Green hairstreak butterflies: "Given the media available to us, is there more one can do to enhance the learning experience?," Nanotechnology wiki subject at WUaS may differentiate itself from all other Nanotechnology departments (by being a) safety focused, b) online and c) in many languages), Nanotoxicology and NanoSafety

July 15, 2014, 5:30 am

≫ Next: Herring: Quaker Friend in Germany and World University and School 'building blocks'

≪ Previous: Uinta National Forest: Rainbow Gathering ended about a week ago ... met in the Uinta National Forest in Utah this year ... with a number of related WUaS wiki subjects ... e.g. "New Age Explorations" plus many more ... And WUaS in all 7,106 + languages and 242 + countries as schools - is a little Rainbow as university and school

Hi Scott,

Sorry, but I did not try to redial in to monthly business meeting on Saturday …

Some thoughts from the little I heard:

Given the media available to us, is there more one can do to enhance the learning experience?

Can enhancement surround the typical classroom videos so that the experience enhances the classroom for the student (and the prof)

How do we keep the material up-to-date? Some subjects are changing yearly.

Who will be our clientele? University students? Professionals seeking to enhance their knowledge? Common Man (and woman)?

How can we enliven the material? Make it exciting without making it mere entertainment?

With accreditation come the need to fit standards. How will we "grade" students?

Again, I'm sorry I could not stay on longer. I am impressed with all the work that has already been done!

Well done,
Andrew

Hi Andrew and Stuart,

Thanks for calling in to WUaS monthly business meeting and for your good questions and thoughts in emails especially. I've had some down internet days making replying difficult.

Per your ideas:

- Building on MIT OCW, and beyond MIT professors, and then interaction in Google + group video Hangouts with instructors, I think virtual worlds / games and programming nanotechnology from the computer interface are two interesting foci in terms of enhancing the learning experience.

- All of the above will surround or immerse classrooms as well.

- MIT OCW, MIT and wiki openness, with student interns as wiki subject / department developers will be some key ways that defining research informs online resources (e.g. in terms of Nanotechnology), and eventually in the interlingual conversations, as well.

- On the free CC MIT-centric degree side, (high achieving) students will be the clientele - http://worlduniversity.wikia.com/wiki/Admissions_at_World_University_and_School#World_University_and_School_Links - and eventually from large languages.

- In seeking to become the MIT / Harvard of the internet, enlivening the material partly builds on what already are best practices 'out there' ... Great universities' teachers, for example, who can reach out through the web camera and computer screen is the long term goal, and who know their field better than most others.

- Graduate students initially will grade the students, as WUaS continues to incorporate best online and great universities' practices.

More soon,

Scott

Andrew,

Thanks for these Nano research safety resources - Nanotoxicology and NanoSafety - some items from which I've already added to WUaS, and more of which we can continue to add to ... http://worlduniversity.wikia.com/wiki/Nanotechnology.

It's potentially exciting to develop this WUaS Nanotechnology subject, for example, with what may become a central safety focus in an emergent academic department, and in multiple languages, perhaps differentiating it from all other Nanotechnology departments (by being a) safety focused, b) online and c) in many languages).

Regards,
Scott

Great ...

I added the two Nano-Safety groups you mentioned - Nanotoxicology and NanoSafety - to - http://worlduniversity.wikia.com/wiki/Nanotechnology#Select_Societies.2C_Associations.2C_Groups.2C_Networks.2C_etc.

As members of the Academic Committee at WUaS, how might we focus a hypothetical MIT or Stanford graduate student intern facilitator (who might have already taken 2 or 3 courses in Nanotechnology, and know the field well from a student perspective) of this web page in the directions of course ware focusing on Nano-Safety?

What experiments even might we suggest and add?

"7 Amazing Ways Animals Use Nanotechnology: The animal kingdom boasts many an impressive form, from arching giraffe necks to spoon-shaped bird beaks to gigantic beetle claws. But evolution has worked on much smaller scales too, producing nanostructures that help animals climb, slither, camouflage, flirt, and thrive."

http://discovermagazine.com/galleries/zen-photo/a/amazing-animal-nanostructures

Scott

...

↧

Herring: Quaker Friend in Germany and World University and School 'building blocks'

July 16, 2014, 10:02 am

≫ Next: Striped grass mouse: A friend seeking to register at WUaS, Language Practice Hangouts, Languages (all 7,106+) at WUaS ... with learning planned for all possible combinations ... for example, in Google + group video Hangouts ...

≪ Previous: Green hairstreak butterflies: "Given the media available to us, is there more one can do to enhance the learning experience?," Nanotechnology wiki subject at WUaS may differentiate itself from all other Nanotechnology departments (by being a) safety focused, b) online and c) in many languages), Nanotoxicology and NanoSafety

Dear Christopher,

Very nice to get your email, and thanks for sharing your thoughts especially about WUaS. I'll reply to some specific items below.

