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diff --git a/2021/talks/adventure.md b/2021/talks/adventure.md index 7b06e9b0..a17e331c 100644 --- a/2021/talks/adventure.md +++ b/2021/talks/adventure.md @@ -8,90 +8,45 @@ # 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. +This presentation will first illustrate possible paths for beginners and then mapping out the significance of the enhanced learning potential of Emacs (Caillet in Andler & Guerry, Markauskaite & Goodyear). The technology-enhanced learning (TEL) that Emacs affords departs from the '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 alongside others who share use of the tool (Illich). Its adaptability will be shown to be an asset in support of the learning trends identified by the latest pedagogical research (Guo). + +1. Setting out as beginners who may be overwhelmed by formal Emacs documentation. Some inroads. No trace is too small. +2. Emacs as common ground between people and technology. +3. Emacs modularity and TEL design. +4. Emacs as personal, creative, autonomous. +5. Emacs and cognitive democracy. # 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. +## General workflow, inspiration, 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. +- Chua, S. https://sachachua.com/blog/ +- 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. +- Guerry, B. (2020). Org-mode features you may not know. <https://bzg.fr/en/some-emacs-org-mode-features-you-may-not-know/>. Accessed 25 October 2021. +- 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/>. Accessed 25 October 2021. +- Planet Emacs Life. <https://planet.emacslife.com/>. Accessed 25 October 2021. +- 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 and learning: +- 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. +- Drosos, I. & Guo, P. (2021). Streamers teaching programming, art, and gaming: Cognitive apprenticeship, serendipitous teachable moments, and tacit expert knowledge. IEEE Symposium on Visual Languages and Human-Centric Computing (VL/HCC), short paper, 2021. <https://pg.ucsd.edu/pubs.htm>. Accessed 25 October 2021. +- Gabriel, R. (1996). *Patterns of software*. New York, Oxford: Oxford University Press. +- Goodyear, P. & Retalis, S. (2010). Learning, technology and design. In Goodyear, P. & Retalis, S. (Eds.). *Technology-enhanced learning: Design patterns and pattern languages*, 1-27. Rotterdam, Boston: Sense Publishers. +- Guo, P. (2018). Students, systems, and interactions: Synthesizing the first +four years of Learning@Scale and charting the future. L@S 2018, June 26–28, 2018, London, United Kingdom. DOI: https://doi.org/10.1145/3231644.3231662. <https://pg.ucsd.edu/pubs.htm>. Accessed 25 October 2021. +- Guo, P., Kim, J. & Rubin, R. (2014). How video production affects student engagement: An empirical study of MOOC videos. ACM Conference on Learning at Scale. <https://pg.ucsd.edu/pubs.htm>. Accessed 25 October 2021. +- Illich, I. (1973). *Tools of conviviality*. New York: Harper & Row. +- Kim, J., Guo, P., Seaton, D., Mitros, P., Gajos, K. & Miller, R. (2014). Understanding in-video dropouts and interaction peaks in online lecture videos. ACM Conference on Learning at Scale. <https://pg.ucsd.edu/pubs.htm>. Accessed 25 October 2021. +- Markauskaite, L. & Goodyear, P. (2017). *Epistemic fluency and professional education: innovation, knowledgeable action and actionable knowledge*. Dordrecht: Springer. +- Markel, J. & Guo, P. (2020). Designing the future of experiential learning environments for a post-COVID world: A preliminary case study. NFW ’20 (Symposium on the New Future of Work), August 3–5, 2020, Virtual Event. <https://pg.ucsd.edu/pubs.htm>. Accessed 25 October 2021. +- Morin, E. ([2004] 2008). *La Méthode - tome 6: Éthique*. Éditions du Seuil: Paris. +- Stallman, R. (2002). *Free software, free society*. GNU Press, Free Software Foundation. +- Stiegler, B. (2018). *The neganthropocene*. Open Humanities Press. +- Trocmé-Fabre, H. (1999). *Réinventer le métier d’apprendre*. Paris: Éditions d’organisation. # Availability and preferred Q&A approach |