9. Aiming for organic pilot growth
flickr photo by kumasawa http://flickr.com/photos/kumasawa/2983492713
shared under a Creative Commons (BY-NC-ND) license
10. Aiming to not limit one’s possibility
flickr photo by cogdogblog http://flickr.com/photos/cogdog/18043060713 shared under a Creative Commons (BY) license
11. Giving permission to simply play
flickr photo by j0esam1 http://flickr.com/photos/jo_js_sam/16829732675 shared under a Creative Commons (BY-NC-ND) li
14. Engineering, 27, 4%
Arts & Sciences,
117, 16%
Fine Arts, 21, 3%
Journalism & Mass
Communication,
155, 21%
Academi
c Affairs,
24, 3%
Atmospheric &
Geographic Science,
10, 1%Business, 28, 4%
International
Studies, 12, 2%
University College,
305, 42%
Education, 13, 2% Other, 17, 2%
Students by College
15. Journalism & Mass
Communication, 9, 9%
Earth & Energy, 6, 6%
Atmospheric &
Geographic Science, 4,
4%
Arts & Sciences, 33,
34%
Education, 22, 23%
Engineering, 13, 14%
Other, 10, 10%
Faculty by College
16. Weitzenhoffer Col of
Fine Arts, 10, 5%
Jeannine Rainbolt
Coll of Educ, 8, 4%
College of Arts and
Sciences, 32, 16%
University College,
42, 21%
Gaylord College of
JMC, 69, 34%
College of
Engineering, 13, 6%
Price College of
Business, 7, 4%
Academic Affairs, 8,
4%
Other, 11, 6%
Staff by College
60. Not-yetness is not satisfying every condition, not fully
understanding something, not check-listing everything, not
tidying everything, not trying to solve every problem…but
creating space for emergence to take us to new and
unpredictable places, to help us better understand the
problems we are trying to solve
Amy Collier, redpincushion.me
61. In many ways, helping teachers and learners set
up personal cyberinfrastructures is very not-yet. You are not
defining what the end result will be. It can be complex and
messy. Things may not go the way you think they could or
should. You are asking teachers and learners to decide what they
want the technology to do for them. You are helping them break
free from templates and course creation wizards
Amy Collier, redpincushion.me
Editor's Notes
NOT online resume that has been crawled by Google
Spending enough time looking at the web and how it works to really grasp what it is
Its more about being present within the web and not being present because of the web.
How important is the open web to us as an institution? How important is data control? What will the future of our learning virtually look like and* where* do we want it to take place? And, to some degree, how much of that are we putting on the backs of companies whos terms of service we’ve never read?
