learning | Chris Aldrich

A Domain of One’s Own for use as a personal Learning Management System (pLMS)

I love that Johannes Klingbiel’s article Building a new website highlights having his own place on the Internet as a means to learn.

To learn—A rather obvious one, but I wanted to challenge myself again. ❧

While I suspect that part of the idea here is to learn about the web and programming, it’s also important to have a place you can more easily look over and review as well as build out on as one learns. This dovetails in part with his third reason to have his own website: “to build”. It’s much harder to build out a learning space on platforms like Medium and Twitter. It’s not as easy to revisit those articles and notes as those platforms aren’t custom built for those sorts of learning affordances.

Building your own website for learning makes it by definition a learning management system. The difference between my idea of a learning management system here and the more corporate LMSes (Canvas, Blackboard, Moodle, etc.) is that you can change and modify the playground as you go. While your own personal LMS may also be a container for holding knowledge, it is a container for building and expanding knowledge. Corporate LMSes aren’t good at these last two things, but are built for making it easier for a course facilitator to distribute and grade material.

We definitely need more small personal learning management systems. (pLMS, anyone? I like the idea of the small “p” to highlight the value of these being small.) Even better if they have social components like some of the IndieWeb building blocks that make it easier for one to build a personal learning network and interact with others’ LMSes on the web. I see some of this happening in the Digital Gardens space and with people learning and sharing in public.

[[Flancian]]’s Anagora.org is a good example of this type of public learning space that is taking the individual efforts of public learners and active thinkers and knitting their efforts together to facilitate a whole that is bigger than the sum of it’s pieces.

Read Why you should have a blog (and write in it) by Leticia Portella (Leticia Portella)

I’m a happy dev, in love with data science that loves to write technical posts about what tech, career and life

Listened to Designing and Developing New Tools For Thought with Andy Matuschak from Village Global's Venture Stories

Andy Matuschak (@andy_matuschak), joins Erik on this episode. He is a technologist, designer and researcher. They discuss:
- The key thread throughout his work and what he’s trying to accomplish.
- Why people read books despite remembering little of what they read.
- What books should look like and the features they should have in the digital age.
- Why spaced repetition is so powerful.- His requests for startups in the space.

Following Association for Learning Technology

Followed Association for Learning Technology (alt.ac.uk)

The Association for Learning Technology (ALT) represents individual and organisational Members from all sectors and parts of the UK. Our Membership includes practitioners, researchers and policy makers with an interest in Learning Technology. Our community grows more diverse as Learning Technology has become recognised as a fundamental part of learning, teaching and assessment.

Our charitable objective is "to advance education through increasing, exploring and disseminating knowledge in the field of Learning Technology for the benefit of the general public". We have led professionalisation in Learning Technology since 1993.

How we define Learning Technology

We define Learning Technology as the broad range of communication, information and related technologies that can be used to support learning, teaching and assessment. Our community is made up of people who are actively involved in understanding, managing, researching, supporting or enabling learning with the use of Learning Technology. We believe that you don't need to be called 'Learning Technologist' to be one.

What we value and what we do

Our current strategy sets out our aims for 2017-2020:

Increasing the impact of Learning Technology for the wider community, strengthening recognition and representation for the Membership at a national level and leading professionalisation for individual Learning Technology professionals in a broad range of roles.

You can explore the strategy slides, download the full text in PDF or Google docs. Visual content is available on Flickr.

📑 The Vulnerability of Learning | Cathie LeBlanc

Replied to The Vulnerability of Learning by

Cathie LeBlanc (Desert of My Real Life)

When I received Chris’s comment, my first response was that I should delete my post or at least the incorrect part of it. It’s embarrassing to have your incorrect understandings available for public view. But I decided to leave the post as is but put in a disclaimer so that others would not be misled by my misunderstandings.
This experience reminded me that learning makes us vulnerable. Admitting that you don’t know something is hard and being corrected is even harder. Chris was incredibly gentle in his correction. It makes me think about how I respond to my students’ work. Am I as gentle with their work as Chris was to mine? Could I be more gentle? How often have I graded my students’ work and only focused on what they did wrong? Or forgotten that feeling of vulnerability when you don’t know something, when you put your work out for others to judge? This experience has also reminded me that it’s important that we as teachers regularly put ourselves into situations in which we authentically grapple with not knowing something. We should regularly share our less than fully formed understandings with others for feedback. It helps us remember that even confident learners can struggle with being vulnerable. And we need to keep in mind that many of our students are not confident learners. ❧

I’m reminded here of the broad idea that many bloggers write about sooner or later of their website being a “thought space” or place to contemplate out in the open. More often than not, even if they don’t have an audience to interact with, their writings become a way of thinking out loud, clarifying things for themselves, self-evolving, or putting themselves out there for potential public reactions (good, bad, or indifferent).

While writing things out loud to no audience can be helpful and useful on an individual level, it’s often even more helpful to have some sort of productive and constructive feedback. While a handful of likes or positive seeming responses can be useful, I always prefer the ones that make me think more broadly, deeply, or force me to consider other pieces I hadn’t envisioned before. To me this is the real value of these open and often very public thought spaces.

For those interested in the general idea, I’ve been [bookmarking/tagging things around the idea of thought spaces I’ve read on my own website](https://boffosocko.com/tag/thought-spaces/). Hopefully this collection helps others better understand the spectrum of these ideas for themselves.

With respect to the vulnerability piece, I’m reminded of an episode of The Human Current I listened to a few weeks back. There was an excellent section that touched on building up trust with students or even a class when it comes to providing feedback and criticism. Having a bank of trust makes it easier to give feedback as well as to receive it. Here’s a link to the audio portion and a copy of the relevant text.

