[Xmca-l] Re: remote_online learning?
mike cole
mcole@ucsd.edu
Thu May 21 09:16:38 PDT 2020
Sunny? In Lewes? Its like rainy in San Diego! :-)
The use of breakout rooms provides a great way to create pedagogical
activity such as jigsaw puzzle classrooms
that Brown and Campione (and many others) have used in f-t-f classrooms.
Vitali Rubstov did a Vygotskian version
of the jigsaw puzzle some time ago that ought also be appropriateable.
mike
On Thu, May 21, 2020 at 8:53 AM Wendy Maples <wendy.maples@outlook.com>
wrote:
> Hello from a sunny Lewes, England,
>
> The location and weather is notable because this is the kind of rare
> (pre-Anthropocene) day when parents and teachers feel sympathy for
> children-at-school-when-they-should-be-enjoying-themselves-outside.
>
> I'm joining this conversation to share two anecdotes, both about how
> learners, when exposed to a new learning environment may become better able
> to assess how learning works for them.
>
>
> 1. A friend (Philosophy Professor), asked my opinion on the potential
> for online teaching to be provided to her 14-year-old son by his
> conventional state school. I suggested a 'model' session, given likely
> limitations in terms of training, affordability, etc. She then asked her
> son which of his lessons he felt was worthwhile. Interestingly, her son
> immediately cited the teacher who ran Zoom sessions with breakout rooms --
> which enabled him to socialise with friends in the context of a
> well-structured lesson, with an engaged teacher. Pretty much what I had
> described as a best-case in the circumstances.
> 2. Other friends have described with some wonderment how their
> teenaged children are organising peer support learning/ 'homework'
> sessions. Laptop open for homework; friends on Facetime on smartphone. The
> children are diligent -- sitting down to work at regular times, 'getting
> the work done' and helping each other -- and allowing themselves reasonable
> breaks. Such as taking advantage of a beautiful afternoon, by going on a
> bike ride.
>
> It's not all rosy, of course, but the points of contrast with 'industrial
> learning' that enable learners to become reflective learners could be a
> positive outcome.
>
> W
>
> ------------------------------
> *From:* xmca-l-bounces@mailman.ucsd.edu <xmca-l-bounces@mailman.ucsd.edu>
> on behalf of robsub@ariadne.org.uk <robsub@ariadne.org.uk>
> *Sent:* 20 May 2020 17:57
> *To:* eXtended Mind, Culture, Activity <xmca-l@mailman.ucsd.edu>
> *Subject:* [Xmca-l] Re: remote_online learning?
>
> My first thought when I read the OP was that this crisis is unlikely to
> teach us anything about remote and online learning per se. There has
> been a mass of research over the last thirty years and more about how it
> is best done, what effects it has, how it can best be deployed in
> different circumstances, including in the poorest places (Sugata Mitra
> is particularly powerful on this), including the possibilities and the
> effects in the developing world.*
>
> My second thought was that I was perhaps being a bit unjust because I
> suspect I had lost sight of how new online learning still is to a very
> large proportion of professional educators who ought to know it by now.
> I am basing that partly on a regular output of articles in the Guardian,
> and also a few I have spotted in the liberal American press, about how
> rushing to put everything online doesn't solve all your problems. As if
> we needed to be told – but clearly some people do still need to be told
> that teaching and learning online is an entirely different animal to
> doing it face to face.
>
> But then I reverted again to my original position – I doubt that we will
> learn anything from this about online learning per se that we do not
> already know. But it has struck me that a different lesson is waiting to
> be learned if we are willing to learn it. That lesson is not about
> remote learning or about inequality or about the uses of different
> tools. It is about the reinsertion of the family into educational
> practice, flying in the face of a hundred years or more of capitalist
> industrialist educational policy.
>
> To be honest, I doubt that it will stick, just as I doubt that much of
> what we are doing and learning will stick. Together with colleagues, I
> will be working my hardest to maintain the good things of this
> situation, and to undo the bad things that we left behind. But we will
> be up against very powerful forces in the capitalist industrial (and
> technological) monolith which will be working equally hard and much more
> powerfully to return us to the world pre-covid, because they benefitted
> from it.
>
> I will be happy if we can nudge the world a little bit in our direction,
> particularly towards greener policies. But I am not holding my breath.
