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diff --git a/2021/talks/adventure.md b/2021/talks/adventure.md new file mode 100644 index 00000000..7b06e9b0 --- /dev/null +++ b/2021/talks/adventure.md @@ -0,0 +1,136 @@ +[[!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"]] |