�ݺ�ߣshows by User: nfriesen

�ݺ�ߣshows by User: nfriesen / http://www.slideshare.net/images/logo.gif �ݺ�ߣshows by User: nfriesen / Thu, 08 Nov 2018 19:47:07 GMT �ݺ�ߣShare feed for �ݺ�ߣshows by User: nfriesen Theory of Bildung: W. von Humboldt /slideshow/theory-of-bildung-w-von-humboldt/122451663 theoryofbildung-181108194707
What is Bildung and what does it have to do with education and self-development? This presentation gives an overview of von Humboldt's famous fragment on the Theory of Bildung for Mankind.]]>
What is Bildung and what does it have to do with education and self-development? This presentation gives an overview of von Humboldt's famous fragment on the Theory of Bildung for Mankind.]]> Thu, 08 Nov 2018 19:47:07 GMT /slideshow/theory-of-bildung-w-von-humboldt/122451663 nfriesen@slideshare.net(nfriesen) Theory of Bildung: W. von Humboldt nfriesen What is Bildung and what does it have to do with education and self-development? This presentation gives an overview of von Humboldt's famous fragment on the Theory of Bildung for Mankind. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/theoryofbildung-181108194707-thumbnail.jpg?width=120&height=120&fit=bounds" /> What is Bildung and what does it have to do with education and self-development? This presentation gives an overview of von Humboldt's famous fragment on the Theory of Bildung for Mankind.

Theory of Bildung: W. von Humboldt from Norm Friesen

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0 Phenomenology & pedagogy /slideshow/phenomenology-pedagogy/45336690 phenomenologypedagogy-150302142419-conversion-gate02
Explores the relationship of phenomenlogy and pedagogy, and the role of pedagogical tact as a form of pathic knowledge and a bridge between theory and practice.]]>
Explores the relationship of phenomenlogy and pedagogy, and the role of pedagogical tact as a form of pathic knowledge and a bridge between theory and practice.]]> Mon, 02 Mar 2015 14:24:19 GMT /slideshow/phenomenology-pedagogy/45336690 nfriesen@slideshare.net(nfriesen) Phenomenology & pedagogy nfriesen Explores the relationship of phenomenlogy and pedagogy, and the role of pedagogical tact as a form of pathic knowledge and a bridge between theory and practice. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/phenomenologypedagogy-150302142419-conversion-gate02-thumbnail.jpg?width=120&height=120&fit=bounds" /> Explores the relationship of phenomenlogy and pedagogy, and the role of pedagogical tact as a form of pathic knowledge and a bridge between theory and practice.

Phenomenology & pedagogy from Norm Friesen

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0 Learning theory and MOOCs /slideshow/e-learning-and-institutional-learning/28998466 e-learningandinstitutionallearning-131207150207-phpapp01
This presentation looks at specific learning theories, the idea of learning theory in general, and develops a notion of "institutional learning" (and teaching) to explain why xMOOCs have become so popular and hold (at least some) promise.]]>
This presentation looks at specific learning theories, the idea of learning theory in general, and develops a notion of "institutional learning" (and teaching) to explain why xMOOCs have become so popular and hold (at least some) promise.]]> Sat, 07 Dec 2013 15:02:07 GMT /slideshow/e-learning-and-institutional-learning/28998466 nfriesen@slideshare.net(nfriesen) Learning theory and MOOCs nfriesen This presentation looks at specific learning theories, the idea of learning theory in general, and develops a notion of "institutional learning" (and teaching) to explain why xMOOCs have become so popular and hold (at least some) promise. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/e-learningandinstitutionallearning-131207150207-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds" /> This presentation looks at specific learning theories, the idea of learning theory in general, and develops a notion of "institutional learning" (and teaching) to explain why xMOOCs have become so popular and hold (at least some) promise.