>
> Rob
>
> *The asterisk is for an anecdote. I was tangentially involved in a
> project to start up internet based learning for midwives in the north of
> Nigeria, where there is no infrastructure, no electricity, etc etc. They
> equipped a school room with solar powered laptops and screens, and a
> solar powered router to connect to online learning materials. We have a
> photograph of the first few days of the class, which we cannot use. It
> shows the room from the back with a midwife at every screen. The
> instructor is standing at the back of the class with his head in his
> hands. He looks as if he is crying. He told us that he had his head in
> his hands because he could not believe the beauty of the scene in front
> of him.
>
>
> On 2020-05-20 14:31, Tom Richardson wrote:
> > Hello Annalisa
> > Thank you for your reactions to the Klein article. I agree with almost
> > none of your opinions about the content nor the form. About the
> > capacity of human nature for both heroic altruism and lethal
> > self-interested behaviour acted out by the same person, I have no
> > doubts.
> >
> > * What I really wanted an answer to was: 'What will the
> environment
> > created for this new online learning actually consist of, in the
> > widest sense of the situation for the learner and the context in which
> > such learning takes place?'.
> > * What can be confidently forecast about the nature of these
> changes
> > for the _perezhivanie _of the learner, which shapes her social being
> > and that which she perceives as being 'normal/abnormal',
> > 'acceptable/unacceptable' and 'changeable/unchangeable' in her
> > society?
> >
> > Since little practical detail is given in Klein's piece and I haven't
> > yet listened to the complete video from the ECNY meeting, I cannot
> > grasp what is intended/visualised by the AI/digital experts.
> > I would welcome some approach to answers to those questions if that is
> > within your area of expertise; if not, I am content to let it rest.
> >
> > Kind regards
> > Tom
> >
> > On Tue, 19 May 2020 at 22:07, Annalisa Aguilar <annalisa@unm.edu>
> > wrote:
> >
> >> Hello Tom,
> >>
> >> Thank you for posting the link.
> >>
> >> I did finally get around to reading the Klein article, and it is
> >> fairly dismal the manner that she outlines the intentions of Mr.
> >> Schmidt. That is not to say that she is far from the mark, but we
> >> are not just unthinking pods in the matrix, powerless to articulate
> >> the way technology is distended into our lives.
> >>
> >> I think what bothers me most about the Klein article is the tone.
> >> It reinforces through negation a fallacy that technology is
> >> inevitable (and resistance is futile). I say this because she
> >> presumes this narrative has become the hegemony upon which she
> >> reacts. It is far too doomsday.
> >>
> >> At the same time, a lot of her concerns are valid. The trawling for
> >> power in Washington by Silicon Valley is not unknown to us.
> >>
> >> Yet, I also had a real hard time with her juxatposing Schmidt with
> >> Bill Gates. Gates is working to do actual good in the world by
> >> projects such as the humble toilet in geographic locations without
> >> waste treatment facilities, or low water infrastructure (and we
> >> might as well include Warren Buffet in that equation, because the
> >> lionshare of the funding flowing into the Gates Foundation is from
> >> him. Buffet did not make his billions through technology, unless you
> >> want to include the telephone).
> >>
> >> I happen to know that the Gates Foundation is funding efforts to
> >> encourage agricultural developments in places like Columbia to grow
> >> coffee to replace illicit crops, in order to scale down the violence
> >> that coincides with the drug wars. These efforts are working.
> >>
> >> Why does she leave this out of the discussion? That's the general
> >> problem I find with Naomi Klein, is the
> >> chicken-little-sky-is-falling perspective.
> >>
> >> She seems to be similar to those trumpsters who blame the genesis
> >> of COVID (if not upon China) upon Gates, as some strange mastermind
> >> move to control the world.
> >>
> >> Tom, I think it is right and human that you responded to the
> >> bleakness of the tone, but that doesn't mean this worldview is
> >> correct or accurate. Technology will always be a tool for use. It is
> >> not monolithic. There is the off button. We do still have a
> >> democracy and processes in place to deliberate the way forward.
> >>
> >> As long as humans desire freedom there will always be resistance to
> >> control systems, generating a constant search for the chinks in the
> >> armor, or other loopholes to squeeze through. People will always use
> >> technology in ways that were not anticipated, but just as that can
> >> be assertion can be construed as dismal, it can also mean good news,
> >> that we always have agency to decide how to use our tools.