On 7/14/14 5:20 AM, Christopher H wrote:

> Dear Scott,

>
> As a "semi-active" member of Quakers & Business I know and have met Elizabeth
> Redfer a couple of times. I came to Germany in 2003, transferring my membership
> in 2006 from Britain YM to German YM.

I'm active with Quakers San Francisco, and also among Nontheist Friends, the latter mostly via email. Roughly how big is the Quaker Meeting local to you (Is this it - http://www.internations.org/places/view/friends-meeting-for-worship-4711 - with the address here too - http://www.fwccemes.org/fam/?mg=7 )? In addition to developing CC MIT OCW-centric World University and School, which hasn't hired yet, I've also just finished writing an actual / virtual ethnographic book about Harbin Hot Springs in northern California, 2.5 hours NE of where I live in the SF Bay Area.

Here are some Quaker related subjects at WUaS -

Quakers ...

http://worlduniversity.wikia.com/wiki/Quakers_-_Religious_Society_of_Friends#World_University_and_School_Links ...

Nontheist Friends (atheist Quakers?) ...

http://worlduniversity.wikia.com/wiki/Nontheist_Friends_(atheist_Quakers%3F)

>
> Alas I do not know the Krügs and only a coupe of the fFriends in the Munich.

The Meeting in Munich is/was quite small.

>
> This WUaS is a very very ambitious and resource-intensive project (as there
> needs to be a concerted effort as providing internet access/internet ready
> equipment to such areas).

Fortunately, many related "building blocks" continue to develop and grow:

MIT OCW has about 2,150 courses in English for free (C.C.) - http://ocw.mit.edu/ - 150 undergraduate and graduate courses in English in video - http://ocw.mit.edu/courses/audio-video-courses/ - and has course ware in at least 8 non-English languages - http://ocw.mit.edu/courses/translated-courses/ .

Wikipedia is in at least 200-300 languages, and WikiMedia / Wikipedia / Wikidata have just created and deployed a new multilingual database (amazing!), all of which is also Creative Commons' (C.C.) licensed. Wikidata's 3 core developers were initially based in Berlin, with Wikimedia Deutschland.

Creative Commons' (C.C.) licensing / law is also growing and in at least 70 countries. (See: http://worlduniversity.wikia.com/wiki/Creative_Commons_Law ).

WUaS is a potential "growth story" for all of these, with plans to be in 7,106 languages and 242 countries. While WUaS is seeking to offer a free accrediting online MIT OCW-centric online undergraduate education in English first ( http://worlduniversity.wikia.com/wiki/The_College_at_World_University_and_School#World_University_and_School_Links ), students registering for this historic opportunity will need to have their own computers and broadband (for 32 courses over 4 years). Broadband will develop and improve around the world, and free MIT-centric universal education (WUaS) may be one reason governments eventually facilitate this. Here's the WUaS Broadband Development (see: http://worlduniversity.wikia.com/wiki/WUaS_Broadband_Development#World_University_and_School_Links ) for open teaching and learning and sharing of ideas about this. WUaS may eventually help facilitate access to hardware as we grow.

For me this is seen in the Mission statement which
> whilst worthy and blue-skied (to me) is also too wide, and at the moment I do
> not have the time / energy / concentration to be part of this .

By way of comparison, it's amazing to me that Wikipedia is now in at least 300 languages, and we all wrote it, - and mostly as volunteers.

I guess this is
> because I am not feeling called by God and my spiritual gifts were given to me
> to help in a small-scale people based arena, instead of a large-scale
> theoretical, structural arena. That is not to say there are others that have
> these gifts, of couse there are gifted people out there that can help bring this
> about in the next 20 - 60 years. The physical maintenance of sites, links,
> the need to keep file sizes SMALL, so that slower overloaded networks can be
> used to download material will be critical to the success of this project.
>
> However I do agree with your statement re. Licensing, about being a community of
> learners and teachers, and being strengthened by the rich diversity of the human
> family. I wish you all the best in welcoming students and faculty etc based on
> differences (i.e. anything different from the white cis heterosexual
> male/female). This statement however is very "North American Centric and the
> 501(c) tax exempt status US(A) exclusive.

The mission statement is meant to be inclusive, and certainly emerges from the past few decades of raising consciousness of inclusiveness and eqaulity in the US, - and it is also Quaker-informed.

What distinguishes WUaS from many other good educational projects is WUaS's all-language plans; WUaS mission statements will probably emerge differently in different languages.

>
> At some point, I hope you can simplify some of the language used, whilst
> remaining inclusive, not legalistic. e.g. ...WUaS welcomes all languages and
> cultures, students, faculty, board members and staff regardless of who you, your
> background are and how you choose to live your life. * (this assumes people have
> this choice!!)

