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| author | temene <gretzuni@protonmail.com> | 2021-10-26 18:14:13 +0200 |
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| committer | temene <gretzuni@protonmail.com> | 2021-10-26 18:14:13 +0200 |
| commit | 58b25cf078d08bac9f11f04a0410277a8a81489b (patch) | |
| tree | a3e8cc73b1b4151fe0e237503078dec3bf529a98 | |
| parent | 540fa115ffc1dfbe73a4467b7223c3c4100008ed (diff) | |
| download | emacsconf-wiki-58b25cf078d08bac9f11f04a0410277a8a81489b.tar.xz emacsconf-wiki-58b25cf078d08bac9f11f04a0410277a8a81489b.zip | |
footnotes formatted
| -rw-r--r-- | 2021/talks/adventure.md | 7 |
1 files changed, 4 insertions, 3 deletions
diff --git a/2021/talks/adventure.md b/2021/talks/adventure.md index aff2e078..32792ece 100644 --- a/2021/talks/adventure.md +++ b/2021/talks/adventure.md @@ -8,7 +8,8 @@ # Choose Your Own (Technology-Enhanced Learning) Adventure Greta Goetz -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). +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 (Ill +ich). Its adaptability will be shown to be an asset in supporting the learning trends identified by the latest pedagogical research (Guo). # Intro @@ -42,7 +43,7 @@ Emacs does not limit any imaginable type of interactivity and promotes a diversi # References -General workflow and fun: +- General workflow and fun: - 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>. Accessed 25 October 2021. - Gaffney, N. (2019). Oblique strategies. <https://github.com/zzkt/oblique-strategies>. Accessed 25 October 2021. - Goetz, G. (2021). Additional references: A back-to-school/GTD Emacs journey. <https://gretzuni.com/articles/a-back-to-school-gtd-emacs-journey>. Accessed 25 October 2021. @@ -52,7 +53,7 @@ General workflow and fun: - Stavrou, P. My packages for GNU Emacs. <https://protesilaos.com/emacs/>. Accessed 25 October 2021. - Wellons, C. Emacs articles. <https://nullprogram.com/tags/emacs/>. Accessed 25 October 2021. -On TEL design: +- On TEL design: - Caillet, E. (2008). L’exposition, le musée: L’éducation informelle comme école de l’éducation formelle. In Andler, D. & Guerry, B. (Eds.). *Apprendre demain: Sciences cognitives et éducation à l’ère numérique*, 137-154. Paris: Hatier. - Crichton, M. (1983). *Electronic life*. New York: Knopf. - De Bono, E. (2009). *Think! Before it's too late*. London: Random House. |