Miscellaneous Amateurs

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Wilma Clark
LGC Debate No. 2 - LKL - 28 January 2008

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  • Do technologies proliferate non-knowledge? Tools of collaboration, blurring the boundaries between public/private spaces. What does this mean for our perceptions of knowledge production and knowledge producers? Comment: Technologies proliferate more technologies.
  • Miscellaneous Amateurs

    1. 2. do technologies proliferate non-knowledge YES NO Andrew Keen David Weinberger
    2. 3. the debate authority canon expertise process
    3. 4. learner teacher institution “ The mind is not a vessel to be filled, but a fire to be kindled.” :- Plutarch
    4. 5. learner <ul><li>Re-allocating authority (fragmenting ‘barriers’) </li></ul><ul><li>Re-framing resources (facilitating independent knowledge construction) </li></ul><ul><li>Re-shaping perceptions (allocating responsibility) </li></ul><ul><li>Re-viewing concepts (audience, authority, addressivity) </li></ul>
    5. 6. teacher http://tecnoteacher.blogspot.com/
    6. 7. teacher Sometimes the creative light bulb ignites and you think 'I could use this with the children'. These moments only happen if your mind is open to looking at things in a different light and being willing to change your plans that you sat up for nights on end perfecting
    7. 8. teacher http://votw.wikispaces.com/
    8. 9. teacher http://www.classroom20.com/
    9. 10. teacher http://onevoice.ning.com/
    10. 11. teacher Blogging and Podcasting http://joedale.typepad.com
    11. 12. teacher Wikis and Mobile Phones http://chrisfuller.typepad.com
    12. 13. teacher Twitter http://lisibo.blogspot.com/
    13. 14. institution Blip TV – In Schools - NO
    14. 15. institution Blip TV – In Schools - YES Dans mon sac, j’ai…
    15. 16. institution Wikis – In Schools - NO
    16. 17. institution Wikis – In Schools - YES Look what we’be been up to…
    17. 18. institution Young people cannot be trusted to form their own opinions. This business about open-mindedness is nonsense, it’s a waste of time trying to teach students to think for themselves. It’s our job to tell ‘em. http://www.archive.org/details/Despotis1946
    18. 19. learner generated contexts Ecology of Resources Model
    19. 20. learner generated contexts PAH continuum
    20. 21. learner generated contexts Obuchenie Context Model
    21. 22. do technologies proliferate non-knowledge where they do agree… <ul><li>digital ‘knowledge’ is messy </li></ul><ul><li>learners need guidance </li></ul><ul><li>a navigable ecosystem is needed </li></ul>

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