Learning theory and MOOCs from Norm Friesen

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0 Mollenhauer's Hermeneutics --and Refusal of Descriptive Phenomenology /slideshow/mollenhauers-hermeneutics-and-refusal-of-descriptive-phenomenology/23613926 mollenhauersrefusal-130628061753-phpapp02
In this presentation, I undertake an informal reconstruction of Klaus Mollenhauer’s hermeneutics and also in a sense, of what could be called his “phenomenology.” This reconstruction is based on Mollenhauer’s late work and particularly on Forgotten Connections: On Culture and Upbringing. Especially in Forgotten Connections, Mollenhauer explicitly speaks of hermeneutics as it relates to the subject. He also enacts a kind of historical and cultural hermeneutics in this text. Through this working-out of hermeneutics as both subjectivity and method, Mollenhauer sketches out, often by what he does not say, a kind of refusal of descriptive phenomenology as the study of lived experience, particularly as it might relate to children. Mollenhauer points out the limits of intersubjective description and recognition by emphasizing the mutual exclusivity of subjectivity on the one hand, and intersubjective communication and description on the other.]]>
In this presentation, I undertake an informal reconstruction of Klaus Mollenhauer’s hermeneutics and also in a sense, of what could be called his “phenomenology.” This reconstruction is based on Mollenhauer’s late work and particularly on Forgotten Connections: On Culture and Upbringing. Especially in Forgotten Connections, Mollenhauer explicitly speaks of hermeneutics as it relates to the subject. He also enacts a kind of historical and cultural hermeneutics in this text. Through this working-out of hermeneutics as both subjectivity and method, Mollenhauer sketches out, often by what he does not say, a kind of refusal of descriptive phenomenology as the study of lived experience, particularly as it might relate to children. Mollenhauer points out the limits of intersubjective description and recognition by emphasizing the mutual exclusivity of subjectivity on the one hand, and intersubjective communication and description on the other.]]> Fri, 28 Jun 2013 06:17:52 GMT /slideshow/mollenhauers-hermeneutics-and-refusal-of-descriptive-phenomenology/23613926 nfriesen@slideshare.net(nfriesen) Mollenhauer's Hermeneutics --and Refusal of Descriptive Phenomenology nfriesen In this presentation, I undertake an informal reconstruction of Klaus Mollenhauer’s hermeneutics and also in a sense, of what could be called his “phenomenology.” This reconstruction is based on Mollenhauer’s late work and particularly on Forgotten Connections: On Culture and Upbringing. Especially in Forgotten Connections, Mollenhauer explicitly speaks of hermeneutics as it relates to the subject. He also enacts a kind of historical and cultural hermeneutics in this text. Through this working-out of hermeneutics as both subjectivity and method, Mollenhauer sketches out, often by what he does not say, a kind of refusal of descriptive phenomenology as the study of lived experience, particularly as it might relate to children. Mollenhauer points out the limits of intersubjective description and recognition by emphasizing the mutual exclusivity of subjectivity on the one hand, and intersubjective communication and description on the other. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/mollenhauersrefusal-130628061753-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds" /> In this presentation, I undertake an informal reconstruction of Klaus Mollenhauer’s hermeneutics and also in a sense, of what could be called his “phenomenology.” This reconstruction is based on Mollenhauer’s late work and particularly on Forgotten Connections: On Culture and Upbringing. Especially in Forgotten Connections, Mollenhauer explicitly speaks of hermeneutics as it relates to the subject. He also enacts a kind of historical and cultural hermeneutics in this text. Through this working-out of hermeneutics as both subjectivity and method, Mollenhauer sketches out, often by what he does not say, a kind of refusal of descriptive phenomenology as the study of lived experience, particularly as it might relate to children. Mollenhauer points out the limits of intersubjective description and recognition by emphasizing the mutual exclusivity of subjectivity on the one hand, and intersubjective communication and description on the other.

Mollenhauer's Hermeneutics --and Refusal of Descriptive Phenomenology from Norm Friesen

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0 Wandering Star: The Image of the Constellation in Benjamin, Giedion & McLuhan /slideshow/wandering-star-the-image-of-the-constellation-in-benjamin-giedion-mcluhan/22221125 theconstellationautosaved1-130530190813-phpapp02
The purpose of this presentation is to trace the metaphor of the constellation in the materialist modernism of Benjamin and Giedion to the more conservative modernism of McLuhan, and to view it as a kind of “travelling concept,” as Mieke Bal has described: an elastic idea or metaphor, offering “a site of debate, awareness and tentative exchange.” ]]>
The purpose of this presentation is to trace the metaphor of the constellation in the materialist modernism of Benjamin and Giedion to the more conservative modernism of McLuhan, and to view it as a kind of “travelling concept,” as Mieke Bal has described: an elastic idea or metaphor, offering “a site of debate, awareness and tentative exchange.” ]]> Thu, 30 May 2013 19:08:12 GMT /slideshow/wandering-star-the-image-of-the-constellation-in-benjamin-giedion-mcluhan/22221125 nfriesen@slideshare.net(nfriesen) Wandering Star: The Image of the Constellation in Benjamin, Giedion & McLuhan nfriesen The purpose of this presentation is to trace the metaphor of the constellation in the materialist modernism of Benjamin and Giedion to the more conservative modernism of McLuhan, and to view it as a kind of “travelling concept,” as Mieke Bal has described: an elastic idea or metaphor, offering “a site of debate, awareness and tentative exchange.” <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/theconstellationautosaved1-130530190813-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds" /> The purpose of this presentation is to trace the metaphor of the constellation in the materialist modernism of Benjamin and Giedion to the more conservative modernism of McLuhan, and to view it as a kind of “travelling concept,” as Mieke Bal has described: an elastic idea or metaphor, offering “a site of debate, awareness and tentative exchange.”

Wandering Star: The Image of the Constellation in Benjamin, Giedion & McLuhan from Norm Friesen

