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 # Choose Your Own (Technology-Enhanced Learning) Adventure
 Greta Goetz
 
-This presentation will move through Emacs artifacts illustrating
-possible paths for beginners and then map out some supportive roles
-for the enhanced learning potential (cf. Caillet in Andler & Guerry,
-Engelbart) of Emacs. Emacs affords diverse possibilities for
-individuals to interact creatively and autonomously with their digital
-environment and others to satisfy their own needs (Illich) and
-fulfills the promise of digital tools to help enhance our learning
-(e.g. Engelbart), balancing creativity with guidance (Goodyear &
-Retalis).
-
+This presentation will move through Emacs artifacts: first illustrating possible paths for beginners and then mapping out the significance of the enhanced learning potential of Emacs (Caillet in Andler & Guerry, Engelbart, Markauskaite & Goodyear). The technology-enhanced learning (TEL) that Emacs affords includes a systems view of 'many, many features' (Stallman) which surpass the confines of a pre-fabricated environment (Stiegler). This affords diverse possibilities for individuals to interact creatively and autonomously to satisfy their own needs (Illich). Its adaptability will be shown to be an asset in supporting the learning trends identified by the latest pedagogical research (Guo). 
 
 # Intro
 
-Emacs allows for play with formality and does not limit imaginable
-types of interactivity, supporting both formal and informal learning
-(cf. Caillet in Andler & Guerry 2008), therefore it can function as a
-scaffold for development (cf. Vygotsky 1979: 86) and the creative and
-autonomous ability of individuals to interact with their digital
-environment and others who equally share the ability to use this tool
-(Illich 1973). Individuals can use Emacs as often or seldom as they
-want to express their needs and meaning in action, with no obligation
-to use it (cf. Illich 1973: 22).
-
-The formal learning involved pertains to Emacs documentation (the
-'temple') while related discussion and copying of or composing parts
-of inits or smaller task-based problem solving represents the
-'forum'. The latter, demonstrative of technology-enhanced learning,
-allows for engagement in diverse and individual levels of learning,
-balancing creativity with guidance (Goodyear & Retalis 2010: 4).
+The 'many, many features' (Stallman 2002: 4) of Emacs do not limit imaginable types of interactivity, supporting both formal and informal learning (cf. Caillet in Andler & Guerry 2008). Emacs can function as a scaffold for development (cf. Vygotsky 1979: 86), promoting the creative and autonomous ability of individuals to interact with their digital environment and others who share the use of this tool (Illich 1973). Individuals can use Emacs as often or seldom as they want to express their needs and meaning in action, with no obligation to use it (cf. Illich 1973).
 
-1.  What if we are beginners overwhelmed by formal Emacs documentation? Two possible learning paths:
+The formal learning involved pertains to Emacs programs and documentation (the 'temple') while related discussion and smaller task-based problem solving represents examples of informal learning (the 'forum') (cf. Caillet in Andler & Guerry 2008). As a context-rich environmnet (Trocmé-Fabre 1999), Emacs fulfills the promise of general computing: not boxing users into personas but allowing users at all levels to organize and assemble multiple knowledge domains (Markauskaite & Goodyear 2017) and programs so that they are 'just right'. People wanting to create tailored learning environments who feel alienated or unsupported by pre-fabricated text and programming environments will find their way with Emacs. 
 
-    - a. Build on a needs-basis. Brief explanation and rationale [1 para].
-    - b. Study others' inits and use-cases; Read Planet EmacsLife; Consult what programmers or power users say [1 link example for each].
+1.  What if we are beginners overwhelmed by formal Emacs documentation? Two potential learning paths:
 
-2.  Emacs as technological networks for enhanced learning with boundaries through [section supplemented by some examples, and illustrated by a mind-map to bring coherence]:
+    - a. Build on a needs-basis. Make your own artifacts: no use-case is too small; leave your trace. 
+    - b. Study others' inits and use-cases; Read Planet EmacsLife; Consult programmer or power user use-cases; Map out workflows. 
 
