Digital/Networked learning

Staying sane via IT skill?

  1. The challenges that emerge through the difference between in-person/blended and online teaching.
  2. Reflections on the move towards a digitalized learning experience that reconsiders the digital tool as instrument.

Digital work and the ethic of care

How do we design for an ethic of care in digital work if we know that “care” is not a “problem” that can be categorically solved?

What are we? Where are we going?

This post begins and ends with quotes by artist Paul Gauguin and contemplates where we are headed in this postdigital year of 2022 if we are to champion the freedom of “the human resource”. It contains illustrations of self-actualization and autoethnography of my own attempt at the same.

Happy 2022: Points for systems resonance

2021 was a year of polarization and increased impacts by digitalization on culture. This post presents ‘points of resonance’ (Dartur 2020) to inspire transitions towards improvement at this time of continued change in the so-called knowledge age.

Emacsconf2021: Dialogic learning how to learn through the Emacs tool

I can think of very few contexts in this hurried ‘great reset’ (to assume the urgency of Schwab & Malleret 2020) where we have the reflective/reflexive privilege to focus on the meaning/ethos of our digital tools. Such an opportunity is thanks to the EmacsConf2021 organizers and support team.

EmacsConf2021: Emacs as design pattern learning

This updated post links to my EmacsConf2021 talk.

Transnational courses

Slides for a transnational course proposal.

A back-to-school/GTD Emacs journey

This post is a beginner’s continued journey to Emacs (mostly org-mode) and discusses: programming as a journey, Beamer for PDF control, mind map tools (metaphors for programmers!), using org-capture to plug-and-play, using Websters, advanced table export, and a little more.

Free Software and philosophy

This paper explores the threat of the erasure of knowledge, which Stiegler (2018) sees as characteristic of the Anthropocene, and which is understood in this paper as an educational concern with respect to our shared understanding and use of digital tools. The problem of the ‘bringing forth’ of knowledge is related to Heideggerian (1977 [1949]) poeisis. But where Heidegger lacked the courage to act, Stiegler raised the question of how to act and live care-fully, through neganthropic pharmakon as provisional treatment in the disautomatization of individual and collective production and consumption.

How to survive disruption?

The future belongs to those who are capable of producing a new theory of becoming and of creation of bifurcations into becoming creating futures – Bernard Stiegler

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