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0 Bildung & educational language: speaking of "the self" AERA 2013 /slideshow/bildung-educational-language1/20215782 bildungeducationallanguage1-130429185659-phpapp01
Over the past century or more, the language associated with education and pedagogy has changed considerably. I sketch out an overview of these changes, focusing on the field of educational psychology, and beginning with the work of Dewey on the one hand, and Behaviourism on the other. I include the vocabulary of the ‘Learning Sciences’ which sees itself as being centrally informed by the neurosciences. I focus on the notion of ‘the self’ in educational psychology. The term Bildung is central to this psychology, particularly as it is articulated in Dewey’s early textbook titled simply “psychology.” Bildung has been variously translated as edification, formation or growth...]]>
Over the past century or more, the language associated with education and pedagogy has changed considerably. I sketch out an overview of these changes, focusing on the field of educational psychology, and beginning with the work of Dewey on the one hand, and Behaviourism on the other. I include the vocabulary of the ‘Learning Sciences’ which sees itself as being centrally informed by the neurosciences. I focus on the notion of ‘the self’ in educational psychology. The term Bildung is central to this psychology, particularly as it is articulated in Dewey’s early textbook titled simply “psychology.” Bildung has been variously translated as edification, formation or growth...]]> Mon, 29 Apr 2013 18:56:59 GMT /slideshow/bildung-educational-language1/20215782 nfriesen@slideshare.net(nfriesen) Bildung & educational language: speaking of "the self" AERA 2013 nfriesen Over the past century or more, the language associated with education and pedagogy has changed considerably. I sketch out an overview of these changes, focusing on the field of educational psychology, and beginning with the work of Dewey on the one hand, and Behaviourism on the other. I include the vocabulary of the ‘Learning Sciences’ which sees itself as being centrally informed by the neurosciences. I focus on the notion of ‘the self’ in educational psychology. The term Bildung is central to this psychology, particularly as it is articulated in Dewey’s early textbook titled simply “psychology.” Bildung has been variously translated as edification, formation or growth... <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/bildungeducationallanguage1-130429185659-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds" /> Over the past century or more, the language associated with education and pedagogy has changed considerably. I sketch out an overview of these changes, focusing on the field of educational psychology, and beginning with the work of Dewey on the one hand, and Behaviourism on the other. I include the vocabulary of the ‘Learning Sciences’ which sees itself as being centrally informed by the neurosciences. I focus on the notion of ‘the self’ in educational psychology. The term Bildung is central to this psychology, particularly as it is articulated in Dewey’s early textbook titled simply “psychology.” Bildung has been variously translated as edification, formation or growth...

Bildung & educational language: speaking of "the self" AERA 2013 from Norm Friesen

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0 Lesson planning and curriculum in canada online /slideshow/lesson-planning-and-curriculum-in-canada-online-17380558/17380558 lessonplanningandcurriculumincanadaonline-130319154353-phpapp01
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]]> Tue, 19 Mar 2013 15:43:53 GMT /slideshow/lesson-planning-and-curriculum-in-canada-online-17380558/17380558 nfriesen@slideshare.net(nfriesen) Lesson planning and curriculum in canada online nfriesen <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/lessonplanningandcurriculumincanadaonline-130319154353-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds" />

Lesson planning and curriculum in canada online from Norm Friesen

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0 Open Textbooks, Educational content & knowledge /slideshow/open-textbooks-educational-content-knowledge/15443685 opentextbookseducationalcontentknowledge-121201133451-phpapp02
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]]> Sat, 01 Dec 2012 13:34:51 GMT /slideshow/open-textbooks-educational-content-knowledge/15443685 nfriesen@slideshare.net(nfriesen) Open Textbooks, Educational content & knowledge nfriesen <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/opentextbookseducationalcontentknowledge-121201133451-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds" />

Open Textbooks, Educational content & knowledge from Norm Friesen

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0 Normativity and media1 /slideshow/normativity-and-media1/15140348 normativityandmedia1-121112111641-phpapp01
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]]> Mon, 12 Nov 2012 11:16:38 GMT /slideshow/normativity-and-media1/15140348 nfriesen@slideshare.net(nfriesen) Normativity and media1 nfriesen <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/normativityandmedia1-121112111641-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds" />

Normativity and media1 from Norm Friesen

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0 What is “content” and how might we (not) get beyond it? /nfriesen/getting-14742839 gettingbeyondcontent-id-nf3-id5-121015210515-phpapp02
At first glance, the meaning of the term "content" could not be more obvious. It is the stuff we share, study, watch, create and mashup on the Web. However, a closer look at content as substance, as educational, as opposed to form, and even --deposed or enthroned on the Web-- as king, raises many more questions. What is the ³educational² nature of content and how does it relate to its (re)usability? How does form (e.g. learning designs, management systems) relate to content? And what makes it valuable or valueless? This presentation taps into ideas of curriculum as an overall structure that both enables and limits the coherence of educational ³contents,² contexts and purposes. It looks at the issue of specificity and irreplaceability that is implied in the notion of content as substance and materiality -as something that is actually specific to a place and time, rather than ubiquitous and (theoretically) endlessly adaptable. Our point, in short, is to show that content is something to understand more fully before we leave it behind.]]>
At first glance, the meaning of the term "content" could not be more obvious. It is the stuff we share, study, watch, create and mashup on the Web. However, a closer look at content as substance, as educational, as opposed to form, and even --deposed or enthroned on the Web-- as king, raises many more questions. What is the ³educational² nature of content and how does it relate to its (re)usability? How does form (e.g. learning designs, management systems) relate to content? And what makes it valuable or valueless? This presentation taps into ideas of curriculum as an overall structure that both enables and limits the coherence of educational ³contents,² contexts and purposes. It looks at the issue of specificity and irreplaceability that is implied in the notion of content as substance and materiality -as something that is actually specific to a place and time, rather than ubiquitous and (theoretically) endlessly adaptable. Our point, in short, is to show that content is something to understand more fully before we leave it behind.]]> Mon, 15 Oct 2012 21:05:13 GMT /nfriesen/getting-14742839 nfriesen@slideshare.net(nfriesen) What is “content” and how might we (not) get beyond it? nfriesen At first glance, the meaning of the term "content" could not be more obvious. It is the stuff we share, study, watch, create and mashup on the Web. However, a closer look at content as substance, as educational, as opposed to form, and even --deposed or enthroned on the Web-- as king, raises many more questions. What is the ³educational² nature of content and how does it relate to its (re)usability? How does form (e.g. learning designs, management systems) relate to content? And what makes it valuable or valueless? This presentation taps into ideas of curriculum as an overall structure that both enables and limits the coherence of educational ³contents,² contexts and purposes. It looks at the issue of specificity and irreplaceability that is implied in the notion of content as substance and materiality -as something that is actually specific to a place and time, rather than ubiquitous and (theoretically) endlessly adaptable. Our point, in short, is to show that content is something to understand more fully before we leave it behind. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/gettingbeyondcontent-id-nf3-id5-121015210515-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds" /> At first glance, the meaning of the term "content" could not be more obvious. It is the stuff we share, study, watch, create and mashup on the Web. However, a closer look at content as substance, as educational, as opposed to form, and even --deposed or enthroned on the Web-- as king, raises many more questions. What is the ³educational² nature of content and how does it relate to its (re)usability? How does form (e.g. learning designs, management systems) relate to content? And what makes it valuable or valueless? This presentation taps into ideas of curriculum as an overall structure that both enables and limits the coherence of educational ³contents,² contexts and purposes. It looks at the issue of specificity and irreplaceability that is implied in the notion of content as substance and materiality -as something that is actually specific to a place and time, rather than ubiquitous and (theoretically) endlessly adaptable. Our point, in short, is to show that content is something to understand more fully before we leave it behind.