The Wiki side of WUaS (as one wing, where the other wing is the free CC MIT OCW-centric university degree side in many languages) facilitates actual inclusiveness - where we all can become producers of open knowledge sharing - including to some degree potentially rewriting the mission statement in different languages (but which would probably be then considered in monthly business meeting, - conducted in the manner of fFriends).

>
> I quickly checked the pharmacology section, and a couple of the links did not
> work for me, e.g.
>
> http://ocw.mit.edu/courses/special-programs/sp-236-exploring-pharmacology-spring-2009/

Thanks ... updated this link with http://ocw.edu.ht/courses/special-programs/sp-236-exploring-pharmacology-spring-2009/ ...

>
> http://ocw.mit.edu/courses/biological-engineering/20-201-mechanisms-of-drug-actions-fall-2005/index.htm

updated this link too with http://bazzim.mit.edu/oeit/OcwWeb/Biological-Engineering/20-201Fall-2005/CourseHome/index.htm ... interesting to learn how MIT OCW courses develop

>
> I need to sign-off Scott, but if this is meant to happen, and you are being
> called to help bring people together so that they can learn,

WUaS is very much an unfolding 'leading,' but kind of in a Nontheistically Friendly sense ...

then God will
> provide the skills and resources, and the powers that be (the powers that have
> fallen away from God) will do lots to help frustrate you all, distract you all,
> keep you busy.

Eventually, WUaS would like to facilitate clinical trials engaging the distributed nature of the internet, now in all countries and most languages - http://worlduniversity.wikia.com/wiki/Clinical_Trials_at_WUaS_(for_all_languages) . It would be great to stay in touch about this as well.

What are your current foci and specialities in pharmacology?

Bist du ein Deutscher oder Engländer? Is Englisch oder Deutsch deine Muttersprache?

Looking forward to staying in touch, Christopher, and would be interested in communicating further with German Friends in a variety of ways with time, including attending Meetings, as well as vis-a-vis WUaS.

>
> Blessings
>
> Christopher

Friendly regards,
Scott

See too:

...

***

↧

Striped grass mouse: A friend seeking to register at WUaS, Language Practice Hangouts, Languages (all 7,106+) at WUaS ... with learning planned for all possible combinations ... for example, in Google + group video Hangouts ...

July 17, 2014, 5:53 am

≫ Next: Quahogs: The Guidestar.org listing (affiliated with the IRS - Internal Revenue Service) for World University and School is now public

≪ Previous: Herring: Quaker Friend in Germany and World University and School 'building blocks'

A Ghanaian friend, who's been living in Boston since about 1993, called two days ago about registering at WUaS:

Hi Stephen,

Nice to speak with you just now.

Click on this link to see a Google + Hangout that might be a good starting place for learning English grammar ... https://plus.google.com/communities/117021348126795052161/stream/33fe2eb7-5d50-4892-81b7-a4ed5134183d ...

You'll also find this Hangout here at the English language wiki page at WUaS ...http://worlduniversity.wikia.com/wiki/English_language .

There are many other learning opportunities in Google + Hangouts in all kinds of areas online these days too.

Here is the Ghana - http://worlduniversity.wikia.com/wiki/Ghana#World_University_and_School_Links - wiki school / page at WUaS with some main links where you may be able to teach and learn at some point.

Regards,

*

See, too:

Language Practice Hangouts. 2014. [https://plus.google.com/communities/117021348126795052161 Language Practice Hangouts]. plus.google.com/communities/117021348126795052161 .

Languages (all 7,106+) at WUaS ...

http://worlduniversity.wikia.com/wiki/Languages

... with learning planned for all possible combinations ... for example, in Google + group video Hangouts ...

...

↧

Quahogs: The Guidestar.org listing (affiliated with the IRS - Internal Revenue Service) for World University and School is now public

July 18, 2014, 5:45 am

≫ Next: Cuttyhunk flora: A film about summers on Cuttyhunk in the 1970s?, Ken Burns' inspired?, Engage the Cuttyhunk Historical Society's museum resources, "Film - Documentaries" and "Film Making" wiki subject pages, or schools, at WUaS ... This blog itself is an ongoing creativity generator for me ...

≪ Previous: Striped grass mouse: A friend seeking to register at WUaS, Language Practice Hangouts, Languages (all 7,106+) at WUaS ... with learning planned for all possible combinations ... for example, in Google + group video Hangouts ...

Dear Universitians,

I'm very glad to say that the Guidestar.org listing (affiliated with the IRS) for World University and School is now public, that WUaS is a 501 (c) (3) tax-exempt organization and public charity:

https://www.guidestar.org/organizations/27-3105368/world-university-school.aspx

https://www.guidestar.org/PartnerReport.aspx?Partner=networkforgood&ein=27-3105368

I google searched on WUaS's EIN (employee identification number) which is in each of the URLs above to find this, not having found this initially by searching directly in https://www.guidestar.org's search field.

