Comments on: An Internet of Classrooms http://borderland.northernattitude.org/2006/06/11/an-internet-of-classrooms/ (bôr'dər-lănd') n. Located on or near a frontier. An indeterminate area or condition. Tue, 02 Mar 2010 16:24:44 -0800 http://wordpress.org/?v=2.9.2 hourly 1 By: Yearly Roundup - The 20 best edublog posts of 2006 at teaching.mrbelshaw.co.uk http://borderland.northernattitude.org/2006/06/11/an-internet-of-classrooms/comment-page-1/#comment-17211 Yearly Roundup - The 20 best edublog posts of 2006 at teaching.mrbelshaw.co.uk Sun, 31 Dec 2006 09:31:15 +0000 http://borderland.northernattitude.org/2006/06/11/an-internet-of-classrooms/#comment-17211 [...] Doug Noon - An Internet of Classrooms (proposes the idea that the classroom is not a place to be inhabited, it is something else - both less and more at the same time…) [...] [...] Doug Noon – An Internet of Classrooms (proposes the idea that the classroom is not a place to be inhabited, it is something else – both less and more at the same time…) [...]

]]> By: Weekly Roundup (25 June 2006) at teaching.mrbelshaw.co.uk http://borderland.northernattitude.org/2006/06/11/an-internet-of-classrooms/comment-page-1/#comment-4948 Weekly Roundup (25 June 2006) at teaching.mrbelshaw.co.uk Mon, 26 Jun 2006 10:27:26 +0000 http://borderland.northernattitude.org/2006/06/11/an-internet-of-classrooms/#comment-4948 [...] Doug over at Borderland made an excellent post about An Internet of Classrooms in which he discusses ‘classroom change, design, technology, culture and institutional resistance’. He starts off by saying that the phrase ‘technology in the classroom’ has been bandied about for the last 25 years or so. What about if we turn that around and think about ‘classroom in the technology’? It occurs to me that if we stop thinking about classrooms as places, and instead consider them things - things that blog - or ‘blogjects’ then we will inevitably begin to recognize new possibilities for working with them, rather than “inhabiting” them. [...] [...] Doug over at Borderland made an excellent post about An Internet of Classrooms in which he discusses ‘classroom change, design, technology, culture and institutional resistance’. He starts off by saying that the phrase ‘technology in the classroom’ has been bandied about for the last 25 years or so. What about if we turn that around and think about ‘classroom in the technology’? It occurs to me that if we stop thinking about classrooms as places, and instead consider them things – things that blog – or ‘blogjects’ then we will inevitably begin to recognize new possibilities for working with them, rather than “inhabiting” them. [...]

]]> By: Knowledging across life’s curriculum | INTJ + PhD http://borderland.northernattitude.org/2006/06/11/an-internet-of-classrooms/comment-page-1/#comment-4173 Knowledging across life’s curriculum | INTJ + PhD Wed, 14 Jun 2006 00:13:00 +0000 http://borderland.northernattitude.org/2006/06/11/an-internet-of-classrooms/#comment-4173 [...] Pretty good description of what my son calls driven behavior. I often see myself take models and theories and pull them apart, see if I can apply them to various situations. I’ve been going back and forth with Doug@Borderlands and a bit with Chris who comments there too. A whole section here is devoted to commenting on sensemaking and deconstructing epistemologies and developping new conceptual territories. You would think that in PhD studies it would be a welcome attribute. Well, to a certain extent it is working to my disadvantage. The educational technology department in which I study has repeated numerous times model building was expected in an APPLIED PROGRAM, which seems to preclude theoretical dissertation work. What is happening to PhD programs these days? In psychology there are PsyD and PhDs: one is clinical (practice oriented) the other more theoretical/philosophical. I’m doing a PhD not an EdD! There is a great though older (1997) debate on the subject here. It seems the practice/theory divide is problematic at the conceptual level, and second as a determinant of what a program offers be it Ed.D or Ph.D. It is perhaps time to review the labels in light of what is really happening in various programs. [...] [...] Pretty good description of what my son calls driven behavior. I often see myself take models and theories and pull them apart, see if I can apply them to various situations. I’ve been going back and forth with Doug@Borderlands and a bit with Chris who comments there too. A whole section here is devoted to commenting on sensemaking and deconstructing epistemologies and developping new conceptual territories. You would think that in PhD studies it would be a welcome attribute. Well, to a certain extent it is working to my disadvantage. The educational technology department in which I study has repeated numerous times model building was expected in an APPLIED PROGRAM, which seems to preclude theoretical dissertation work. What is happening to PhD programs these days? In psychology there are PsyD and PhDs: one is clinical (practice oriented) the other more theoretical/philosophical. I’m doing a PhD not an EdD! There is a great though older (1997) debate on the subject here. It seems the practice/theory divide is problematic at the conceptual level, and second as a determinant of what a program offers be it Ed.D or Ph.D. It is perhaps time to review the labels in light of what is really happening in various programs. [...]

