yesterday afternoon was invited by 玉云 to engage 6 CL teachers from 4 schools in conversation. the original proposal was to discuss learning design around iMTL 2.0 (official name: 增强版乐学善用平台). however, i counter-proposed to conduct a conversation on 《华文、学习、科技》 first, much like the sessions i did with YCKPS CL teachers. 理由很简单，动作是建立在理解之上；尤其是在协作的环境内，对于事物的共同理解和认识更是重要。 otherwise, who knows your apple is my orange? we may be using the same term but we actually meant different things. sounds familiar? all too familiar.
here’s our group of 有缘人 who have gathered at Fuhua Sec 辅华中学 (:
and here’s the reification of our discourse:
had a quick dipstick of their conceptions of CL、Learning、ICT prior to our conversation. thank you google forms (:
will look at the ‘post-test’ to compare the shift in conceptions, if any, later.
a quick remark at the end of the session by 许薇 is going to stay with me for a long time to come “今天聊完之后，我终于弄清楚一些概念。之前总是捉摸不清。” it was too quick, and time was short; we’ll need to see if there’s opportunities to dig deeper to hear the richness and significance of those few words (:
#throwback to monday 18/9, it’s the 3rd f2f session of the last round of 12470 for the year. and it could be the last round for good. how fascinating! and here’s the group photo of 12470-00009:
looking forward to more opportunities to shift CL teachers’ epistemology and to co-create knowledge in 2018.
saw this TEDxPortland video shot last year only recently. while revisiting it that i noticed the opening words of the presenter:
“How many of you are creatives, designers, engineers, entrepreneurs, artists, or maybe you just have a really big imagination? Show of hands? … That’s most of you. I have some news for us creatives.”
what’s the significance of this short opening exchange?
i was quite surprised by some responses of people after they have watched the video, for example, “i feel scared”, “what if the machines are going to replace us”, “i admire those who are retiring soon”. but there again, these are quite normal too. however, i did not quite figure out the paradigm behind people with such responses. until, i revisited the video, and heard the opening exchange a second time.
my current hypothesis: people who produces such (downward spiral) responses are not knowledge creators. such words represent the mindset of industrial age production workers – routine, mass-production, clock-in-clock-out, predictability just to name a few. there’s no right or wrong judgment here. but in our business of preparing children for the knowledge age (or augmented age in the video), and where teachers’ beliefs influenced their actions, we need to think like and become a knowledge creator ourselves. what can we do to facilitate this shift in a major bulk of our teachers who learnt and grew up and laboured in the industrial age paradigm for a large part of their lives? how do we help teachers to shift into the creatives, designers, artists mode of thinking?
almost forget, here’s the video:
was reminded by fb feed of Professor Marc Levoy’s Digital Photography google site, could this be a next step for creating a variant to the online component in our blended learning courses?
first, an instructor (teacher educator) would make his/her contents freely online. teachers would be free (in terms of will) to browse and learn from the contents/videos freely (in terms of time and cost).
second, an instructor would conduct a blended Clinic course(s). teachers who perused the contents, and would like to deepen the learning through face-to-face engagement can sign up for the Clinic. during the f2f-online-f2f-online-f2f… cycle, the google site can become part of the resources upon which the conversations are anchored upon. likewise, in the blended Studio course(s), the google site can serve the same purpose as conversations are steered to incorporate the practice component.
just a 联想 (:
昨天12470课上，我们一起烧了一个下午的脑细胞，间中提到了“对 & 错” vs. “好 & 更好”的出发点和区别，过后我们也略微谈到了“批判性思维”一词。 “批判”一词在《现汉》（第5版）1034页是这样收录的：
(1) 对错误的思想、言论或行为做系统的分析，加以否定: ～虚无主义。
(2) 分析判别，评论好坏： ～地继承文学艺术遗产。
可见汉语对于批判的理解是对错鲜明的，甚至(1)里边就是针对错误出发。 难道我们在培养学生的critical thinking时只是在培养他们的挑毛病、找错误的能力？
英文中的Critical Thinking 呢？ “Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action.” (取自CriticalThinking.Org) 。可见英文里的出发点不在找错，而是通过不同层次的思维，尤其是高阶思维的运用来对事物、事件、现象作分析，以得出个人的结论。 要了解 Critical Thinking 的原意，可前往以下网址：
Photo by theps.net