I'll continue to fill out information with Guidestar for their exchange and transparency reasons for donors, so WUaS can get their silver and gold designations.

All the best,
Scott

http://worlduniversityandschool.org

...

↧

Cuttyhunk flora: A film about summers on Cuttyhunk in the 1970s?, Ken Burns' inspired?, Engage the Cuttyhunk Historical Society's museum resources, "Film - Documentaries" and "Film Making" wiki subject pages, or schools, at WUaS ... This blog itself is an ongoing creativity generator for me ...

July 19, 2014, 10:30 am

≫ Next: Eastern cottontails: "Cuttyhunk Kids, Learning to Sail, Talent Show: Summers of Love in the 1970s," Cuttyhunk documentary film beginning outline

≪ Previous: Quahogs: The Guidestar.org listing (affiliated with the IRS - Internal Revenue Service) for World University and School is now public

A film about summers on Cuttyhunk in the 1970s, perhaps focusing on the second half of the '70s?

A documentary with an interview format perhaps?

Building on blog entries in this blog in the "Cuttyhunk" label, - and which I would write?

Talking with

Claud J?
Denn L?
Lo T?
Joh K?
Joa K?
Bet and Mar?
Dav T?
Mat L?
Pe L?
Hil B?
...

for interviews?

*

Ken Burns' inspired - http://emmytvlegends.org/interviews/people/ken-burns? ...

especially in terms of the Ken Burns' effect of panning documents ...

https://en.wikipedia.org/wiki/Ken_Burns_effect

*

Cuttyhunk Yacht Club and talent show, and kids' focus, in 1979?

And, for example, trips in a Boston Whaler (15 foot speed boat) over to New Bedford in the middle of the night across Buzzard's Bay to get Dunkin Donuts (because nothing else was open late at night) as teenagers, talking with Claud J and Denn L, (whom I saw at a beach party the other evening, and we were talking about this, and C reminded me of a second trip over I had forgotten about)?

Multiple voices ... and multiple documentaries, as well?

Engage the Cuttyhunk Historical Society's museum resources and perhaps even explore doing this as a group project, or multiple group projects, (explore setting up a a kind of pattern for the CHS)?

*

Cuttyhunk focus of this film in the following ways ... Progressive creativity or creative progressiveness, working on Cuttyhunk as young people, inspiration, vision, a kind of happiness shared by many due to communitas?

*

Here's the "Film - Documentaries" wiki subject page, or school, at WUaS ...

http://worlduniversity.wikia.com/wiki/Film_-_Documentaries

and the "Film Making" wiki subject page, or school, at WUaS ...

http://worlduniversity.wikia.com/wiki/Film_Making

*

And here are some resources about this that I just founded and added to the above "schools" ...

'Select Interviews'

Burns, Ken. 2007. [http://emmytvlegends.org/interviews/people/ken-burns Ken Burns]. emmytvlegends.org/interviews/people/ken-burns .

'Select References'

'''Documentary Making'''

How to Create a Good Documentary Film. 2014. [http://www.wikihow.com/Create-a-Good-Documentary-Film How to Create a Good Documentary Film]. wikihow.com/Create-a-Good-Documentary-Film .

Making Documentaries: Step-By-Step: How To Make a Documentary. 2014. [http://www.desktop-documentaries.com/making-documentaries.html Making Documentaries: Step-By-Step: How To Make a Documentary]. desktop-documentaries.com/making-documentaries.html .

Nulph, Robert G. 2006. [http://www.videomaker.com/article/12551-making-documentary-videos-the-interview MAKING DOCUMENTARY VIDEOS: THE INTERVIEW].

Paar, Morgan. [http://www.videomaker.com/article/14803-how-to-make-a-documentary-part-1-story-development HOW TO MAKE A DOCUMENTARY: PART 1 STORY DEVELOPMENT]. videomaker.com/article/14803-how-to-make-a-documentary-part-1-story-development .

Spector, Col. 2014. [http://www.raindance.org/5-simple-mistakes-documentary-filmmakers-make/ 5 Simple Mistakes Documentary Filmmakers Make]. raindance.org/5-simple-mistakes-documentary-filmmakers-make/ .

Top 10 Video Interviewing Tips For Documentary Filmmaking. 2014. [http://www.desktop-documentaries.com/interviewing-tips.html Top 10 Video Interviewing Tips For Documentary Filmmaking: How to interview someone to capture the best quotes and content for your film]. desktop-documentaries.com/interviewing-tips.html .

'Select Video and Audio'

Lindermuth, Kevin. 2008. [https://www.youtube.com/watch?v=ZdzQHSZRd2Y How to Make a Documentary Film : How to Interview for a Documentary Film]. expertvillage Youtube channel.

*

This blog itself is an ongoing creativity generator for me ...

...

