samedi 19 mars 2011

reflexões - semana 9

Alguns apontamentos sobre o último texto da semana 9, sobre Recursos Abertos , no meu caso, bem difícil.
Mas como sou curiosa,  e através das indicações das 4 partes, escolhi a primeira e a última.

Esta figura abaixo, representa uma idéia, sugerida e debatida no texto, sobre as possíveis contribuições dos recursos abertos para com a Sociedade.

Deixo aqui alguns parágrafos que mobilizaram a minha atenção:
Parte 1

“And when material is made openly you can put all that flavour and personality and stuff in there, and then when I share it you can pick it up and say, you know,[....]
[...]“this is great, the examples don't quite work for me, but I have permission to change them so that they meet my needs,” right? And so it's the ability to include that flavour and context and culture, but know that someone that's not in your target group can still take it and make something useful out of it and use it, that is the interesting part of choice in open education to me, because we can provide a series of things that actually are meaningful choices from each other, and then you can take them and do what[...]


"Which means that when we're talking about open learning and open educational resources we need to have a more nuanced view of what open learning actually is, and not just, you know, a warehouse, let's ship it out like it was text books".

Parte 4

O teor do clássico da literatura, Guerra e Paz de Tolstoi,  é tomado como exemplo, quando Dowens utiliza  como uma metáfora, a questão da imersão   particular de cada um, ao que agrega como conhecimento.

As palavras Guerra e Paz em russo, eram homônimas, e o romance do livro abrange 5 famílias e seu envolvimentos com a guerra.

Seguem alguns parágrafos interessantes do texto indicado no #cck11:

"Stephan  And I see open education resources, I see all these resources as the rich expressive language and tapestry in which we manifest this freedom, in which we manifest ourselves. In which we Project ourselves, our experiences, our values, our beliefs, to our friends or family, to the rest of the world. To you know, as much or as little as we want. So I see this as a world in which we are immersed and engaged, you know, as fully as possible in all the potential possibilities of experience, of being human. And I know that you asked for a utopia, so you get that kind of utopia when you push me on it. You asked me to go first."

"I mean, Tolstoy struggles with a dozen, and takes almost a thousand pages just to cover a dozen of these people and their motivations, much less a hundred thousand. So we cannot possibly imagine that we can plan out this future society. Which means, as you say, we have to try many things and fail cheap."

"Well not even that. The question doesn’t even make sense. Because I don’t know what the results of the experience will be. It doesn’t make sense to talk of having efficient experiences. Is na experience of camping in the mountains more efficient than the experience of walking through a forest?
Makes no sense. Are they educational? Unquestionably. Why are they educational? Not because we remember some content, although that might be an epiphenomenon of this, but because of what we become for having done so."

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