What is “content” and how might we (not) get beyond it? from Norm Friesen

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0 One student’s experience of Silence in the Classroom /slideshow/one-students-experience-of-silence-in-the-classroom/13622450 onestudentsexperienceof-120712192640-phpapp02
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]]> Thu, 12 Jul 2012 19:26:39 GMT /slideshow/one-students-experience-of-silence-in-the-classroom/13622450 nfriesen@slideshare.net(nfriesen) One student’s experience of Silence in the Classroom nfriesen <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/onestudentsexperienceof-120712192640-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds" />

One student’s experience of Silence in the Classroom from Norm Friesen

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0 Dewey’s cosmic traffic /slideshow/deweys-cosmic-traffic/12240322 deweyscosmictraffic-120401024713-phpapp02
Given the appearance and reappearance of this notion of transaction, interaction and communication across his writings, Dewey can be said to be an important and early contributor to discourses on “traffic” as an event and as a medium. His wide-ranging and gradually evolving thought offers an opportunity to see how various issues can be configured in terms of dynamic flow and circulation. These issues include the development of technical media that were profoundly reshaping nearly all aspects of everyday reality in Dewey’s time. Among these technical media are the railway and telephone, as well as the mass media of radio, film, newspaper and other print forms. As one would expect, Dewey frequently portrayed these as facilitating ever an ever-widening gyre in a larger, generative economy or medium. At the same time though, Dewey was forced to address far-reaching critiques of communication in the political arena, which saw new media as distorting and blocking effective communication. In this presentation, I focus on Dewey’s remarks on media and circulation in both his 1927 book, The Public and its Problems, and in two early works, “The Primary-Education Fetich [sic]” and “Lectures vs. Recitations: A Symposium.” As McLuhan perceptively noted, “Dewey” was in effect “reacting against passive print culture [and thus] surf boarding along on the new electronic wave.” Through this examination, I show how Dewey is indeed, and perhaps unwittingly, riding along an electronic wave that was just beginning to well up in the first half of the twentieth century. ]]>
Given the appearance and reappearance of this notion of transaction, interaction and communication across his writings, Dewey can be said to be an important and early contributor to discourses on “traffic” as an event and as a medium. His wide-ranging and gradually evolving thought offers an opportunity to see how various issues can be configured in terms of dynamic flow and circulation. These issues include the development of technical media that were profoundly reshaping nearly all aspects of everyday reality in Dewey’s time. Among these technical media are the railway and telephone, as well as the mass media of radio, film, newspaper and other print forms. As one would expect, Dewey frequently portrayed these as facilitating ever an ever-widening gyre in a larger, generative economy or medium. At the same time though, Dewey was forced to address far-reaching critiques of communication in the political arena, which saw new media as distorting and blocking effective communication. In this presentation, I focus on Dewey’s remarks on media and circulation in both his 1927 book, The Public and its Problems, and in two early works, “The Primary-Education Fetich [sic]” and “Lectures vs. Recitations: A Symposium.” As McLuhan perceptively noted, “Dewey” was in effect “reacting against passive print culture [and thus] surf boarding along on the new electronic wave.” Through this examination, I show how Dewey is indeed, and perhaps unwittingly, riding along an electronic wave that was just beginning to well up in the first half of the twentieth century. ]]> Sun, 01 Apr 2012 02:47:10 GMT /slideshow/deweys-cosmic-traffic/12240322 nfriesen@slideshare.net(nfriesen) Dewey’s cosmic traffic nfriesen Given the appearance and reappearance of this notion of transaction, interaction and communication across his writings, Dewey can be said to be an important and early contributor to discourses on “traffic” as an event and as a medium. His wide-ranging and gradually evolving thought offers an opportunity to see how various issues can be configured in terms of dynamic flow and circulation. These issues include the development of technical media that were profoundly reshaping nearly all aspects of everyday reality in Dewey’s time. Among these technical media are the railway and telephone, as well as the mass media of radio, film, newspaper and other print forms. As one would expect, Dewey frequently portrayed these as facilitating ever an ever-widening gyre in a larger, generative economy or medium. At the same time though, Dewey was forced to address far-reaching critiques of communication in the political arena, which saw new media as distorting and blocking effective communication. In this presentation, I focus on Dewey’s remarks on media and circulation in both his 1927 book, The Public and its Problems, and in two early works, “The Primary-Education Fetich [sic]” and “Lectures vs. Recitations: A Symposium.” As McLuhan perceptively noted, “Dewey” was in effect “reacting against passive print culture [and thus] surf boarding along on the new electronic wave.” Through this examination, I show how Dewey is indeed, and perhaps unwittingly, riding along an electronic wave that was just beginning to well up in the first half of the twentieth century. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/deweyscosmictraffic-120401024713-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds" /> Given the appearance and reappearance of this notion of transaction, interaction and communication across his writings, Dewey can be said to be an important and early contributor to discourses on “traffic” as an event and as a medium. His wide-ranging and gradually evolving thought offers an opportunity to see how various issues can be configured in terms of dynamic flow and circulation. These issues include the development of technical media that were profoundly reshaping nearly all aspects of everyday reality in Dewey’s time. Among these technical media are the railway and telephone, as well as the mass media of radio, film, newspaper and other print forms. As one would expect, Dewey frequently portrayed these as facilitating ever an ever-widening gyre in a larger, generative economy or medium. At the same time though, Dewey was forced to address far-reaching critiques of communication in the political arena, which saw new media as distorting and blocking effective communication. In this presentation, I focus on Dewey’s remarks on media and circulation in both his 1927 book, The Public and its Problems, and in two early works, “The Primary-Education Fetich [sic]” and “Lectures vs. Recitations: A Symposium.” As McLuhan perceptively noted, “Dewey” was in effect “reacting against passive print culture [and thus] surf boarding along on the new electronic wave.” Through this examination, I show how Dewey is indeed, and perhaps unwittingly, riding along an electronic wave that was just beginning to well up in the first half of the twentieth century.