--   The 'wise' use of computers (Crichton) to manage and organize workflow
--   Fun use of computers - 'there are people who want to put a stop to that' (Crichton)
--   Disciplinary use-cases can give insight into how various Emacs capabilities fit into the mental models particular to disciplinary context. This can improve design performance while educating the designer (Goodyear & Retalis 2010).
+2.  Emacs as systems design for technology-enhanced learning (TEL):
 
--   Allows for multiple and organically changing organization of knowledge. This is opposed to relegating it to pre-fabricated fields, which is the case when using apps (as if all learners have the same spatial/visual needs?!
+   - a. Good TEL design performance should also educate the designer (Goodyear & Retalis 2010). Further, good design focuses on 'centers' of activity, each 'made of a center surrounded by a boundary which itself is made of centers' (Alexander 1993 in Gabriel 1996), assembling epistemic domains (Markauskaite & Goodyear 2017). This pedagogical approach is supported by Emacs artifacts (packages, documentation, forums, etc.)
+   - b.  The 'wise' use of programming (Crichton 1983) actively manages and organizes workflow. This permits iterative development. Use-case: being stuck with PPT and Zoom vs. already having a more modular viewpoint supported by diverse Emacs packages. The latter adaptablity is supported by the latest educational research (Guo). Further: Emacs allows movement from user to contributor (Stiegler, Stavrou).
+   - c. Wise programming can include fun programming - 'there are people who want to put a stop to that' (Crichton 1983, Gaffney 2019).
+   - d. Extending on this systems/design view, Emacs is developed and maintained by a community dedicated to keeping this freedom of use in these multiple contexts (cf. Illich 1973).
+   - e. One perspective is less likely to override others in such a heterogeneous environmnet (Morin 2004).
 
--   Emacs is developed and maintained by a community dedicated to keeping this freedom of use in these multiple contexts (cf. Illich 1973).
--   Emacs thus allows us to control our tools and tasks (Illich 1973:
--   in order to release ourselves from the tasks of *automatic* maintenance (cf. Latour's 1987 simple customers'). By contrast, the care-less use of automatizing pre-fabricated apps leads to knowledge loss and loss of know-how in life (Stiegler 2018).
+3. Emacs as means for construction of self:
 
--   Emacs fulfills the promise of the value of technology-enhanced learning (Goodyear & Retalis 2010) e.g. by augmenting OUR intellect (cf. Engelbart 1962), not automatizing our knowledge to smaller repetitive tasks that contribute to a larger picture we cannot see.
+   - a. The 'grammar of interaction' (Gaume in Andler & Guerry 2009) is existential: something to be experienced. Emacs allows for multiple and organically changing organization of knowledge. This is imporant as not all learners have the same spatial/visual needs and because these needs can change over time (Vygotsky 1979, Wang 2020).
+   - b. Emacs allows us to control our tools and tasks (Illich 1973) in order to release ourselves from the tasks of *automatic* maintenance (cf. Latour 1987, Stiegler 2018). By contrast, care-less use of pre-fabricated apps can lead to loss of know-how in life (Stiegler 2018, 2016).
+  - c. The art of collecting traces (digital or not) is timeless - and important to survival.
 
 # Conclusion
 
-Emacs does not limit any imaginable type of interactivity and promotes
-a diversity of related content, further supporting pursuit of more
-advanced technology-enhanced learning (TEL). TEL, with its current
-*general* reliance on pre-fabricated one-size-fits-all software, does
-not reach its potential where it uses apps or tools that automatize
-knowledge. By contrast, Emacs enables us to learn this knowledge work,
-and supports informal learning at all levels. This includes the most
-basic needs-use level while also inviting us through its myriad
-use-case examples to learn how work is managed, organized, and
-coordinated for the benefit of the diverse community made possible by
-maintainers and developers. Using Emacs not only means being able to
-use this digital tool, but to learn about the structure of digital
-learning and learning in general.
+Emacs does not limit any imaginable type of interactivity and promotes a diversity of related content, further supporting the pursuit of more advanced TEL. This was illustrated through an elementary use-case that compared being limited to PPT as opposed to having basic familiarity with Emacs, which permits manageable, continuous exploration of knowledge, workflows, and tools (cf. Alexander in Gabriel, Goodyear & Retalis) and movement from consumer to creator (Stiegler, Stavrou). Using Emacs means being able to use a sophisticated digital tool, thanks to the contributions of heterogeneous maintainers, developers, and community members whose artifacts comprise a meta picture. It is possible, through using Emacs, to learn about the design of digital learning and learning in general, as access to knowledge is not walled off by prefabricated design. We can choose our own adventure.
 
