...we got carried away, then mapped how we got there afterward?
...we asked more questions and offered fewer opinions?
...we didn't stop after the first why?
...we measured our progress by the number of failures?
...we....??
Wednesday, December 12, 2012
Wednesday, December 5, 2012
You gotta' actually DO it
Bouncing among several books seems to work for me. Whether it's a short attention span, an inability to remember which book I'm currently reading, or just a reading style (I rather like that...I may use Reading Style more often), I am usually reading multiple books. The past couple of days, it's been The Medici Effect. Again. (And, by the way, I enjoyed the improv class, survived the live performance with peers, and have plans for Improv II in the spring.)
On the heels of a several discussions this week about online teaching--some with peers who teach online and some with peers who do not--I was primed to read that people who are voracious readers, self-taught, and hands-on learners are more creative. They actually do things, try things, break things, handle things...they learn in the the somewhat gritty world of up close and personal.
And the implications for online teaching are easy. Teachers who want to use technology to teach are going to have to move past the theory and the models and the paradigms and actually wade into the technology. To try it, break it, handle it...get up close and personal with it. No amount of reading, planning, discussion, or practice will take the place of actually doing it.
And the innovators? They've already tried it, taught themselves, learned from their mistakes...and quietly (more often than not) kept right on going. They may not be the ones doing the talking.
On the heels of a several discussions this week about online teaching--some with peers who teach online and some with peers who do not--I was primed to read that people who are voracious readers, self-taught, and hands-on learners are more creative. They actually do things, try things, break things, handle things...they learn in the the somewhat gritty world of up close and personal.
And the implications for online teaching are easy. Teachers who want to use technology to teach are going to have to move past the theory and the models and the paradigms and actually wade into the technology. To try it, break it, handle it...get up close and personal with it. No amount of reading, planning, discussion, or practice will take the place of actually doing it.
And the innovators? They've already tried it, taught themselves, learned from their mistakes...and quietly (more often than not) kept right on going. They may not be the ones doing the talking.
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