Dewey’s cosmic traffic from Norm Friesen

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0 The [Dys]functionality of the User Interface /nfriesen/the-dysfunctionality-of-the-user-interface doingwithiconsmakessymbols-111006112620-phpapp01
It is not often that Vygotsky, Lacan and Kittler are referenced together, let alone in a discussion of user interfaces. But all of them have a common interest in the “mediated” development of the subject. Based on this, I consider each in the light of the relatively recent mediation of computer functions via the “windows, icons, menus, pointer” interface. I begin with a discussion of psychology and psychoanalysis; next, I review Kittler’s reading of Lacan. Finally, I conclude by focusing on the role of psychological categories in the early development of the modern graphical user interface, specifically in the work of Alan C. Kay.]]>
It is not often that Vygotsky, Lacan and Kittler are referenced together, let alone in a discussion of user interfaces. But all of them have a common interest in the “mediated” development of the subject. Based on this, I consider each in the light of the relatively recent mediation of computer functions via the “windows, icons, menus, pointer” interface. I begin with a discussion of psychology and psychoanalysis; next, I review Kittler’s reading of Lacan. Finally, I conclude by focusing on the role of psychological categories in the early development of the modern graphical user interface, specifically in the work of Alan C. Kay.]]> Thu, 06 Oct 2011 11:26:17 GMT /nfriesen/the-dysfunctionality-of-the-user-interface nfriesen@slideshare.net(nfriesen) The [Dys]functionality of the User Interface nfriesen It is not often that Vygotsky, Lacan and Kittler are referenced together, let alone in a discussion of user interfaces. But all of them have a common interest in the “mediated” development of the subject. Based on this, I consider each in the light of the relatively recent mediation of computer functions via the “windows, icons, menus, pointer” interface. I begin with a discussion of psychology and psychoanalysis; next, I review Kittler’s reading of Lacan. Finally, I conclude by focusing on the role of psychological categories in the early development of the modern graphical user interface, specifically in the work of Alan C. Kay. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/doingwithiconsmakessymbols-111006112620-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds" /> It is not often that Vygotsky, Lacan and Kittler are referenced together, let alone in a discussion of user interfaces. But all of them have a common interest in the “mediated” development of the subject. Based on this, I consider each in the light of the relatively recent mediation of computer functions via the “windows, icons, menus, pointer” interface. I begin with a discussion of psychology and psychoanalysis; next, I review Kittler’s reading of Lacan. Finally, I conclude by focusing on the role of psychological categories in the early development of the modern graphical user interface, specifically in the work of Alan C. Kay.

The [Dys]functionality of the User Interface from Norm Friesen

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0 Weeping camel /slideshow/weeping-camel/8905860 weepingcamel-110818124010-phpapp02
This presentation, taken from Francois Truffaut's 1970 film of the same title. It is part of the masters course "History and Philosophy of Education:" www.culture-and-upbringing.com]]>
This presentation, taken from Francois Truffaut's 1970 film of the same title. It is part of the masters course "History and Philosophy of Education:" www.culture-and-upbringing.com]]> Thu, 18 Aug 2011 12:40:07 GMT /slideshow/weeping-camel/8905860 nfriesen@slideshare.net(nfriesen) Weeping camel nfriesen This presentation, taken from Francois Truffaut's 1970 film of the same title. It is part of the masters course "History and Philosophy of Education:" www.culture-and-upbringing.com <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/weepingcamel-110818124010-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds" /> This presentation, taken from Francois Truffaut's 1970 film of the same title. It is part of the masters course "History and Philosophy of Education:" www.culture-and-upbringing.com