> >>
> >> Also, one stick in the spokes that was glaring for me is that Mr.
> >> Schmidt will never be able to address the laws for mandatory
> >> education for disabled children with his goals for flattening the
> >> classroom into two-dimensional online learning screens. He will
> >> never be able to walk around that law.
> >>
> >> So there are many ways this "technology is inevitable" narrative
> >> simply does not hold water for me.
> >>
> >> I hope this might be a little encouraging.
> >>
> >> Kind regards,
> >>
> >> Annalisa
> >>
> >> -------------------------
> >>
> >> FROM: xmca-l-bounces@mailman.ucsd.edu
> >> <xmca-l-bounces@mailman.ucsd.edu> on behalf of mike cole
> >> <mcole@ucsd.edu>
> >> SENT: Tuesday, May 19, 2020 10:46 AM
> >> TO: eXtended Mind, Culture, Activity <xmca-l@mailman.ucsd.edu>
> >> SUBJECT: [Xmca-l] Re: remote_online learning?
> >>
> >> [EXTERNAL]
> >>
> >> Hello Tom Richardson
> >> This topic has been the front and center in the "Re-generating
> >> Chat Project" that has just finished its
> >> planned two year efforts that focused on the challenges to human
> >> development, and theories of "Development
> >> in the Anthropcene. Two months ago, the word Anthropocene was
> >> replaced by the code word, covid-19, a pandemic.
> >> Both crises pose huge challenges to theories of development as well
> >> as to actual development of huge numbers of people around the
> >> world.
> >> The MCA-linked website, CulturalPraxis currently has a number
> >> of essays on the challenges of this historical moment, and the
> >> opportunities.
> >> In the United States, the crisis has deschooled society in
> >> the most dramatic way one can imagine -- A way that literally forced
> >>
> >> a massive re-mediation of human life. Education, the wheel house
> >> of most members of this discussion over the years,
> >> is now a family affair big time. Simulaneously, home-worksite
> >> relations have been disassembled, both modes and relations of
> >> production are getting a shock that is crumbling institutions (home,
> >> school, work,).
> >>
> >> We can really get the feel of Roy D'andrade's comment that doing
> >> social science is like studying rocks in a rockslide. This
> >> rockslide moves a warp speed and its invisible.
> >>
> >> Remediation of existing classroom structures is what we have been
> >> about for 100 years.
> >> Seems like there has never been a more appropriate time to start
> >> providing working models of effective practices that do NOT
> >> assume that things will return to Christmas, 2019.
> >>
> >> Thanks for asking.
> >> mike
> >>
> >> On Tue, May 19, 2020 at 9:07 AM Tom Richardson
> >> <tom.richardson3@googlemail.com> wrote:
> >>
> >>> Greetings Xmca-ers
> >>> I would like to raise a question.
> >>> In the article by Naomi Klein linked below, apart from all the
> >>> major questions about our futures - personal freedom, health
> >>> protection, democratic control and the power of Big Digital
> >>> Tech_AI, international competition etc. that she raises, I
> >>> wondered what from a Vygotskyan approach to child/human
> >>> development/education can / should be a reply to these sentences
> >>> on the 'home schooling' that has (or hasn't) been happening
> >>> recently:
> >>>
> >>> "Indeed, Schmidt has been relentless in pursuing this vision. Two
> >>> weeks after that article appeared, he described [1] the ad-hoc
> >>> home schooling programming that teachers and families across the
> >>> country had been forced to cobble together during this public
> >>> health emergency as “a massive experiment in remote learning”.