↧

Eastern cottontails: "Cuttyhunk Kids, Learning to Sail, Talent Show: Summers of Love in the 1970s," Cuttyhunk documentary film beginning outline

July 20, 2014, 2:08 pm

≫ Next: Cuttyhunk bayberry: I've made at least one Cuttyhunk video before, the Cuttyhunk Historical Society profile page on Google Plus, Thinking through a Cuttyhunk documentary of the 1970s

≪ Previous: Cuttyhunk flora: A film about summers on Cuttyhunk in the 1970s?, Ken Burns' inspired?, Engage the Cuttyhunk Historical Society's museum resources, "Film - Documentaries" and "Film Making" wiki subject pages, or schools, at WUaS ... This blog itself is an ongoing creativity generator for me ...

I found, yesterday, this wiki web page particularly helpful for beginning a Cuttyhunk documentary film (and which I've added to the WUaS film schools / subjects below):

How to Create a Good Documentary Film. 2014. [http://www.wikihow.com/Create-a-Good-Documentary-Film How to Create a Good Documentary Film]. wikihow.com/Create-a-Good-Documentary-Film .

*

And today I found online the following interviews with Ken Burns:

Burns, Ken. 2007. [http://emmytvlegends.org/interviews/people/ken-burns Ken Burns]. (video). emmytvlegends.org/interviews/people/ken-burns .

Burns, Ken, interviewed by Austin Allen. 2009. [http://bigthink.com/users/kenburns KEN BURNS: Documentary Filmmaker]. (Video with transcript). bigthink.com/users/kenburns .

Burns, Ken, interviewed by Austin Allen. 2009. [http://bigthink.com/videos/history-as-good-storytelling KEN BURNS: History as Good Storytelling]. bigthink.com/videos/history-as-good-storytelling .

Cieplax-Mayr von Baldeggmay, Kasia. 2012. [http://www.theatlantic.com/video/archive/2012/05/ken-burns-on-why-his-formula-for-a-great-story-is-1-1-3/257165/ Ken Burns on Why His Formula for a Great Story Is 1+1=3]. (with transcript). theatlantic.com/video/archive/2012/05/ken-burns-on-why-his-formula-for-a-great-story-is-1-1-3/257165/ .

*

So, drawing on this - http://www.wikihow.com/Create-a-Good-Documentary-Film - I'd like to write and script a documentary with a beginning working title of something like, as a beginning -

"Cuttyhunk Kids, Learning to Sail, Talent Shows: Summers of Love in the 1970s"

but also broadly "Documentary of Cuttyhunk in the 1970s"

(and then perhaps expand these titles)

*

So the film is about
(per http://www.wikihow.com/Create-a-Good-Documentary-Film)

and about love per Ken Burns
(http://bigthink.com/videos/history-as-good-storytelling)

1

Topic -

qualities of love, {vis-a-vis 1960's influenced envisioning about an exploration on} Cuttyhunk as kind of loving community (from kinds of progressive liberalism and change perspectives even)

Audience -

In terms of audience, Cuttyhunkers will resonate with love theme, especially vis-a-vis kids on Cuttyhunk and interviews, but how to make this historical documentary appeal to a wider audience of boat people coming to the CHS (and for selling it).

Purpose -

Cuttyhunk as a unique model for making the world a better place (Ken Burns' change)

Research -

interviews, CHS resources,

Outline -

Writing script

*

Boatbuilding on Cuttyhunk class emerging out of yacht club (1979)... lead to eventually someone else building a little wooden dinghy that was used by yacht club students for decades (Watermelon)

And the yacht club needed a row boat ... so it was an innovation to have a class on building one ...

*

Qualities of relating and connecting between people ... on Cuttyhunk, due to community and people's friendliness ... so multi-perspectival and multi-people-interconnected and intergenerationally and trusting and caring... so Cuttyhunk's culture in those decades from the perspective of 1960-s and '70s-informed teenagers growing up there in the summer (some 40 years later) ...

*

For me as a teen in the 1970s on Cuttyhunk, doing summer jobs here, I saw the possibilities of change for the better in the world. And Cuttyhunk was a real-world, yet remote from the modern world (where vis-a-vis the '60s, the world was falling apart with crazy wars going in many places, and injustices that could be changed), and Cuttyhunk was a place to realize alternative visions of community. And living in the basement of 1960's influenced intellectuals and radicals Bet and Mar's house a few summers, and working with kids too, it was possible to conceive in language and ideas in an ongoing way the possibilities of a new and better world and explore it as reality on Cuttyhunk in a variety of ways, and with great happiness and among friends of all ages.

*

In terms of specific outline for editing:

http://www.wikihow.com/Sample/Documentary-Film-Outline

Three scenes:

Historical society (and possibly where I was living on Cuttyhunk at the time)

Yacht club

Town Hall

Interviews of people in their homes

*

Interview transcripts -

http://www.wikihow.com/Sample/Documentary-Film-Interview

Describe what you enjoyed about the late 1970s ...