👓 The Vulnerability of Learning | Desert of My Real Life

Read The Vulnerability of Learning by

Cathie LeBlanc (Desert of My Real Life)

Listening to the students talk about feeling unsure and vulnerable when they first encountered open educational practices made me think about my own learning. As a mid-career academic who has changed jobs and even disciplines, I am a confident learner. I have received lots of praise and other kinds of positive reinforcement for my ability to learn new things. If you have read previous posts on my blog, you might know that I am really interested in developments in the IndieWeb movement and am trying to write about some of my experiences with using IndieWeb tools to build my own web site. I’ve been building my own sites for years and so I have a lot of confidence in my ability there as well. Working on the IndieWeb stuff has been challenging because there’s a lot of new language and new concepts as well as some aspects of web development that I have not engaged with before. I often feel vulnerable when I write my posts about the IndieWeb because my understanding of how everything works is emerging. In other words, I don’t get it all yet but I’m still writing publicly about my work.

📑 The Vulnerability of Learning | Cathie LeBlanc

Replied to The Vulnerability of Learning by

Cathie LeBlanc (Desert of My Real Life)

Chris was incredibly gentle in his correction. It makes me think about how I respond to my students’ work. Am I as gentle with their work as Chris was to mine? ❧

What a relief to hear this! The hardest part about writing my response was in possibly coming off too hard or painfully pedantic and not wanting to turn you off in your explorations.

🔖 The influence of collaboration networks on programming language acquisition by Sanjay Guruprasad | MIT

Bookmarked The influence of collaboration networks on programming language acquisition by Sanjay Guruprasad (Massachusetts Institute of Technology)

Many behaviors spread through social contact. However, different behaviors seem to require different degrees of social reinforcement to spread within a network. Some behaviors spread via simple contagion, where a single contact with an "activated node" is sufficient for transmission, while others require complex contagion, with reinforcement from multiple nodes to adopt the behavior. But why do some behaviors require more social reinforcement to spread than others? Here we hypothesize that learning more difficult behaviors requires more social reinforcement. We test this hypothesis by analyzing the programming language adoption of hundreds of thousands of programmers on the social coding platform Github. We show that adopting more difficult programming languages requires more reinforcement from the collaboration network. This research sheds light on the role of collaboration networks in programming language acquisition.

[Downloadable .pdf]
Thesis: S.M., Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2018.; Cataloged from PDF version of thesis.; Includes bibliographical references (pages 26-28).

Advisor: César Hidalgo.

URI: http://hdl.handle.net/1721.1/119085

I ran across this paper via the Human Current interview with Cesar Hidalgo. In general they studied GitHub as a learning community and the social support of people’s friends on the platform as they worked on learning new programming languages.

I think there might be some interesting takeaways for people looking at collective learning and online pedagogies as well as for communities like the IndieWeb which are trying to not only build new technologies, but help to get them into others’ hands by teaching and disseminating some generally tough technical knowledge. (In this respect, the referenced Human Current podcast episode may be a worthwhile overview.)

👓 Sometimes Confusion Is A Good Thing | NPR

Read Sometimes Confusion Is A Good Thing (NPR | 13.7 cosmos & culture)

Confusion gets a bad rap.

A textbook that confuses its readers sounds like a bad textbook. Teachers who confuse their students sound like bad teachers.

But research suggests that some of the time, confusion can actually be a good thing — an important step toward learning.

Some interesting research referenced here.

hat tip: mrkean.com

👓 The Theranos Story and Education Technology | Inside Higher Ed

Read The Theranos Story and Education Technology (Inside Higher Ed)

A great new book has me thinking about ed tech.

This is an interesting and useful analogy.

In ed tech, schools are the customers, but students are the users.

This also reminds me of the market disconnect between students and their textbooks. Professors are the ones targeted for the “sale” or adoption when the actual purchasers are the students. This causes all kinds of problems in the way the textbook market works and tends to drive prices up–compared to a market in which the student directly chooses their textbook. (And the set up is not too dissimilar to how the healthcare industry works in which the patient (customer) is making a purchase of health care coverage and not actually the health care itself.

👓 The Tech ‘Regrets’ Industry | Audrey Watters

Read The Tech 'Regrets' Industry by

Audrey Watters (Audrey Watters)

Silicon Valley has lost some of its shine in recent months, what with the “fake news” and the bots and the hacks and the hate speech. All the promises about the democratization of information and power ring a little hollow nowadays. I’d say they rang a little hollow all along. Of course that’s what I’d say. I’ve been saying it for years now. There’s a new tale that’s being told with increasing frequency these days, in which tech industry executives and employees come forward – sometimes quite sheepishly, sometimes quite boldly – and admit that they have regrets, that they’re no longer “believers,” that they now recognize their work has been damaging to individuals and to society at large, that they were wrong. These aren’t apologies as much as they’re confessions.

An essay about technologists saying the equivalent of “Do as I say, not as I do.” and “Don’t pay any attention to that man behind the curtain.”

🔖 Mindstorms by Seymour Papert

Bookmarked Mindstorms (MIT Media Lab)

Seymour Papert’s Mindstorms was published by Basic Books in 1980, and outlines his vision of children using computers as instruments for learning. A second edition, with new Forewords by John Sculley and Carol Sperry, was published in 1993. The book remains as relevant now as when first published almost forty years ago.

The Media Lab is grateful to Seymour Papert’s family for allowing us to post the text here. We invite you to add your comments and reflections.

If you are interested in purchasing the print edition of Mindstorms, please visit Basic Books.

Download Mindstorms
from the MIT Media Lab.

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