Value for value
“If the Internet makes possible an apparently contributory economy – typified by free and open source software – it is because it is a technical environment in which the recipients are put in the position of senders: it is dialogical.” — Bernard Stiegler
A dynamic point of departure
What code or text would you choose to describe this time of transition? The ambiguity of the words text and script show that if we care about words we should hone — and be able to query and ask questions of — our digital tools. But this is complicated where text, and the tech that serves it, is hard to manipulate and/or understand.
Why and how I'm learning: A cultural case for general outlines
In this post I discuss my journey to establish an outline of computer science, with minimal but extant gumshoeing, and how I am prepared to see the limitations of my endeavor as an outsider.
The need for free software education now
This post is to link to the editorial I wrote for the Free Software Foundation Spring 2022 bulletin. Teachers interested in GNU Emacs can consult this earlier post on A back-to-school/GTD Emacs journey.
Re-presencing the postdigital trace
This post shares my NLC2022 conference presentation on Re-presencing the Digital Trace in Networked Learning Design and explains how it is related to the interdisciplinary book I have been working on for the past two years. The post begins with an autoethnographic narrative of the book’s progress before outlining some of its key ideas. It concludes with the NLC2022 presentation.
Digital tools are for thinking together
A link to my contribution to a group response to the The Manifesto for Teaching Online (Bayne et al. 2020) which was published in Postdigital Science and Education 4, 271–329 (2022).
Design considerations for digital learning
I am interested in exploring further the choices we have in the design of digital knowledge and how it is shared. The ability to leverage this potential, however, is limited by the problem of digital literacy, which not only involves more skills than what we mean by “just” literacy, but also requires greater literacy, e.g. through the ability to navigate and evaluate information.
This post sketches out some of the “extra” considerations. It is in rough note form and is being shared for dialogic purposes, to have something to point to in conversation.
Teaching and tools for digital freedom (with video link)
This post contains a link to my LibrePlanet2022 video and discusses the reasoning behind it, including how I came to build a “free as in freedom” teaching tool on the shoulders of GNU-licensed textpattern.
Relative harmony, experience, and digtal tools in networked learning
The updated audio teaser for my presentation at the 13th International Conference on Networked Learning (NLC2022). It is inspired by Christopher Alexander’s remark that, “As architects, builders, and artists, we are called upon constantly—every moment of the working day—to make judgments about relative harmony. We are constantly trying to make decisions about what is better and what is worse…”
LibrePlanet talk: Digital freedom as pattern learning for life
This is to announce my LibrePlanet 2022 talk on considering digital freedom in the learning environment of the classroom and in life. It will explore teaching components that can be used to introduce free software in the classroom and consider how free software can be a ‘surprising’ learning model in response to big data.