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If Boyer’s four main scholarly functions were research, application, integration and teaching, then I would propose that those of the digital scholar are engagement, experimentation, reflection and sharing’. Weller (2011 in Chapter 4, 20% of the way through, Kindle Location 1005. Is there a page number related to a print version? Amazon say not in a polite, informative and lengthy e-mail. What therefore is the answer to this referencing conundrum?)
Does Weller’s suggestion make anyone who keeps a student blog and shares it openly like this a scholar?
Making us all digital scholars? (I love the term as a hundred years ago in Census Returns it was used to describe anyone attending an academic institution, whether school or university).
Weller, M., (2011) The Digital Scholar
A little learning. Evelyn Waugh (1964)
Not an e-book, but as soon as I wanted to take notes or share sentences I wish it had been.
(His less famous, though more successful popular novelist brother Alec Waugh writes a far more enjoyable satire of school-days at Shrewsbury ‘The Loom of Youth’. If I wrote about Sedbergh in the 1970s it wouldn’t be satire, it would be an act of war – my only revolution was to leave before Sixth Form at which time the bullied would have had to become the bully).
I bookmark by folding over the corners.
Although the pages were falling out I didn’t highlight or annotate the pages, though I could have pulled the pages out.
I make three notes:
- The obliteration of English villages. To investigate.
- Waugh thought there was a problem in the early 1960s
- Ronald Knox ‘A Spiritual Aenid’ and Evelyn Waugh’s ‘Life of Ronald Knox.’
Knox was known to open and oppose the same motion. The point he makes though is that ‘audiences greed for originality is the extraordinary distaste for the obvious.
NOTE REGARDING MOBILE LEARNING
(All would be downloaded as eBooks where they available. They go to the Kindle so that I can read or listen to the book on one device while taking notes onto the iPad. Is this when reading becomes a learning activity? When you take notes? Or simply when you annotate or highlight the text itself … if you dare do this to a printed book. Anyone shared highlights or notes they have made while or having read a common book? Like an asynchronous book club of the airwaves I guess).
‘You learn, in approaching any subject, to search at once for the point that is new, original, eccentric, not for the plain truth.‘ (Waugh, 1964: 129)
And a note left by a previous reader (my mother, who sent me this book a couple of weeks ago) that reads ‘pity’.
Against Waugh’s line ‘I abandoned my diary on the day I left school and have no source for the following years except inexact memory.’
I didn’t. 36 years later and several million words I wonder what I got myself trapped into.
Some keep saying they want me to stop blogging for a couple of years ‘to finish the book’. I have plenty to say on that too, though Steven Pressfield has the definitive response, ‘resistance’. I say ‘anything but,’ I will fill my life with ‘anything but’ that three-five hours a day of effort in front of a keypad or notepad.
Is memory exact?
My diary is an aide memoire, an impression of the moment that changes all the time.
Waugh, A.E. (1964) A little learning.
I cannot see the value in hereditary he gives to the first chapter, in predetermining the way some turns out, physiologically or psychologically, surely upbringing has more to do with it? He also concentrates on the male professional line. Rather selective? And from our point of view ignorant and sexist?</p
We’re discussing Web 1.0 and Web 2.0 only because formal academic research takes so long and nothing will change a module within 7 years of it being written.
Weller talking last week is a world beyond Weller of the MAODE, yet systems aren’t in place to adapt responsively, and contact between tutors or profs and keen students is discouraged.
We’ll get this new book this year yet it is out of date already.
We have to move on from the book as a constriction in the stream of knowledge to a living, pre-print vibrant thing.
There’s far more going on than simply technology and it’s a moot point to know when the technology is changing society or responding to society, the two are in a spiralling dance we see, hear and know more – our close relationships are even closer and then those we have kept at arm’s length are drawn in too.
This might make an interesting debate in Cloudworks. It is one of Grainne Conole’s.
‘The old labels of primary, second and tertiary education and work-based learning perhaps have no meaning now in the complex, changing environment’. (Conole, 2007.02)
And this might be interesting to answer:
What does it mean to be a learner in a modern complex environment?
This is valuable, the set of progressions Conole picks out: monitoring, recording, sharing, aggregating information, synthesising, providing evidence, assessing in from form, validating.
And a reminder of the team behind and beside the student as they learn: ‘the student themselves, of course, is the most important one, but also the peers that they work with the tutors who support them, the course developers who provide the course and the environment for them to work in, the senior managers and other support staff who provide the enabling framework, the quality assurance body and validating bodies, as well as professional bodies and, of course, employers’. (Conole, 2007.03)
And there’s more:
‘Education is no longer simple and classified into different boxes and boundaries, for the wider, societal environment in which students are now working and learning is different and constantly changing’. (Conole, 2007.03)
And interesting take on blogging:
Personal blogs both have the ability to provide personal reflective journal but also as a means of experts providing a filter on a complex changing environment.
But has anything changed?
‘It begs the question of does this offer a whole new dimension of learning or again is it more of the same?’ Conole asks and continues later, suggesting that Web2.0 technology ‘is just an integral part of their toolkit that they use to provide support for their learning. They’re also very critically aware now of the pros and cons of different things and they vote with their feet. If they can’t see the benefit they won’t use it’.
And further thoughts on which to dwell:
‘Because so much content is freely available and easily accessible they view it very differently. It has low intrinsic value. They expect high degrees of interactivity. They expect to be able to mix and match and interact and change’. (Conole, 2007)
And future research?
We’re particularly interested in looking at how students are learning across different boundaries and I think this related very much to progression in terms of breaking down those boundaries or silos I talked about before.
We no longer have primary, secondary, tertiary and work-based learning. The whole thing is mixing and changing and interconnecting.