*

Documentary introduction -

http://www.wikihow.com/Sample/Documentary-Introduction

Bring in elements from this Cuttyhunk blog label ...

*

Sound and music?

folk music played by musicians on Cuttyhunk (vis-a-vis Ken Burns) or ...?

*

All of the above resources have been added to this WUaS film "schools" ... plus

http://worlduniversity.wikia.com/wiki/Film_-_Documentaries

and the "Film Making" wiki subject page, or school, at WUaS ...

http://worlduniversity.wikia.com/wiki/Film_Making

...

↧

Cuttyhunk bayberry: I've made at least one Cuttyhunk video before, the Cuttyhunk Historical Society profile page on Google Plus, Thinking through a Cuttyhunk documentary of the 1970s

July 21, 2014, 9:17 am

≫ Next: Neon blue forest dragon: Learned recently of "DragonBox Algebra," a serious computer game that helps people learn Algebra anew and in a fun way, "The key principles used in designing DragonBox are: Students learn more when they are engaged. The most important factor to learning is feedback...," Excited when great software like this starts growing greatly at the Educational Software wiki page at WUaS and in all languages

≪ Previous: Eastern cottontails: "Cuttyhunk Kids, Learning to Sail, Talent Show: Summers of Love in the 1970s," Cuttyhunk documentary film beginning outline

I've made at least one Cuttyhunk video before (and which is in the CHS) ...

http://blogs.law.harvard.edu/cyberonepodcast/2006/11/06/cuttyhunk-island-ma-2/

... and which involved interviewing ...

and documented the attempt to move a road on the undeveloped west end of Cuttyhunk for possible development, I think.

You'll find a link to this here, too -

http://scottmacleod.com/papers.htm

*

And here's the Cuttyhunk Historical Society profile page on Google Plus ...

https://plus.google.com/104700199284182767181/about

... which connects with Google + Hangouts and Youtube (https://www.youtube.com/channel/UCo7KYnJ-9LPouUwOubTwWsA).

It might be interesting to explore even doing online interviews over the winter in them.

*

See, too, my two blog entries from yesterday, July 20 and July 19, 2014 and thinking through a Cuttyhunk documentary of the 1970s.

*

Would be interesting in terms of documentary style, vis-a-vis Ken Burns ...

"I wanted to do it in first person

The sounds of the seagulls

The dramatic narrative fashion in which we tried to tell the story …"

(http://emmytvlegends.org/interviews/people/ken-burns)

to alternate between a kind of dramatic narrative fashion characterizing Cuttyhunk individuals,

and a first person account ...

and INTERVIEWS interspersed throughout as a way to bring in many many voices, especially kids in Cuttyhunk Yacht Club in the late 1970s who loved being on Cuttyhunk ...

See, for example, this possible introduction:

***

And here are the beginning narratives from a variety of blog entries in this Cuttyhunk label (including from the two previous days) about the documentary I'd like to make presently about Cuttyhunk ...

*

Here's a possible introduction to this documentary film:

Cuttyhunk Island in the 1970s?

It was a different world than it is now. Old Mrs. Haskell, the school teacher, who wrote a history of Cuttyhunk (The Story of Cuttyhunk, by Louise T. Haskell [New Bedford, MA: Bradbury-Waring, 1953]), lived on the main street. She wore dark, cloudy-rimmed, glasses, and long, old print dresses to below her knees, and also wore big, black, supportive shoes. She was overweight and wrapped her legs because of this, and also had short, curly, white hair. I think she had lived in New England much of life, and worked as the Cuttyhunk school teacher for decades. New Englanders are fascinating.

The Cuttyhunk store's entrance, where we got candy before the Saturday night movies, faced what is now the Museum of the Elizabeth Islands and the Cuttyhunk Historical Society, next to the Town Hall (town of Gosnold). Mrs Haskell lived in the front of this building.

Cuttyhunk was a fun place for kids, because there's a lot of freedom, and I learned to sail here, and taught sailing here, as well.

*

While the social changes of the 60s and 70s were in the air in the U.S., the western world in particular, and around the world {e.g. the hippie trail, and all those hippies who journeyed to the east, and all over}, Cuttyhunk experienced its own social innovations and experimentation. Alan Westin, Jr. built a windmill with his own money on his own land, so the Town of Gosnold could have wind power, but the town wouldn't buy the hook up, so it stood over Cuttyhunk for decades, a Don Quixote-like structure of unrealized potential, and beauty. The Liberos, two professors (Linguistics and Sociology) at small Massachusetts' colleges, explored radical left politics, were very generous with their home, and friends, and often went quahogging at the west end of the island, and sailing in their little (Herreshoff designed) Bullseye named after a Meville novella. Martin wrote a novel which he never published, and Bella is working on the 5th edition of an progressive sociology text book.