Weeping camel from Norm Friesen

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0 The Wild Child /slideshow/the-wild-child-8871598/8871598 thewildchild-110816163218-phpapp01
This presentation, taken from Francois Truffaut's 1970 film of the same title. It is part of the masters course "History and Philosophy of Education:" www.culture-and-upbringing.com]]>
This presentation, taken from Francois Truffaut's 1970 film of the same title. It is part of the masters course "History and Philosophy of Education:" www.culture-and-upbringing.com]]> Tue, 16 Aug 2011 16:32:11 GMT /slideshow/the-wild-child-8871598/8871598 nfriesen@slideshare.net(nfriesen) The Wild Child nfriesen This presentation, taken from Francois Truffaut's 1970 film of the same title. It is part of the masters course "History and Philosophy of Education:" www.culture-and-upbringing.com <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/thewildchild-110816163218-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds" /> This presentation, taken from Francois Truffaut's 1970 film of the same title. It is part of the masters course "History and Philosophy of Education:" www.culture-and-upbringing.com

The Wild Child from Norm Friesen

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0 Education and the social web promise or peril /nfriesen/education-and-the-social-web-promise-or-peril educationandthesocialwebpromiseorperil-110309212837-phpapp01
Facebook and other social media have been hailed as delivering the promise of a new socially engaged education learning and educational experiences for undergraduate, self-directed and other sectors. A theoretical and historical analysis of these media in the light of earlier media transformations however puts this into question. Specifically, the analysis provided here questions whether social media platforms satisfy a crucial component of learning – fostering the capacity for debate and disagreement. Using mMedia theorist Raymond William's analytical frame that emphasisesis on advertising in his analysis of the content and form of the medium, television, allows us towe weigh the structural conditions of dominant social networking sites as constraints for learning, using his critical analytical frame(?). Williams’ critique focuses on the structural characteristics of sequence, rhythm and flow of television as a cultural form. Our critique proposes information design, architecture and above all algorithm as similar structural characteristics that apply to social networks as a different but related cultural form. We shed new light on media influencing non-commercial television content (as Williams's terms sequence, rhythm and flow account for) by proposing that the operation of commerce in non-commercial Web 2.0 content can be correspondingly accounted for by informational design, architecture and algorithm. Illustrating the ongoing salience of media theory for researchstudying on-line learning, the article updates Williams work while leveraging it in a critical discussion of the suitability of some social media for education. ]]>
Facebook and other social media have been hailed as delivering the promise of a new socially engaged education learning and educational experiences for undergraduate, self-directed and other sectors. A theoretical and historical analysis of these media in the light of earlier media transformations however puts this into question. Specifically, the analysis provided here questions whether social media platforms satisfy a crucial component of learning – fostering the capacity for debate and disagreement. Using mMedia theorist Raymond William's analytical frame that emphasisesis on advertising in his analysis of the content and form of the medium, television, allows us towe weigh the structural conditions of dominant social networking sites as constraints for learning, using his critical analytical frame(?). Williams’ critique focuses on the structural characteristics of sequence, rhythm and flow of television as a cultural form. Our critique proposes information design, architecture and above all algorithm as similar structural characteristics that apply to social networks as a different but related cultural form. We shed new light on media influencing non-commercial television content (as Williams's terms sequence, rhythm and flow account for) by proposing that the operation of commerce in non-commercial Web 2.0 content can be correspondingly accounted for by informational design, architecture and algorithm. Illustrating the ongoing salience of media theory for researchstudying on-line learning, the article updates Williams work while leveraging it in a critical discussion of the suitability of some social media for education. ]]> Wed, 09 Mar 2011 21:28:28 GMT /nfriesen/education-and-the-social-web-promise-or-peril nfriesen@slideshare.net(nfriesen) Education and the social web promise or peril nfriesen Facebook and other social media have been hailed as delivering the promise of a new socially engaged education learning and educational experiences for undergraduate, self-directed and other sectors. A theoretical and historical analysis of these media in the light of earlier media transformations however puts this into question. Specifically, the analysis provided here questions whether social media platforms satisfy a crucial component of learning – fostering the capacity for debate and disagreement. Using mMedia theorist Raymond William's analytical frame that emphasisesis on advertising in his analysis of the content and form of the medium, television, allows us towe weigh the structural conditions of dominant social networking sites as constraints for learning, using his critical analytical frame(?). Williams’ critique focuses on the structural characteristics of sequence, rhythm and flow of television as a cultural form. Our critique proposes information design, architecture and above all algorithm as similar structural characteristics that apply to social networks as a different but related cultural form. We shed new light on media influencing non-commercial television content (as Williams's terms sequence, rhythm and flow account for) by proposing that the operation of commerce in non-commercial Web 2.0 content can be correspondingly accounted for by informational design, architecture and algorithm. Illustrating the ongoing salience of media theory for researchstudying on-line learning, the article updates Williams work while leveraging it in a critical discussion of the suitability of some social media for education. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/educationandthesocialwebpromiseorperil-110309212837-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds" /> Facebook and other social media have been hailed as delivering the promise of a new socially engaged education learning and educational experiences for undergraduate, self-directed and other sectors. A theoretical and historical analysis of these media in the light of earlier media transformations however puts this into question. Specifically, the analysis provided here questions whether social media platforms satisfy a crucial component of learning – fostering the capacity for debate and disagreement. Using mMedia theorist Raymond William's analytical frame that emphasisesis on advertising in his analysis of the content and form of the medium, television, allows us towe weigh the structural conditions of dominant social networking sites as constraints for learning, using his critical analytical frame(?). Williams’ critique focuses on the structural characteristics of sequence, rhythm and flow of television as a cultural form. Our critique proposes information design, architecture and above all algorithm as similar structural characteristics that apply to social networks as a different but related cultural form. We shed new light on media influencing non-commercial television content (as Williams's terms sequence, rhythm and flow account for) by proposing that the operation of commerce in non-commercial Web 2.0 content can be correspondingly accounted for by informational design, architecture and algorithm. Illustrating the ongoing salience of media theory for researchstudying on-line learning, the article updates Williams work while leveraging it in a critical discussion of the suitability of some social media for education.

