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June 10, 2010

Highlighted Resources

Session With Dave Snowden
We had a first rate discussion with Dave Snowden yesterday. This link is to the audio recording of the discussion. Snowden talked about complex forms of organization and what inpact these forms have on change management and assessment. Dave Snowden, CritLit2010, June 10, 2010 [Link] [Tags: none] [Comment]

Contributions

Here's what course members from around the world had to say. Want to join the conversation? Submit your feed. Then put this at the beginning of your post: CritLit2010

Wax 2.0 efectos en las fotos para manejo de tiempos en videos
Para el tercer segmento de la conversión del texto en video y previendo lo que me comentó Alejandra Santos en el Taller de Investigación Online para Docentes TIOD10: Nuevas Maneras de Aprender, en el que aprendí que cuando pasas de una imagen a un texto es un relato y cuando pasas de texto a imagen es musicalización (eso entendí)es que me está sobrando texto y me está faltando imagen por lo que me ayudaría darle un efecto a la imagen que le tome tiempo para compensar. Ella mencionó Fade, me parece que es difuminar o hacerle un zoom, como la herramienta del Movie Maker no me deja intenté con una gratuita

WAX 2.0 de Debugmode

Lo bajé, lo instalé y ví que pueden hacerse muchas cosas de las que no sé nada, me fui a la carpeta donde hay ejemplos, pienso que uno de ellos me puede ayudar.

Les cuento en cuánto pueda hacer algo. Cuando las cosas se van complicando...

June 9, 2010

Change: First Reflections

Stephen's Patterns of Change article on June 7 was excellent, not just for its clarity and organization, but also because it introduces a preliminary vocabulary to discuss the topic.

 I have been jotting down a few starting points for further thought, but haven't yet developed them to any depth.  I will use this as a starting point for my further reflection and possibly discussion.

First thoughts

Change is a central theme in human experience. Change has been a favourite topic in song both directly and indirectly. Songs could be grouped under many sub-headings related to change, including:

  • Songs that describe or call for political or social change (Bob Dylan, The Times They are a Changin')
  • Songs about change in a personal relationship (Ira Gershwin, How Long Has This Been Going On)
  • Personal songs about individual changes (David Bowie, Changes) 
Change is necessary-- Stasis or lack of change stops life
When we think of change from an individual perspective, there are three possible modes:
  1. Observe Change: For example we could monitor water levels on the river near our house.
  2. Receive (be impacted by) Change: Flood water could enter our house.
  3. Initiate Change: We could take action to keep water away from our house. On a larger scale we could work with municipal or other government to take action to prevent future flooding. 
These three modes are most often intertwined. Often we could (or should) extrapolate our observations and attempt to initiate change in order to avoid receiving unwanted change. 
Organizations and Change

Making change happen in organizations has been a huge topic for discussion and research. Some of the thinkers who have influenced me over the years have included Margaret Wheatley and Gervase Bushe.  I read Thomas Kuhn's Structure of Scientific Revolutions about 35 years ago and it is probably still worth re-reading.

Organizations love to talk about change, but often do little or are unsuccessful in implementing change of any significance. I often said of an organization I knew: "This organization has appetite for the idea of change, but is allergic to the fact of change."

Pattern Collisions

Thinking about the Patterns of Change article, I was mulling over the outcome of two intertwined systems if each has a radically different rate of change. For example, If we think of students as system A and their colleges and universities as system B we might create a measure of how each system has adapted and used technology for teaching and learning over the past decade.

This is an example and not necessarily based on hard data. Let's imagine that over the past decade student use of technology tools, the internet, mobile computers, smart phones etc. has increased exponentially. In other words students have been using technology at a rapidly increasing rate. And, for the sake of argument, let's say that average higher education institutions are also increasing their use of technology with students, but at a more even rate of adoption. This might be described as linear change. So the question for me is: what happens, or what could happen because of the dissonance or collision between the exponentially changing system and the system of linear change?

 In this example, the education system has the trump card of being able to grant credentials. The fact that students need credentials may overshadow most or all of the dissonance between the student and institution systems. I need to think about this a bit further-- what happens when vastly different rates of change occur within two systems that are connected or dependent? Not necessarily in higher education, but in general.
For more on change in student use of technology, Educating the Net Generation provides a number of perspectives. This You Tube video summarizes "... some of the most important characteristics of students today - how they learn, what they need to learn, their goals, hopes, dreams, what their lives will be like, and what kinds of changes they will experience in their lifetime. Created by Michael Wesch in collaboration with 200 students at Kansas State University."