They partly self-funded, wrote and co-edited (with compassionate, left-leaning friends) a little newspaper, "Survival News," which homeless people could sell on the street to make money. They also continue to be editors, to this day, of the journal "New Politics" (newpolitics.mayfirst.org/index.php).

(taken from this 2009 blog entry: http://scott-macleod.blogspot.com/2009/05/bayberry-cuttyhunk-island-in-1970s.html)

*

photo (1981 or 1979) of me with yacht club kids from Cuttyhunk Historical Society (with Ken Burns' effect)

*

INTERVIEWS with Denn L and Claud J

Night trip adventures in Boston Whaler speed boat - INTERVIEWS with Denn L and Claud J?

*

The Potters used to have a bakery in the house in front of the Coast Guard house (a little to the right facing out from the C.G.), right on the pond. It was fun to go there for bakery treats.

**

How great Potter (Allan Potter) was. He would pick up the freight at the Alert (the ferry), and could fix anything. He delivered the bottled gas and picked up the trash. He wore overalls, drove a very comfortable, old, pick up truck, and smoked a lot of cigarettes. He had a merry twinkle in his eye. He and his wife, Mildred, were honored at a picnic at the Moore's Cuttyhunk Fishing Flub in the mid-1980s, I think. Potter wore a golden, paper crown, and he and Mildred sat in aluminum folding chairs. Alec Brown inflated helium balloons for everyone, as he had done for years for Cuttyhunk gatherings. Martin Libero's unpublished novel lionizes Potter as its main character, as an example of a Billy Budd type workman (from a Marxian perspective).

Many of the kids working on Cuttyhunk wanted to work with Potter. Doing so was one of the most desirable jobs. Going to the dump on the garbage run at the west end, when working with him, brought a kind of closure to the day. And a lot of us did, including myself, worked for him for part of one summer.

***

Sunrise breakfast and evening cookouts at Barges' beach with the Rectors (a professor of speech, at a good institution), with a lot of singing, campfire food (sometimes quite innovative, like 'egg on a rock'), and good cheer around the fire.

****

My brother and I sleeping in two, different tents (in which we could stand upright) over multiple (1968 - possibly 1987) summer's behind our Walpole cottage, because the house was too small. The smell of the grasses on Cuttyhunk are very sweet in the summer.

*****

The charm of the house we rented for years. The pine (it was called Piney's house) in it, the books, particularly new plays at the time (Piney Wheeler was an English teacher, and the dean of Pine Manor school for Girls, in Wellesley, for years), the mulitiple penguin dishes, glasses, plates, the tiny kitchen like a ship's galley, the antiques, the hedgerow path which everyone walked through to get from the road below our house to the tennis court, and through to the road, again, skipping a steep part of the hill, liverwurst and tomato sandwiches on good, local bread with mayonnaise, our two dogs' enjoyment (Penny, a small, standard black poodle, and Angie, a yellow lab) of Cuttyhunk (they enjoyed Cuttyhunk a lot, - it's a very alive world for a dog), the brown and green paint of our house, the porch where we ate so many lunches, and so much more.

******

The delight of coming to Cuttyhunk from Pittsburgh, Pennsylvania, on my own, on the Greyhound bus as a teenager from around 1974 to 1979, of teaching sailing as well as working on Cuttyhunk in those years, of knowing everyone - in pretty open, very friendly, ways - in the context of the openness and creativity which was in the air vis-a-vis the 1970s, the social changes 'in the air,' and the friendliness of summers on Cuttyhunk. It was also fun to wake up really early in the morning while living in Hamden (near New Haven), Connecticut, to get to the old, wooden, orange and white MV Alert ferry, with lovely lines. And it was fun to drive from Bethesda, Maryland (near Washington DC), when my father worked for the department of Health, Education and Welfare, for 2 years.

*******

Going for camp outs with yacht club at Cuttyhunk's deserted west end, and on Penikese Island, and playing games, doing cook outs, eating somemores, knowing the feel of the land of these islands.

Feeling free and able to go anywhere on Cuttyhunk - on the rock or on the water - and on and around the last few of the Elizabeth Islands (Penikese, Nashawena, Pasque), because I knew them, and everybody.

********

Working in Mugsy Thompson's store. Mugsy was entertaining and had a friendly way with people, hiring many kids on Cuttyhunk in at least the 1960s, 1970s and 1980s. Serving ice cream, doing freight, or working at the counter in a friendly small town were all part of it. He had been in the Navy and smoked a lot of cigarettes. Flo, his wife, was very loving. When the store moved down the hill one house, Steve Baldwin, a skillful sign maker, who visited in the summers, made a perfect sign for the new store which was at the back of the home. It said: "Abaft the Store."