> >>>
> >>> The goal of this experiment, he said, was “trying to find out:
> >>> how do kids learn remotely? And with that data we should be able
> >>> to build better remote and distance learning tools which, when
> >>> combined with the teacher … will help kids learn better.” "
> >>>
> >>
> >
> https://urldefense.com/v3/__https://nam10.safelinks.protection.outlook.com/?url=https*3A*2F*2Furldefense.com*2Fv3*2F__https*3A*2F*2Fwww.theguardian.com*2Fnews*2F2020*2Fmay*2F13*2Fnaomi-klein-how-big-tech-plans-to-profit-from-coronavirus-pandemic__*3B!!Mih3wA!S24LM1H7lowdPfDbMsEsQcUKNP8ezV7u2ZEpio1LRZEKkbPLR1GSaJgN9Ky9WaJNTPiOcg*24&data=02*7C01*7C*7C9ee204f06b64476fe58208d7fcdf781b*7C84df9e7fe9f640afb435aaaaaaaaaaaa*7C1*7C0*7C637255909025630662&sdata=Hu0ZQFqxBWuUh6*2Fg3fS9xCAvLm6hxZ*2BGHmDrZncTW*2Fg*3D&reserved=0__;JSUlJSUlJSUlJSUlJSUlJSUlJSUlJSUlJSU!!Mih3wA!TSiy_8dEHStWs_7krM0-DgKkGQEh8soZu1rP1Ixzcx6xog1j03NzkC_BS7Q_h7AJR3lZPw$
> <https://urldefense.com/v3/__https://nam10.safelinks.protection.outlook.com/?url=https*3A*2F*2Furldefense.com*2Fv3*2F__https*3A*2F*2Fwww.theguardian.com*2Fnews*2F2020*2Fmay*2F13*2Fnaomi-klein-how-big-tech-plans-to-profit-from-coronavirus-pandemic__*3B!!Mih3wA!S24LM1H7lowdPfDbMsEsQcUKNP8ezV7u2ZEpio1LRZEKkbPLR1GSaJgN9Ky9WaJNTPiOcg*24&data=02*7C01*7C*7C9ee204f06b64476fe58208d7fcdf781b*7C84df9e7fe9f640afb435aaaaaaaaaaaa*7C1*7C0*7C637255909025630662&sdata=Hu0ZQFqxBWuUh6*2Fg3fS9xCAvLm6hxZ*2BGHmDrZncTW*2Fg*3D&reserved=0__;JSUlJSUlJSUlJSUlJSUlJSUlJSUlJSUlJSU!!Mih3wA!TrysLCC35ebURQTg4buf3my3WmzGjSF6ivXQRg2gPUne9ZixAYLV-iy7isir0YjOLkFnAw$>
> >>> [2]
> >>>
> >>> Just asking
> >>> Tom Richardson
> >>> Middlesbrough UK
> >>
> >> --
> >>
> >> "How does newness come into the world? How is it born? Of what
> >> fusions, translations, conjoinings is it made?" Salman Rushdie
> >> ---------------------------------------------------
> >> For archival resources relevant to the research of lchc.ucsd.edu
> >> [3].
> >> For narrative history of LCHC: lchcautobio.ucsd.edu [4].
> >> For new MCA-related website see: culturalpraxis.net [5].
> >
> >
> > Links:
> > ------
> > [1]
> >
> https://urldefense.com/v3/__https://nam10.safelinks.protection.outlook.com/?url=https*3A*2F*2Furldefense.com*2Fv3*2F__https*3A*2F*2Fwww.youtube.com*2Fwatch*3Fv*3DXtAyGVuRQME__*3B!!Mih3wA!VRgkzssOuSyNvpVQWR2QH7dShhiXD5eWtYs2HahNwv_pKUU7G9GOQZMrzIpGsa_-KDBGFw*24&data=02*7C01*7C*7C9ee204f06b64476fe58208d7fcdf781b*7C84df9e7fe9f640afb435aaaaaaaaaaaa*7C1*7C0*7C637255909025630662&sdata=0biAmhV55CrmoZvDhhUkCJ5*2BLireRWCk6SCDcv15T2w*3D&reserved=0__;JSUlJSUlJSUlJSUlJSUlJSUlJSUlJQ!!Mih3wA!TSiy_8dEHStWs_7krM0-DgKkGQEh8soZu1rP1Ixzcx6xog1j03NzkC_BS7Q_h7CzcODoEw$