... and this morning I just saw this: How Plugged in Are Professors? which points to a steeper rate of technological change and adoption in higher education than I suggested above. 
Addtional readings on education system change include: The future of learning: Ten years on; Stephen Downes, (2009) Referenced in Siemens and Matheos below and retrieved from http://www.downes.ca/files/future2008.doc 
Also,  Systemic Changes in Higher Education; George Siemens and Kathleen Matheos,(2010). Retrieved from: http://ineducation.ca/article/systemic-changes-higher-education
 
June 9, 2010

Entre el lujo, lo kitsh
Esta es la primera parte del artículo, me ha llevado una buena cantidad de tiempo, entre la lectura, la escritua, la recuperación de imágenes y la edición del video, sin embargo, el hecho de tener además de la referencia en papel imágenes de ese tiempo y la relación entre los actores sociales y cómo vivían su vida cotidiana me han permitido acercame a este conocimiento,
Además de la lectura, la escritura, la búsqueda y la recomposición pudieron al menos en tiempo dedicarle más tiempo a todo el conocimeinto derivado del artículo de María del Carmen Collado Herrear

Les dejo la primera parte para que la puedan también literalmente criticar

June 9, 2010

Repurpose Espejo de la élite social 1920-1940 México
Con la idea de crear algo por mí mismo, y también con la idea de convertir el texto en multimedia, la primera parte del artículo del espejo de la élite social la intentaré poner en un video.

Para tal efecto estuve buscando imágenes relacionadas con los nombres, las fechas, y los lugares que se mencionaban ahí,

Cree una documento en google docs para ir explicando la síntesis o guión del video
Y me inscribí a JayCut para crear el video.

Lo que se comenta es que más que crear es darle un propósito, no se está comenzando de cero, utilizando los materiales con los que quiere uno explicar y darle cuerpo a lo que uno entendió.

Uno de los propósitos del curso es, como leer, como mira, como entender y como crear con el contenido que otra persona ha cread y como crear un nuevo entendimiento acerca de este conocimiento.

Herramientas para crear el propio contenido...

June 9, 2010

Errores de interpretación!!!!
En la experiencia de la "Critical Litteracy" nos suceden los problemas de la interpretación, en particular en aquélla que se deriva de los errores de traducción y más cuando no tenemos en nuestro lenguaje algo que le acomode de manera especial.

El día de ayer yo pensaba que el curso es sobre pensamiento crítico, sobre hablidades del pensamiento y ahora intuyo que se trata de "lectura crítica", de hermenéutica, de "ir más allá del sentido literal de los textos", y todo en relación a lo que leemos en la Web, pero también sobre aquello que escribimos para la Web.

El post de ayer pienso que la lectura crítica me obliga también a pensar por lo que también en los mensajes persuasivos además de leer de manera crítica, debemos también pasar a la reflexión de lo que el mensaje me está impulsando a hacer o bien de como escribir cuando quiero lograr algo.

June 9, 2010

¿Porqué el arte de la persuasión está ligado al pensamiento crítico?
La lectura del arte de la persuación, menciona cincuenta formas científicamente probadas para ser persuasivo.
Comentan en la lectura que más que arte es una ciencia.
¿Se podrán traducir estas aseveraciones a una lógica de predicados?

La regla dice
Inconvenience the audience by creating an impression of product scarcity
En español, "preocupa a la audiencia, creando la impesión de que hay pocos y de que te puedes quedar sin el producto" .,, Si está ocupado llame de nuevo...

Te vas a quedar sin el producto.....
Otros ejemplos...

Hay pocos lugares... sé de los primeros en llamar..
Habría que preguntar si utilizamos el pensamiento crítico, cuántos productos hay, cuántos clientes tienen, cuándo vuelve a haber, y estar alerta a estas formas de manipulación.ç
Es cierto que hay muchas llamadas, es cierto que hay demanda, ¿que tanto lo necesito?
Es como ponerte a pensar, antes de actuar

June 9, 2010

Recomponiendo Celebraciones Públicas
En esta ocasión el segundo video que ahora ilustra el segundo tema del artículo sobre el Espejo de la élite social mexicana en los siglos 1920 a 1940, lo realicé localmente en la herramienta MovieMaker. Esta herramienta además de proporcinar las transiciones tiene una línea de tiempo que te permite manejar amigablemente la duración de las imágenes de acuerdo al audio.
¿Qué he aprendido?, que antes de montar las imágenes debía elaborar el audio, que antes del audio tengo que escribir lo que se va a decir.

Pienso que para hacerlo más rápidamente, necesito determinar el tiempo en el que entran las imagenes y de acuerdo a esto estirar la línea del tiempo en la que se establece su duración.

