@bryanalexander I don't think of Mastodon in terms of benefits. It's a community I can chat with. It is fluid and evolving. Sometimes there's a lot of activity; sometimes there's none. I like that the people here aren't trying to sell me things. I like that it's relaxed.
A community I can think with. At a scale I can live with. A place where being away is noticed, but understood and accepted. A space to restore and recharge, to remember and reflect on the things that really matter.
(Feeling very thankful right now. 🌻 )
On a similar topic, I've been a little quiet because I've been writing about y'all & here again. https://smallstories.trubox.ca/weaving-quicksilver-we-searching-for-a-pedagogy-of-small/
Prompted be @tellio , I'm sharing, widening the circle & inviting feedback via hypothesis (or any other means). I'm also thinking of turning the smallstories wp site into a 'we-search' hub... (All thoughts welcome)
This and the related discussion led me to think of a 'pedagogy of harmony' as my own perspective (as opposed to pedagogy of small, say, or pedagogy of slow - buy also, on reflection, as opposed to Friere's pedagogy of the oppressed (and later pedagogy of hope')).
What is a 'pedagogy of harmony'? I'm not exactly sure, but it combines a feeling of well-being and comfort and inclusion.
@Downes @tellio @fgraver @lauraritchie @bryanalexander @GeoffreyGevalt @ShorterPearson @dogtrax @Tdorey I am just starting to write about a pedagogy of compassionate hospitality, and how both policy and technology aren't currently assisting this. Yesterday I wrote about writing syllabi and uploading them to Moodle; now I'm brooding on CRM software as our most hidden edtech -- transactional but not compassionate.
Last night I got into a discussion on Twitter about kindness as distinct from compassion. I agree that compassion is attentive to injustice, so that's where I'm coming to rest.
I do think we are searching for a pedagogy that challenges the logic of transactional advantage-getting and holds ground for welcome, presence, inclusion.
@katebowles @Downes @tellio @fgraver @bryanalexander @GeoffreyGevalt @ShorterPearson @dogtrax @Tdorey and that takes a lot of hard work and professional & personal investment, because compassion acknowledges and involves people - beyond 'capturing content' as opposed to some (surface) learning 'goals'. The returns are tremendous but a) they are often unmeasurable and b) often unseen (directly) by the teacher
it goes beyond traditional assessment, to learning & teaching for life.
@lauraritchie @dogtrax @ShorterPearson @GeoffreyGevalt @bryanalexander @fgraver @tellio @Downes @katebowles
This all got me thinking... our systems are built on a foundation of knowledge ‘out there.’ We could argue about whether or not knowledge is something that exists ‘out there’, but either way, it’s people who enable change to happen (or not). Thinking the pedagogy we are searching for understands that (hence learning & teaching for life.)
@Tdorey @katebowles @tellio @fgraver @bryanalexander @GeoffreyGevalt @ShorterPearson @dogtrax @lauraritchie Actully, for me, knowledge doesn't begin 'out there' - recall my consciousness paper - http://www.downes.ca/post/67440 - and actually its the balancing and harmony of our inner life that I think informs knowledge, learning and pedagogy.
I think that learning is the process of adjusting our expectations to align with experience so we are not taken by surprise and thrown off balance by what comes next.
A pedagogy of harmony would involve bringing the learner into this picture, such that they understand why they experience disruption and disharmony in their lives, and how learning helps them to resolve that through predictions and actions.
@Downes and their disruptions weave into and impact our teaching - and sometimes something unexpected happens.
My favourite Tartini tone is the sub-octave when playing a 10th. This has the maths behind it (which is beyond me) https://www.youtube.com/watch?v=gPGA2pkrabU
the demos at the end are very good
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