 
 # References
 
--   <https://github.com/redguardtoo/mastering-emacs-in-one-year-guide/blob/master/guide-en.org#on-the-shoulders-of-giants>
--   <https://planet.emacslife.com/>
--   <https://bzg.fr/en/some-emacs-org-mode-features-you-may-not-know/>
--   <https://www.kpkaiser.com/programming/writing-a-technical-book-in-emacs-and-org-mode/>
--   <https://github.com/zzkt/oblique-strategies>
--   <https://kitchingroup.cheme.cmu.edu/blog/2014/08/08/What-we-are-using-org-mode-for/>
--   Bruce, B. & Levin, J. (1997). Educational technology: media for inquiry, communication, construction, and expression. J. Educ. Comput. Res. 17(1), pp. 79–102.
+-   Bin, C. (2020). Mastering Emacs in one year. <https://github.com/redguardtoo/mastering-emacs-in-one-year-guide/blob/master/guide-en.org#on-the-shoulders-of-giants>
+-   Bruce, B. & Levin, J. (1997). Educational technology: Media for inquiry, communication, construction, and expression. J. Educ. Comput. Res. 17(1), pp. 79–102.
 -   Caillet, E. (2008). L’exposition, le musée: L’éducation informelle comme école de l’éducation formelle, pp. 137-154. In Andler, D. & Guerry, B., Eds., Apprendre Demain: Sciences cognitives et éducation à l’ère numérique. Paris: Hatier.
 -   Crichton, M. (1983). Electronic Life. New York: Knopf.
 -   Engelbart, D. (1962). Augmenting human intellect: A conceptual framework. Menlo Park: Stanford Research Institute.
+-   Gabriel, R. (1996). Patterns of software. New York, Oxford: Oxford University Press.
+-   Gaffney, N. (2019). Oblique strategies.  <https://github.com/zzkt/oblique-strategies>
+-   Goetz, G. (2021). Additional references: A back-to-school/GTD Emacs journey. <https://gretzuni.com/articles/a-back-to-school-gtd-emacs-journey>
 -   Goodyear, P. & Retalis, S. (2010). Learning, Technology and Design, pp. 1-27. In Goodyear, P. & Retalis, S. (Eds.) Technology-Enhanced Learning: Design Patterns and Pattern Languages. Rotterdam, Boston: Sense Publishers.
+-   Guerry, B. (2020). Org-mode features you may not know. <https://bzg.fr/en/some-emacs-org-mode-features-you-may-not-know/>
+-   Guerry, B. & Gaume, N. (2008). Ce que les jeux vidéo nous apprennent. In Andler, D. & Guerry, B., Eds., Apprendre Demain: Sciences cognitives et éducation à l’ère numérique. Paris: Hatier.
+-   Guo, P. Selected publications. <https://pg.ucsd.edu/pubs.htm>
 -   Illich, I. (1973). Tools of conviviality. New York: Harper & Row.
--   Latour, B. (1987). Science in Action. Cambridge and London: Harvard University Press.
+-   Kaiser, K. (2017). Writing a technical book in Emacs and Org-mode. <https://www.kpkaiser.com/programming/writing-a-technical-book-in-emacs-and-org-mode/>
+-   Kitchin, J. (2014). What we are using org-mode for. <https://kitchingroup.cheme.cmu.edu/blog/2014/08/08/What-we-are-using-org-mode-for/>
+-   Latour, B. (1987). Science in action. Cambridge and London: Harvard University Press.
+-   Markauskaite, L. & Goodyear, P. (2017). Epistemic fluency and professional education: innovation, knowledgeable action and actionable knowledge. Dordrecht: Springer.
+-   Morin, E. ([2004] 2008). La Méthode - tome 6: Éthique. Éditions du Seuil: Paris.
+-   Planet Emacs Life. <https://planet.emacslife.com/>
+-   Stallman, R. (2002). Free software, free society. GNU Press, Free Software Foundation.
+-   Stavrou, P. My packages for GNU Emacs. <https://protesilaos.com/emacs/>
+-   Stiegler, B. (2016). Automatic society. The future of work (Vol. 1). Polity.
 -   Stiegler, B. (2018). The neganthropocene. Open Humanities Press.
--   Vygotsky, L. (1979). Mind in Society: The Development of Higher Psychological
--   Processes. Cambridge and London: Harvard University Press.
+-   Trocmé-Fabre, H. (1999). Réinventer le métier d’apprendre. Paris: Éditions d’organisation.
+-   Vygotsky, L. (1979). Mind in society: The development of higher psychological processes. Cambridge and London: Harvard University Press.
+-   Wang, S. (2020). Open knowledge. Hope in Source. <https://hopeinsource.com/open-knowledge/#open-source-knowledge-proof-of-work>-   Wellons, C. Emacs articles. <https://nullprogram.com/tags/emacs/> 
 
 
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