> <https://urldefense.com/v3/__https://nam10.safelinks.protection.outlook.com/?url=https*3A*2F*2Furldefense.com*2Fv3*2F__https*3A*2F*2Fwww.youtube.com*2Fwatch*3Fv*3DXtAyGVuRQME__*3B!!Mih3wA!VRgkzssOuSyNvpVQWR2QH7dShhiXD5eWtYs2HahNwv_pKUU7G9GOQZMrzIpGsa_-KDBGFw*24&data=02*7C01*7C*7C9ee204f06b64476fe58208d7fcdf781b*7C84df9e7fe9f640afb435aaaaaaaaaaaa*7C1*7C0*7C637255909025630662&sdata=0biAmhV55CrmoZvDhhUkCJ5*2BLireRWCk6SCDcv15T2w*3D&reserved=0__;JSUlJSUlJSUlJSUlJSUlJSUlJSUlJQ!!Mih3wA!TrysLCC35ebURQTg4buf3my3WmzGjSF6ivXQRg2gPUne9ZixAYLV-iy7isir0Yjml3dzZg$>
> > [2]
> >
> https://urldefense.com/v3/__https://nam10.safelinks.protection.outlook.com/?url=https*3A*2F*2Furldefense.com*2Fv3*2F__https*3A*2F*2Fwww.theguardian.com*2Fnews*2F2020*2Fmay*2F13*2Fnaomi-klein-how-big-tech-plans-to-profit-from-coronavirus-pandemic__*3B!!Mih3wA!VRgkzssOuSyNvpVQWR2QH7dShhiXD5eWtYs2HahNwv_pKUU7G9GOQZMrzIpGsa-SnnFGDg*24&data=02*7C01*7C*7C9ee204f06b64476fe58208d7fcdf781b*7C84df9e7fe9f640afb435aaaaaaaaaaaa*7C1*7C0*7C637255909025630662&sdata=ZofWlBlixVsGB31hquC9H6VT4AJMO9aazQwdQUxlwXQ*3D&reserved=0__;JSUlJSUlJSUlJSUlJSUlJSUlJSUlJSU!!Mih3wA!TSiy_8dEHStWs_7krM0-DgKkGQEh8soZu1rP1Ixzcx6xog1j03NzkC_BS7Q_h7BuFTuq3g$
> <https://urldefense.com/v3/__https://nam10.safelinks.protection.outlook.com/?url=https*3A*2F*2Furldefense.com*2Fv3*2F__https*3A*2F*2Fwww.theguardian.com*2Fnews*2F2020*2Fmay*2F13*2Fnaomi-klein-how-big-tech-plans-to-profit-from-coronavirus-pandemic__*3B!!Mih3wA!VRgkzssOuSyNvpVQWR2QH7dShhiXD5eWtYs2HahNwv_pKUU7G9GOQZMrzIpGsa-SnnFGDg*24&data=02*7C01*7C*7C9ee204f06b64476fe58208d7fcdf781b*7C84df9e7fe9f640afb435aaaaaaaaaaaa*7C1*7C0*7C637255909025630662&sdata=ZofWlBlixVsGB31hquC9H6VT4AJMO9aazQwdQUxlwXQ*3D&reserved=0__;JSUlJSUlJSUlJSUlJSUlJSUlJSUlJSU!!Mih3wA!TrysLCC35ebURQTg4buf3my3WmzGjSF6ivXQRg2gPUne9ZixAYLV-iy7isir0YgS17ZDgA$>
> > [3]
> https://urldefense.com/v3/__https://nam10.safelinks.protection.outlook.com/?url=http*3A*2F*2Flchc.ucsd.edu*2F&data=02*7C01*7C*7C9ee204f06b64476fe58208d7fcdf781b*7C84df9e7fe9f640afb435aaaaaaaaaaaa*7C1*7C0*7C637255909025640656&sdata=2P9rsYyOPCiEA1KU94EZgN2TqkbISzkFe8ZOXq49GAw*3D&reserved=0__;JSUlJSUlJSUlJSUl!!Mih3wA!TSiy_8dEHStWs_7krM0-DgKkGQEh8soZu1rP1Ixzcx6xog1j03NzkC_BS7Q_h7DjnWvj4w$
> <https://urldefense.com/v3/__https://nam10.safelinks.protection.outlook.com/?url=http*3A*2F*2Flchc.ucsd.edu*2F&data=02*7C01*7C*7C9ee204f06b64476fe58208d7fcdf781b*7C84df9e7fe9f640afb435aaaaaaaaaaaa*7C1*7C0*7C637255909025640656&sdata=2P9rsYyOPCiEA1KU94EZgN2TqkbISzkFe8ZOXq49GAw*3D&reserved=0__;JSUlJSUlJSUlJSUl!!Mih3wA!TrysLCC35ebURQTg4buf3my3WmzGjSF6ivXQRg2gPUne9ZixAYLV-iy7isir0YhG3duqrQ$>