Otra cosa que he aprendido es que debo acudir a las fuentes primarias que se encuentran en las bibiliotecas, museos o archivos ya que una buena cantidad de infomación no se encuentra aún en la red.

Tengo ganas de poner un segundo audio de fondo..
Y también de ir deconstruyendo el texto, en la búsqueda de imagenes me encuentro otras que hablan de otras realidades y de historias no contadas.

Les dejo el enlace de la segunda parte

June 9, 2010

Critical Literacies Online Course
Stephen Downes and Rita Kop are running an online course on  Critical Literacies ( CritLit2010 ). This appears to be partly an experiment in the open-format self-defining student-driven connectivist type of course pioneered over the past couple of years by Downes and George Siemens. The main focus of the curent course apears to be identifying [...] June 9, 2010

Cognition
This is the subject of Week 1 (which has already whizzed by) of the Critical Literacies online open course. In the course materials on Moodle, cognition is described as: The capacity to infer, or detect faulty inferences, to use communicative elements in order to describe, argue, explain or define. Including the power of reflection, authority [...] June 9, 2010

Where do you put your attention?
In thinking about why I am attending this Critical Literacies course, at a time when I should probably be focussing elsewhere, I realised that one reason is that I would like to know more about how to manage learning in an online networked environment. Sometimes, it hits me hard that I am seriously short of [...] June 9, 2010

Wayfinding as a critical literacy
Heli’s first week reflections and Mike’s response to these have reminded me of the work of Darken & Sibert on wayfinding in virtual worlds, which I came across a few years ago when I was trying to learn more about why people might drop out of an online course. Darken, R.P. and Silbert, J.L. (2008) [...] June 9, 2010

Critical Literacy – a personal perspective
Like Ken I need to sort out where discussion is going to focus in this course and what type of literacy we will be talking about. Traditionally literacy has been thought of in terms of reading, writing, speaking and listening – at least this is in the UK where the National Curriculum for schools includes [...] June 9, 2010

Attributes of Critical Literacy
In response to Rita's Moodle post where she asked "...what you perceive to be the critical literacies to be able to learn, work and play in the networked era..."    I wrote the following:

I think the list of defining attributes of critical literacy in the course detail section is good. I can't think of anything to add or delete from that list. At first I would have guessed a greater weight would be on thinking and reasoning, but the notion of cognition covers much of that territory.

One thing I did notice is that the list in course details is somewhat conceptual and in some ways technical. (I used to know what deontological meant... now I will have to look it up) I wonder if we could also think about what might be the attributes of a person who is critically literate. As a companion list, this might illustrate some of those concepts?

My first pass on this task would suggest that the critically literate person can:
- identify the central issue or topic in a communication
- aggregate additional sources, recombine them and be able to comment
- filter information (and sources) for noise or nuggets
- draw resonable conclusions for oneself
- remain flexible to accept new conclusions when it is appropriate
- commmunicate ideas, arguments, rebuttals clearly

This is not a complete list, but perhaps it is a start


To this I think I would now add
-the ability for critical self-reflection (after reading Heli's blog post)
-have a predisposition toward all of the attributes (after thinking more about Alec Fisher's article)

June 9, 2010

Conole 4 June
The June 4 web conference featured Grainne Conole who, in spite of some technical challenges with the system presented the material below in the slideshare. Her approach was to address literacies that she sees as being critical (important) and the material was good on that basis.

My understanding is that the intention of the course is to deal with literacies of critical thinking. This is based on the preliminary information Stephen posted on the Critical Literacies Online Course Blog

  "...I realized that people learning online would need a good foundational knowledge of critical thinking. (...) This course in critical literacies builds on and expands that idea. It is at once a demonstration of a possibility of online learning, this time a connectivism course. And it is an attempt to articulate and demonstrate those critical thinking capacities that are needed in a new electronic multimedia world."

Conole's slides are worth reviewing for their own sake. She has done a good job of mapping Web 2.0 tehcnologies and affordances with characteristics of users and then to pedagogical implications and possibilities, including advanced visualization techniques and tools.

 In theory there is no difference between theory and practice. In practice there is.  -attributed to Yogi Berra.
I posted the slideshare here so that I can review the material again. There is a lot of conceptual thought boiled into her diagrams and tables. I need to reflect a bit more on the theoretical constructs and what they might look like from a practical perspective of implementation.

