Category Archives: Lost

Connected Courses – Hopes/Dreams

our world

Connected courses asks . . .

So what is the real “why” of your course? Why should students take it? How will they be changed by it? What is your discipline’s real “why”? Why does it matter that students take __________ courses or become _________ists? How can digital and networked technologies effectively support the real why of your course?

I struggle with the ideas of courses and school in general but here is what I hope for my children and the people I interact with at any time.

I hope to both arm people against misfortune/abuse/boredom and provision them for additional opportunities amazement, wonder, and happiness (and the ability to inspire those feelings in others). I don’t know what -ist these people might be. The -ist doesn’t fit for me. Maybe passionate intellectual omnivores? Reflective Renaissance figures? Happy ambidextrous wanderers? Magical weavers of detritus and wonder?

I hope to get people to realize their own power and capabilities, to pursue their own interests and connections. I hope to point out options that enable you not to simply take what’s given but to build what you want. That applies to what you might make, how you might make it, and the community within which you might make it. That fits pretty well in the digital spaaaaaace. It’s big. It’s open. It’s malleable. It’s full of wonderful things and people interested in just about anything you could want and it gets easier and easier to make more and more powerful things.

Weekly Web Harvest (weekly)

  • “There was no widespread outbreak of panic across the United States in response to Orson Welles’ 1938 radio adaptation of H.G. Wells’ The War of the Worlds. Only a very small share of the radio audience was even listening to it, and isolated reports of scattered incidents and increased call volume to emergency services were played up the next day by newspapers, eager to discredit radio as a competitor for advertising. Both Welles and CBS, which had initially reacted apologetically, later came to realize that the myth benefited them and actively embraced it in their later years.[49][50]

    tags: misconceptions wikipedia trivia history list weekly

  • “Ah, the non-serious come out to play. Naturally you would be the uneducated – unfamiliar with critical review. Yet, amazingly, you seek out opportunities to ‘contribute’ – what? Nothing of any value or substance. My god, your triviality…do either of you contribute anything to the world of Ideas or Art? And just how would you respond if you had created something of value that someone thoughtlessly tore down?”

    The author responding to a book review . . . for his book . . . with teddy bears as characters.

    tags: socialmedia commenting author publishing online weekly

Posted from Diigo. The rest of my favorite links are here.

Weekly Web Harvest (weekly)

  • “From Luc Besson’s AMA, regarding writing The Fifth Element:
    At 16, i wrote 200 pages and threw them in the garbage because it was bad. I then wrote 200 more which also finished in the garbage. Then I wrote 400 pages that i kept, waited for 15 years, and wrote a first draft. I have done 16 drafts for the fifth element, and finished the script with 300 pages in two parts. The producers refused to part the film in two parts because it was too expensive and forced me to rewrite everything in one film. I guess at the time filming in two parts wasn’t popular yet. Compared to writing Leon:
    Regarding Leon, i had to wait 2 weeks to get an answer from a studio to know if they were going to make the fifth element or not. The wait was horrible. So i wrote Leon in 15 days and nights to stop me from thinking about the wait.”

    tags: writing progress time patience weekly

  • “GoatTalk is where goat husbandry is taught with ethics and great compassion for you and your goats. Whether a long-time herd owner or a beginner with pets GoatTalk Members are there to help and support your efforts as you move from goats that survive to goats that thrive. “

    tags: goat community weekly

  • “If you want, you can request ice cream by the name of your cow. I do not have a favorite cow. The cows each have news feeds if you are interested. They’re mostly for kids, of course:
    BETSY-COW’S DIARY AUGUST 20, 2064 Time for milking! Ate some grass. Ate some more grass! Stomachs 1–4 all working great! Mooed loudly! Had my regular automatic health check. I am a healthy cow! Mooed loudly! A great day!
    The cows don’t write this of course. The cows are filled with tiny microphones listening for moos, with GLM trackers, and with floating sensors in their stomachs monitoring acid levels. Bots tend the herd. When it is time to be milked they all get a little milking buzz in their ears and they line up to be milked. The milk flows right into a pasteurization tank connected to the ice-cream machines.

    tags: cows future icecream socialmedia vcucircle medium weekly tweet

Posted from Diigo. The rest of my favorite links are here.

Weekly Web Harvest (weekly)

Posted from Diigo. The rest of my favorite links are here.

Weekly Web Harvest (weekly)

  • “At ages that would likely see them in seventh and fourth grades, I generously estimate that my boys spend no more than two hours per month sitting and studying the subjects, such as science and math, that are universal to mainstream education. Not two hours per day or even per week. Two hours per month. Comparatively speaking, by now Fin would have spent approximately 5,600 hours in the classroom. Rye, nearly three years younger, would have clocked about half that time.

    A stubborn calf. Fin and Rye also take care of their own dwarf goats.   Photo: Penny Hewitt

    tags: weekly schooling education kids nature

Posted from Diigo. The rest of my favorite links are here.