> > [4]
> https://urldefense.com/v3/__https://nam10.safelinks.protection.outlook.com/?url=http*3A*2F*2Flchcautobio.ucsd.edu*2F&data=02*7C01*7C*7C9ee204f06b64476fe58208d7fcdf781b*7C84df9e7fe9f640afb435aaaaaaaaaaaa*7C1*7C0*7C637255909025640656&sdata=OeBELDeIYiMiylDFDYl2W0S*2Fvn1qBO33bcEdRJvrR3s*3D&reserved=0__;JSUlJSUlJSUlJSUlJQ!!Mih3wA!TSiy_8dEHStWs_7krM0-DgKkGQEh8soZu1rP1Ixzcx6xog1j03NzkC_BS7Q_h7CSJbT4KA$
> <https://urldefense.com/v3/__https://nam10.safelinks.protection.outlook.com/?url=http*3A*2F*2Flchcautobio.ucsd.edu*2F&data=02*7C01*7C*7C9ee204f06b64476fe58208d7fcdf781b*7C84df9e7fe9f640afb435aaaaaaaaaaaa*7C1*7C0*7C637255909025640656&sdata=OeBELDeIYiMiylDFDYl2W0S*2Fvn1qBO33bcEdRJvrR3s*3D&reserved=0__;JSUlJSUlJSUlJSUlJQ!!Mih3wA!TrysLCC35ebURQTg4buf3my3WmzGjSF6ivXQRg2gPUne9ZixAYLV-iy7isir0YjHqEzmeA$>
> > [5]
> >
> https://urldefense.com/v3/__https://nam10.safelinks.protection.outlook.com/?url=https*3A*2F*2Furldefense.com*2Fv3*2F__http*3A*2F*2Fculturalpraxis.net__*3B!!Mih3wA!V4rtgUKjjshdiOxbIML_kuerunhUbHYomcCKiRVA5FkPs1WJIJwbuavyFoG613bJeWFP-g*24&data=02*7C01*7C*7C9ee204f06b64476fe58208d7fcdf781b*7C84df9e7fe9f640afb435aaaaaaaaaaaa*7C1*7C0*7C637255909025640656&sdata=6OS4kY9UQkoC82KPS7pR0XE8j3GFJrU4a5EqIbYjvUU*3D&reserved=0__;JSUlJSUlJSUlJSUlJSUlJSUl!!Mih3wA!TSiy_8dEHStWs_7krM0-DgKkGQEh8soZu1rP1Ixzcx6xog1j03NzkC_BS7Q_h7BaN1PT7g$
> <https://urldefense.com/v3/__https://nam10.safelinks.protection.outlook.com/?url=https*3A*2F*2Furldefense.com*2Fv3*2F__http*3A*2F*2Fculturalpraxis.net__*3B!!Mih3wA!V4rtgUKjjshdiOxbIML_kuerunhUbHYomcCKiRVA5FkPs1WJIJwbuavyFoG613bJeWFP-g*24&data=02*7C01*7C*7C9ee204f06b64476fe58208d7fcdf781b*7C84df9e7fe9f640afb435aaaaaaaaaaaa*7C1*7C0*7C637255909025640656&sdata=6OS4kY9UQkoC82KPS7pR0XE8j3GFJrU4a5EqIbYjvUU*3D&reserved=0__;JSUlJSUlJSUlJSUlJSUlJSUl!!Mih3wA!TrysLCC35ebURQTg4buf3my3WmzGjSF6ivXQRg2gPUne9ZixAYLV-iy7isir0YivngXtwA$>
>
>
--
"How does newness come into the world? How is it born? Of what fusions,
translations, conjoinings is it made?" Salman Rushdie
---------------------------------------------------
Cultural Praxis Website: https://urldefense.com/v3/__http://culturalpraxis.net__;!!Mih3wA!TSiy_8dEHStWs_7krM0-DgKkGQEh8soZu1rP1Ixzcx6xog1j03NzkC_BS7Q_h7A4jdV5nw$
Re-generating CHAT Website: re-generatingchat.com
Archival resources website: lchc.ucsd.edu.
Narrative history of LCHC: lchcautobio.ucsd.edu.
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