Stephen Downes has opened up this area for me on the web. (It is useful to follow someone with similar interests down their track … it helps sort the hakeas and their thorns from the other bushes that hit you around the head and in the eyes (Ku-ring-gai Chase hike with Chris Clerke and others when I was smaller).
While my first introduction to ‘design’ was from the visual arts (Gwenda and her design principles and doodling), it was when I was reading Donald Schon, for the second or third time, that I realised that teaching, indeed, life, is a matter of design: working with multiple evaluative criteria, in a sequence, to solve a problem; and when you get stuck, trying to shift your ground or re-frame, as Donald describes it: either changing the sequence of application of the evaluative criteria, or bringing in other evaluative criteria. The intent is to develop an aesthetically pleasing solution – something that ‘fits’, and ‘fits me’ – something I can enact.
So for this blog space, what I am after are the lateral (serendipity), external stimuli that offer another sequence or different criteria, to force a rethink of what I am grappling with.
In response to Stephen’s comments, the thought triggered off, which I have expressed elsewhere from time to time, is that I work now with the three phases of adages: if a picture is worth a 1000 words, and a proposition is worth a 1000 pictures, then a practice is worth a 1000 propositions.
For John Heron the practice of an individual is their presence and presentation … and here I am around a circle again!
Stephen suggests making it a habit ..
I have found that the computer has taught me to not bother to try and learn to remember – it changes so quickly, that remembering effort in learning becomes a waste of time.
Then I have found, if I am asked how to work something with the computer, the solution is to log on and do it, and then tell someone how I am doing it: I know more about doing it than knowing to tell.
So being present, virtually, will be about having a routine: turning computer on; checking email; responding to email; following through any notices from established forums for interaction, for presence there; logging on to Facebook to see who has been doing what, to see if I have something to share with where they are at, as well as telling what’s the next thing for me in current importance/focus; then logging on Edublog to check in with others’ blogs, and then somehow ask myself how do I integrate this material … what’s my summary for today?
Yes, I have a presence elsewhere .. many of them in fact .. now for which one first and why …
longest standing blog and action learning process focus
latest challenge to apply action learning/ reflective research
adding the socialising component for those where this is vital
for professional interests and weblinking
for access to my wider writing and authored resources
for access to my academic resources and connections
for the thesis
and yes, some of these links will prove to be circular .. which reminds me … I need to add this spot to other spots … have I got my 3M theory of model operating yet? is it serendipitous 4ME?, and, if so, what is my insight? It has the rather navelly look of my whirligig theoretical frame … appropriate for complex reflexivity? .. promising to tie me right up in knots? … Gordian where art thou?
I have come Margaret … pulled (or was it pushed?) by Stephen Downes and for the purposes he suggested: to build the node where I comment on those things drawn in, and that I want to learn about, to start more intensive and intentional work on utilitsing web 2.0 and to try and tap serendipity …
I am not sure what is the next step .. a personal web page with internode?; a wiki with mind map and links? (and so Bernard’s application – cohere); the RSS feed organiser subscription?