Ive been enjoying the challenge of engaging internationally through the networked learning conference pre conference nings.
There's's a nice link above (i have yet to watch it...such trust on my part...but its here so i have ease of access later ) associated with the video is Alan Levine's turn around on "what surfaces when we go online"
==>so when we surf, what surfaces.
What has surfaced for me:
Lankshear and Knowbel on digital literaces ask for consideration of the values that shift when the activities of learning shift with a read and write web ( means of production of knowledge shifts).
My own use of email and #nlc that created its own turnaround on doctorial consortium organisation
Some firming up of some of my own nascent beliefs on teaching and learning:
Here's an excerpt from the paper i will be presenting:
Fox (2002) identifies learning as something that happens naturally, incidentally, pervasively & situated within everyday life yet much of our theorizing of learning develops in institutionalized settings. The result is a privileging of practice as it occurs in the formal education sector over the informal and the privileging knowledge of networked learning that involves particular groups of people, and the ways these people relate. To use the eloquent words of Fenwick and Edwards (2010) and with acknowledgement to Pickering (1993) this concurrently risks effacing the fascinating mangling of context that generates particular practices that do not fit the picture of formal educational settings. Researching networks in the wild contributes in redressing this imbalance.
And scary surfacing is do i put it in a post doc paper, or add it to the thesis that is too long ...
and also, now i contend with digital traces and potentials of accusations of plagiarizing myself or resubmitting what i have written elsewhere i also go through contortions of altering what i leave behind in this space.
And in answer to Jeffrey's twitter question about where nlc leaves me; not confused :)
A little more confidence in my understandings of learning and teaching whether online or otherwise.
And regarding identity: more confidant in my readings of Latour (hybrids), de Beauvoir (women being made not born) Haraway (cyborg) and Foucault
More confidant in myself as created in association and in my associations.
But i am aware that this remains a contentious way of being in the world for many.
Note also the imagery and a Tsunamis identity:
Great Wave off the Coast of Kanagawa, by Hokusai, a famous late eighteenth- and early nineteenth-century Japanese artist. Part of The Thirty-Six Views of Fuji series (1823-29), this print, although often used a graphic in tsunami literature, is somewhat misleading in that context because tsunamis do not always manifest themselves as the huge breaking waves depicted in the print.