Education and the social web promise or peril from Norm Friesen

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0 The net generation is here /nfriesen/the-net-generation-is-here thenetgenerationishere-110220125722-phpapp02
]]>
]]> Sun, 20 Feb 2011 12:57:15 GMT /nfriesen/the-net-generation-is-here nfriesen@slideshare.net(nfriesen) The net generation is here nfriesen <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/thenetgenerationishere-110220125722-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds" />

The net generation is here from Norm Friesen

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0 The lecture as a trans medial pedagogical form /nfriesen/the-lecture-as-a-trans-medial-pedagogical-form thelectureasatrans-medialpedagogicalform-110205234907-phpapp02
The lecture has been much maligned as a pedagogical form. It has been denigrated as a “hot medium” to be “superseded” by the cooler dialogical and televisual forms (McLuhan, 1964, p. 256), or as an “oral residue” in an age of proliferating digital information (Jones, 2007), or. Yet the lecture persists and even flourishes today in the form of the podcast, the TED Talk, and the “smart” lecture hall (outfitted with audio, video and student feedback technologies). This persistence provides an opportunity to re-evaluate both the lecture and the status of the media related to it through an analysis of its form and function over time. This paper examines the lecture as a pedagogical genre, as “a site where differences between media are negotiated” as these media co-evolve (Franzel, 2010). This examination shows the lecture as bridging oral communication with writing and newer media technologies, rather than as being superseded by newer electronic and digital forms. The result is a remarkably adaptable and robust form that combines textual record and ephemeral event, and that is capable of addressing a range of different demands and circumstances, both practical and epistemological. The Web, which brings together multiple media with new and established forms and genres, presents fertile grounds for the continuation and revitalization of the lecture as a dominant pedagogical form. ]]>
The lecture has been much maligned as a pedagogical form. It has been denigrated as a “hot medium” to be “superseded” by the cooler dialogical and televisual forms (McLuhan, 1964, p. 256), or as an “oral residue” in an age of proliferating digital information (Jones, 2007), or. Yet the lecture persists and even flourishes today in the form of the podcast, the TED Talk, and the “smart” lecture hall (outfitted with audio, video and student feedback technologies). This persistence provides an opportunity to re-evaluate both the lecture and the status of the media related to it through an analysis of its form and function over time. This paper examines the lecture as a pedagogical genre, as “a site where differences between media are negotiated” as these media co-evolve (Franzel, 2010). This examination shows the lecture as bridging oral communication with writing and newer media technologies, rather than as being superseded by newer electronic and digital forms. The result is a remarkably adaptable and robust form that combines textual record and ephemeral event, and that is capable of addressing a range of different demands and circumstances, both practical and epistemological. The Web, which brings together multiple media with new and established forms and genres, presents fertile grounds for the continuation and revitalization of the lecture as a dominant pedagogical form. ]]> Sat, 05 Feb 2011 23:49:02 GMT /nfriesen/the-lecture-as-a-trans-medial-pedagogical-form nfriesen@slideshare.net(nfriesen) The lecture as a trans medial pedagogical form nfriesen The lecture has been much maligned as a pedagogical form. It has been denigrated as a “hot medium” to be “superseded” by the cooler dialogical and televisual forms (McLuhan, 1964, p. 256), or as an “oral residue” in an age of proliferating digital information (Jones, 2007), or. Yet the lecture persists and even flourishes today in the form of the podcast, the TED Talk, and the “smart” lecture hall (outfitted with audio, video and student feedback technologies). This persistence provides an opportunity to re-evaluate both the lecture and the status of the media related to it through an analysis of its form and function over time. This paper examines the lecture as a pedagogical genre, as “a site where differences between media are negotiated” as these media co-evolve (Franzel, 2010). This examination shows the lecture as bridging oral communication with writing and newer media technologies, rather than as being superseded by newer electronic and digital forms. The result is a remarkably adaptable and robust form that combines textual record and ephemeral event, and that is capable of addressing a range of different demands and circumstances, both practical and epistemological. The Web, which brings together multiple media with new and established forms and genres, presents fertile grounds for the continuation and revitalization of the lecture as a dominant pedagogical form. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/thelectureasatrans-medialpedagogicalform-110205234907-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds" /> The lecture has been much maligned as a pedagogical form. It has been denigrated as a “hot medium” to be “superseded” by the cooler dialogical and televisual forms (McLuhan, 1964, p. 256), or as an “oral residue” in an age of proliferating digital information (Jones, 2007), or. Yet the lecture persists and even flourishes today in the form of the podcast, the TED Talk, and the “smart” lecture hall (outfitted with audio, video and student feedback technologies). This persistence provides an opportunity to re-evaluate both the lecture and the status of the media related to it through an analysis of its form and function over time. This paper examines the lecture as a pedagogical genre, as “a site where differences between media are negotiated” as these media co-evolve (Franzel, 2010). This examination shows the lecture as bridging oral communication with writing and newer media technologies, rather than as being superseded by newer electronic and digital forms. The result is a remarkably adaptable and robust form that combines textual record and ephemeral event, and that is capable of addressing a range of different demands and circumstances, both practical and epistemological. The Web, which brings together multiple media with new and established forms and genres, presents fertile grounds for the continuation and revitalization of the lecture as a dominant pedagogical form.

