has had mostly beneficial consequences for society, as well as admitting jokes about European standard bananas – or poorly expressed, cynically written, learning outcomes. Learning objectives go back at least to Dewey. In the 1970s learning outcomes, with a number of other initiatives, had – in part – the aim of challenging a system of educational privilege that reproduced – and granted limited access to – a social elite. As Karl Popper said so well, all observation is theory laden. Learning outcomes ask us to make our intentions and their underlying foundations explicit. That is – again in part – what higher education is about. And, an outcomes-led approach is not the only way to teach,of course.
My Daily Create Roll now monopolizes the ECI 509 course trailer but I plan to gladly replace with student work soon.
I’ve been thinking about DS 106′s Daily Create all day. Just a little place my mind wanders when I lose focus elsewhere.
Somewhere between the panic of getting my new course site ready for the final meeting with my course developer and tech guru tomorrow and making my prolific list of notes, I came up with the idea of a “twofer.” Love when that happens! So here’s my Daily Create and a graphic that works well for this, my first course blog post. I call it the “Edge of My Incompetence” graph and the theory belongs to a terrific young philosopher-playwright-actor-writer Ezra Brain.
So The Daily Create challenge #361 was to “Draw something that shows how happy you are today.” On My Incompetence Chart I can report that I’m happy to have aimed high and achieved a lot for today. I’d not be nearly as happy if I’d aimed lower and achieved less.
So let that be the first lesson of Daily Creates, at least for me. It’s far better to have ambition and be a risk-taker than to grasp the first idea that comes to you and play it safe. to be continued . . .
Grainne Conole Mediating Artefacts, 2006
Digital habitats Etienne Wenger, Nancy White and John D. Smith (2009)
Archetype of a scenario, Daniel Schneider, 2003