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diff --git a/2021/talks/adventure.md b/2021/talks/adventure.md deleted file mode 100644 index 7b06e9b0..00000000 --- a/2021/talks/adventure.md +++ /dev/null @@ -1,136 +0,0 @@ -[[!meta title="Choose Your Own (Technology-Enhanced Learning) Adventure"]] -[[!meta copyright="Copyright © 2021 Greta Goetz"]] -[[!inline pages="internal(2021/info/adventure-nav)" raw="yes"]] - -<!-- You can manually edit this file to update the abstract, add links, etc. ---> - - -# 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). - - -# 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). - -1. What if we are beginners overwhelmed by formal Emacs documentation? Two possible learning paths: - - - 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]. - -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]: - -- 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). - -- 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?! - -- 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). - -- 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. - -# 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. - - -# 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. -- 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. -- 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. -- Illich, I. (1973). Tools of conviviality. New York: Harper & Row. -- Latour, B. (1987). Science in Action. Cambridge and London: Harvard University Press. -- 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. - - -# Availability and preferred Q&A approach - -Due to the pandemic situation, my teaching schedule fluctuates so I -will not know my availability until much closer to the -date. Therefore, I can only guarantee delayed answer response -(whatever you request), but if available, will join live. -May I please note that I will be pre-recording my video if this submission is accepted. - - -# Speaker release - -By submitting this proposal, I agree that my presentation at -EmacsConf 2021 is subject to the following terms and conditions: - -The EmacsConf organizers may capture audio and video (a "Recording") -of my presentation and any associated materials, which may include -slides, notes, transcripts, and prerecording(s) of my presentation -that I provide to the EmacsConf organizers. - -I authorize the EmacsConf organizers to distribute, reproduce, -publicly display, and prepare derivative works of the Recording and -any derivative works of the Recording (the "Licensed Materials") -under the terms of the Creative Commons Attribution-ShareAlike 4.0 -International (CC BY-SA 4.0) license. - -I grant to the EmacsConf organizers permission to use my name, -likeness, and biographic information in association with their use -of the Licensed Materials under the above license. - -I represent that I have the authority to grant the above license to -the EmacsConf organizers. If my presentation incorporates any -material owned by third parties, I represent that the material is -sublicensable to the EmacsConf organizers or that my use of them is -fair use. - - - -[[!inline pages="internal(2021/info/adventure-schedule)" raw="yes"]] - -[[!inline pages="internal(2021/info/adventure-nav)" raw="yes"]] |