]]> By: Francine http://borderland.northernattitude.org/2006/06/11/an-internet-of-classrooms/comment-page-1/#comment-4169 Francine Tue, 13 Jun 2006 22:31:56 +0000 http://borderland.northernattitude.org/2006/06/11/an-internet-of-classrooms/#comment-4169 I'm glad you are having fun with the reversibility of things. I tend to like these conceptual exercises which sometime reveal pretty interesting perspectives. I too couldn't help a satirical take on the subject. The entry is called <a href="http://klever.edublogs.org/2006/06/13/blog-re-jects/" rel="nofollow"> Blog(re)jects</a> or blogging litter!! in the <i>Internet of life</i>. ;-) I’m glad you are having fun with the reversibility of things. I tend to like these conceptual exercises which sometime reveal pretty interesting perspectives.

I too couldn’t help a satirical take on the subject. The entry is called Blog(re)jects or blogging litter!! in the Internet of life. ;-)

]]> By: Doug http://borderland.northernattitude.org/2006/06/11/an-internet-of-classrooms/comment-page-1/#comment-4167 Doug Tue, 13 Jun 2006 20:57:34 +0000 http://borderland.northernattitude.org/2006/06/11/an-internet-of-classrooms/#comment-4167 Francine, that confirms what I read about ANT yesterday in the first Chapter of <a href="http://tinyurl.com/lfgkp" rel="nofollow">Actor Network Theory and after</a> by John Law. The remaining question is whether your reading of connectivism correctly distinguishes it from actor network theory. From the Siemens article you linked to I find, "<em>The starting point of connectivism is the individual. Personal knowledge is comprised of a network, which feeds into organizations and institutions, which in turn feed back into the network, and then continue to provide learning to individual,</em>" which does seem to place the individual at the center of the analysis. I'm not sure which is a more useful theory to consider here, but Law pointed out that from an ANT perspective, which he described as "a ruthless application of semiotics," everything becomes "uncertain and reversible." Bleecker mentioned in "Why Things Matter" that we need to pay attention to prepositions in the new Internet of Things, which I see as a consequence of the reversibility phenomena. Reversing the phrases "technology in the classroom"/"classroom in the technology" was the insight that lead me into this hall of mirrors. I'm having fun with this. Francine, that confirms what I read about ANT yesterday in the first Chapter of Actor Network Theory and after by John Law. The remaining question is whether your reading of connectivism correctly distinguishes it from actor network theory. From the Siemens article you linked to I find, “The starting point of connectivism is the individual. Personal knowledge is comprised of a network, which feeds into organizations and institutions, which in turn feed back into the network, and then continue to provide learning to individual,” which does seem to place the individual at the center of the analysis.

I’m not sure which is a more useful theory to consider here, but Law pointed out that from an ANT perspective, which he described as “a ruthless application of semiotics,” everything becomes “uncertain and reversible.” Bleecker mentioned in “Why Things Matter” that we need to pay attention to prepositions in the new Internet of Things, which I see as a consequence of the reversibility phenomena. Reversing the phrases “technology in the classroom”/”classroom in the technology” was the insight that lead me into this hall of mirrors.

I’m having fun with this.

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