Dear Mike and all,
It seems to me the work you were involved in was grappling with some
quite complex, contemporary issues that, perhaps, you felt were not
satisfactorily dealt with? (Excuse me, my language can be appalling
at times.) I suggest that those best placed to answer the questions
you are now considering - important ones - may be those involved in
that previous community (it appears that project has ended?)
I guess what I'm trying to say is that the corpora of knowledge that
you all arrived at in that project may not be entirely known to all
on this list. As such, I'm not sure you'll get the answers you may be
looking for from us all here?
Certainly and rather unfortunately I don't have the time to look at
all the outcomes of the project, appropriate the outcomes then begin
to answer new hypotheses.
This continuity of community is something I try to encourage. It
seems to me that these 'networked learning' communities come and go
even more quickly than previous manifestations of communities.
Anyhow, good luck with the new questions!
Tim :-)
At 14:07 28/06/2007, you wrote:
>I dont send this lightly but, back from lunch, I'm up for trying to flesh it
>out a bit more. I suppose I'm grappling with the concept of Networked
>Learning from the assessment end to get at something on the inside. What is
>it like to be 'networked learned'? Nasty phrase I know - sorry! - I dont
>mean the process (yet!). I mean, what would a person look like, what would
>make them different (better even?) from someone who had learned via
>Communities of Practice or lectures/tutorials? My colleague Joe's
>off-the-bat response to that was 'appropriateness'. Having the 'right'
>clutch of the 'right' kind of connections that can be 'activated' (all
>inverted comma concepts in need of unpacking!) in a timely way - not just to
>people but to resources (of course). Is that a good measure of networked
>learningness? (am I a good example of having been 'networked learned' since
>I'm foisting this on your inbox via this jiscmail list?!) Assuming it
>should, can that be bottled and taught? Can it then be factored in to
>assessment leading to accreditation?
>As I said before, all of this might 'just' mean the kinds of things we
>already hope to see in 'good' students... if so, tell me straight and I'll
>leave you alone - at least until the next time I've been in the shower :-)
>
>
>
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