The lecture as a trans medial pedagogical form from Norm Friesen

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0 What calls for thinking /slideshow/what-calls-for-thinking/5896605 whatcallsforthinking-101124182703-phpapp01
Lecture on Heidegger's 1954 essay; outline of the Pedagogical Relation, as described by Nohl and others. ]]>
Lecture on Heidegger's 1954 essay; outline of the Pedagogical Relation, as described by Nohl and others. ]]> Wed, 24 Nov 2010 18:26:55 GMT /slideshow/what-calls-for-thinking/5896605 nfriesen@slideshare.net(nfriesen) What calls for thinking nfriesen Lecture on Heidegger's 1954 essay; outline of the Pedagogical Relation, as described by Nohl and others. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/whatcallsforthinking-101124182703-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds" /> Lecture on Heidegger's 1954 essay; outline of the Pedagogical Relation, as described by Nohl and others.

What calls for thinking from Norm Friesen

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0 Dissection and Simulation /slideshow/dissection-and-simulation-4931568/4931568 ihsrc2010-100809182930-phpapp01
A version of my presentation given at the International Human Science Research Conference in Seattle: The increasing use of online simulations as replacements for animal dissection in the classroom or lab raises important questions about the nature of simulation itself and its relationship to embodied educational experience. This paper addresses these questions first by presenting a comparative hermeneutic-phenomenological investigation of online and offline dissection. It then interprets the results of this study in terms of Borgmann’s (1992) notion of the intentional “transparency” and “pliability” of simulated hyperreality. It makes the case that it encumbrance and disruption --elements that are by definition excluded from simulations.]]>
A version of my presentation given at the International Human Science Research Conference in Seattle: The increasing use of online simulations as replacements for animal dissection in the classroom or lab raises important questions about the nature of simulation itself and its relationship to embodied educational experience. This paper addresses these questions first by presenting a comparative hermeneutic-phenomenological investigation of online and offline dissection. It then interprets the results of this study in terms of Borgmann’s (1992) notion of the intentional “transparency” and “pliability” of simulated hyperreality. It makes the case that it encumbrance and disruption --elements that are by definition excluded from simulations.]]> Mon, 09 Aug 2010 18:29:24 GMT /slideshow/dissection-and-simulation-4931568/4931568 nfriesen@slideshare.net(nfriesen) Dissection and Simulation nfriesen A version of my presentation given at the International Human Science Research Conference in Seattle: The increasing use of online simulations as replacements for animal dissection in the classroom or lab raises important questions about the nature of simulation itself and its relationship to embodied educational experience. This paper addresses these questions first by presenting a comparative hermeneutic-phenomenological investigation of online and offline dissection. It then interprets the results of this study in terms of Borgmann’s (1992) notion of the intentional “transparency” and “pliability” of simulated hyperreality. It makes the case that it encumbrance and disruption --elements that are by definition excluded from simulations. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/ihsrc2010-100809182930-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds" /> A version of my presentation given at the International Human Science Research Conference in Seattle: The increasing use of online simulations as replacements for animal dissection in the classroom or lab raises important questions about the nature of simulation itself and its relationship to embodied educational experience. This paper addresses these questions first by presenting a comparative hermeneutic-phenomenological investigation of online and offline dissection. It then interprets the results of this study in terms of Borgmann’s (1992) notion of the intentional “transparency” and “pliability” of simulated hyperreality. It makes the case that it encumbrance and disruption --elements that are by definition excluded from simulations.

Dissection and Simulation from Norm Friesen

]]> 2846 6 https://cdn.slidesharecdn.com/ss_thumbnails/ihsrc2010-100809182930-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post

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0 https://cdn.slidesharecdn.com/profile-photo-nfriesen-48x48.jpg?cb=1541706163 Dr. Friesen has been developing and studying Web technologies in educational contexts since 1995, and is the author of several editions of books on the effective use of instructional software and on the implementation of technical standards for online collections of educational resources. He is author of the monograph, Re-Thinking E-Learning Research: Foundations, Methods and Practices (Peter Lang, 2009), and is completing a second, titled The Place of the Classroom and the Space of the Screen: Relational Pedagogy and Internet Technology. Dr. Friesen is co-editor of Phenomenology & Practice (www.phandpr.org), an open, online peer-reviewed journal focusing on the application of hermeneuti... normfriesen.info https://cdn.slidesharecdn.com/ss_thumbnails/theoryofbildung-181108194707-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/theory-of-bildung-w-von-humboldt/122451663 Theory of Bildung: W. ... https://cdn.slidesharecdn.com/ss_thumbnails/phenomenologypedagogy-150302142419-conversion-gate02-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/phenomenology-pedagogy/45336690 Phenomenology & pedagogy https://cdn.slidesharecdn.com/ss_thumbnails/e-learningandinstitutionallearning-131207150207-phpapp01-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/e-learning-and-institutional-learning/28998466 Learning theory and MOOCs