This is Grainne Conole's slideshare from the June 4 web conference.
June 9, 2010

Define Critical Thinking

I wonder if Clear Reasoning might be a better term than Critical Thinking
At this point, I think that this process involves

-the ability to derive verifiable and supportable conclusions from data or other input

-verifiable perhaps means repeatable as in science or empirical research

-supportable means that others can follow your line of reasoning and agree with conclusions on the basis that the conclusion derives logically from the data, that the data is both verifiable and sufficient and that there are causal links from the data to the conclusion.

-Clear reasoning also involves the ability to know when (and why) conclusions presented by others are not verifiable or supportable. e.g. Most squeegee kids have tattoos. Elmer is a sqeegee kid therefore Elmer has a tattoo. Or even more flawed-- Elmer has a tattoo, therefore Elmer is a squeegee kid.

=========================

Edit after reading Alec Fisher:
Clear reasoning is not a good substitute term for critical thinking. It is part of critical thinking, but does not fully capture the elements of "predisposition" and "reflection" that seem to be central components of the definition that Fisher discusses.
=========================



June 9, 2010

Testing first post
Hello, John King here. I'm in Clarenville Newfoundland and we just saw the sun today.
I just told my wife Joan that I'm feeling juvenated.

Okay, I'm almost officially retired from nearly a quarter century of work in higher education.
I signed on for this course in critical literacy for a few reasons. I'm looking forward to engaging in this learning-- as much for exploring the processes of connectivism and the personal learning environment as the content itself.

John

June 9, 2010

Discussion Forum

Still working on this - watch for more here

These links are comments posted to the Moodle Discussion Forum, , and . If you want to participate in the discussion, but don't want to set up a blog, then you can post here.

Twitter

Post in Twitter and use the hashtag #CritLit2010 to be listed here. (These should be fresh. Still working on improving the Twitter display.)

Looking Forward to working in the Critical Literacies 2010 Diigo Group #CritLit2010 http://amplify.com/u/6tf0

Acabo de inscrever-me em #CRITLIT2010, para ganhar capacidades e habilidades para a minha aprendizagem. Já vou atrasada, hoje : mudança

#CritLit2010 Wonder if #junto has archiving?

#CritLit2010 coming back to CL readings.Great!

#CritLit2010 I have achieved a breakthrough http://ple.elg.ca/course/moodle/mod/forum/discuss.php?d=53

@Maferarenas #CritLit2010 have you read the 166 page CL reading yet?

#CritLit2010 recibiendo el interesante newsletter. No puedo seguirlo al 100% pero dejaré material interesante para la comunidad hispana

Change pattern in Open online course, coming soon I hope in my blog http://helistudies.edublogs.org #CritLit2010

Things you might need to know about cognition: http://migre.me/MZp9 (subject of week 1 of the Critical Literacies open course) #CritLit2010

@Downes RE separate systems lol #CritLit2010

Coisas que você gostará de saber sobre cognição: http://migre.me/MZp9 (Semana 1 do Curso Online de Letramento Crítico) #CritLit2010

#CrItlit2010 Organizing Data-What is your strategy? You are participating in an online MOOC or you just wan (cont) http://amplify.com/u/6t17

Bye bye OpenMeetings... I'm sorry it didn't work... #CritLit2010

Dave Snowden #CritLit2010 - Resilience= Assume failure is inevitable and build system to recover.

Going through the #critlit2010 readings as we speak. Not sure I'll have a blog post in me by I'm finding them interesting.

Downes explica cómo reconocer los distintos tipos de cambio y analizarlo de forma sistemática http://bit.ly/97W0Ti #CritLit2010

#SKP #CritLit2010 Reflections Part I « Suifaijohnmak's Weblog http://bit.ly/9xNc9f

If I've learned anything from #CritLit2010 , it's that you can *tell* people you are running on separate systems, but they won't believe it

http://suifaijohnmak.wordpress.com/2010/06/08/critlit2010-if-you-are-interested-in-classroom-assessment-techniques-then-this-is-for-you/

#CritLit2010 At 45, Dominik Hasek signs with Spartak Moscow

RT @Ulop: thinks there is not too much interest in #CritLit2010 judging from the limited number of blogs and people actively participating

@ Ulop #CritLit2010 Trust would be key. Then logic accompanied by evidence. Often problems at work/with collaboration- lack of trust/comm

@Ulop #CritLit2010 Why is there so little activity? Who would create activities? What sort of activities interest/motivate you/us? Where/how

#CritLit2010 My reflection http://suifaijohnmak.wordpress.com/2010/06/08/critlit2010-reflection-in-response-to-a-reflection/

@suifaijohnmak #CritLit2010 yes trust can be an issue at work. Competition can be seen as a distractor of trust

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