*********

Engaging the radical, and literary, thinking of the Liberos, while living in their basement for a few summers, as well as their generosity and compassion, in the context of the 1970s, and as a teenager. They thought of me for awhile as an example of the 'new man,' (in a Marxian reconceiving of masculine subjectivity, I think) in my early twenties, because I was thoughtful, caring, and independent-minded, and was open to engaging feminist thought, for example.

**********

The radiance, warmth, fun and engagement with people, especially in the summer of 1979, (but all through the 70s and beyond), when I was the head yacht club instructor at the Cuttyhunk Yacht Club, and I also organized a talent show that summer in the evenings, which was very, very fun, bringing the island together, summer and winter folks, rich and poor, to create a kind of communitas (that is, a kind of warm, creative togetherness).

And since I knew all of the kids in yacht club, and was 19 years old, I felt a kind of rose of youth and creativity much of the time, I think. I also initiated building a little dinghy for the Cuttyhunk Yacht Club, as an afternoon class that summer, and Eb Wincott (who named it 'Watermelon,' painting it green outside and pink inside) did much of the building, and the Liberos and other adults and some kids in yacht club, attended it. The yacht club had needed a dinghy for years. And it was an interesting teaching and learning opportunity, which I could initiate as the head instructor of the yacht club. Besides eliciting creativity in others via the Talent Show that summer, this is another instance of how the milieu of Cuttyhunk brings out creativity in me; I'm not sure why.

I experienced a kind of loving bliss 'in the air' that summer.

***********

Playing tennis with a long-time friend simply to keep the ball going, as a kind of 'flow' experience, instead of to 'win,' - on one of the two clay, slightly weathered, summer only, courts on Cuttyhunk.

************

Visiting one particular family who had 3 girls and a boy, very often in the evenings to play Yachtzee (a spelling game with letter dice) and tea ... early crushes

*************

Freedom of being on dinghies (small boats), and sailboats, as well as an ease on the water, thanks to the Cuttyhunk Yacht Club from 1966 through 1979 (when I was the head instructor), and well beyond ....

**************

An island where radical, loving and creative thinking, and idea-exchange were possible ...

***************

'Games' in the evenings ("Red rover, red rover, send Phillip over ...""Simon says ..." and "Capture the Flag"), in a yard at the end of one road, and on other islands around ...

****************

The freedom (and cleanness) to walk barefoot all over this little island, and also living close to natural world in the summers, - produced a lot of happiness.

So many people went barefoot. My father, a physician, didn't want us to, because of the risks. This was frustrating because everyone else did.

*****************

Staying in the Bosworth House in 1966 or 1967, or both. It's now a private residence. And staying in the Allen House in 1968 (with its guest cottages 'Fair play,''Foul play,' and 'Horse play'), - also now a private residence.

******************

The warmth and generosity of Granny Moore, who introduced us to the former owner of the house we stayed in, and the openness of her home - its blue room with the long, shell-identifying tables, its kitchen, pantry, and the New Englandy front rooms, - for decades - at the "Cuttyhunk Fishing Club."

*******************

Knowing Wilfred Tilton, who had grown up on Cuttyhunk, gone to the Rhode Island School of Design (RISD), had a really nice aesthetic, and loved to joke around, and dance, had served in the navy, loved flowers, and although he never went to Church, and always arranged the flowers for the Church. He put the sign "Hermit" on his garden gate for the last few decades of his life (perhaps to avoid the latent fractiousness that can exist on Cuttyhunk). He had set up a pottery near three corners, in a large garden, after returning from RISD, and worked a little with Cuttyhunk clay, but I don't think the pottery ever went anywhere.

*********************

The kind of creativity and art that Wilfred's working with Cuttyhunk clay is an example of ... there was a lot of this, especially in the milieu of the 1960s and 70s.

**********************

First summer loves ... :)

***********************

Going up the hill to smoke near the schoolhouse and in the grove.

************************

Hanging out on the wall near the store in the evenings during the second half of the 70s, with all the other kids. Blue jean jacket's were cool then. (And you needed to wear two or three layers in the 1970s in the evening. In the past 2 decades, I've only needed to wear one layer. Global climate change?)

*************************

The presence of my folks when they were on the island. They were great, - my father a smart and skillful interlocutor with ideas, with a quick mind, and helpful as a doctor to many people. {My father loved this island a lot}.

**************************

A wedding in the back of the garbage truck ...

A wedding part way in the water at Church's beach ...

{reflecting a kind of hippie (kind of cultural reversal) or Cuttyhunk way of thinking ... }

****************************

singing, and harmonizing, in the summer - at the beach, hymns ....

*****************************

Face painting on the steps of the Town Hall to start the Talent Show in 1979. I was very engaged that summer ~ lots of 'flow' experiences of very enjoyable kinds, coming together as a whole in the summer.

http://scott-macleod.blogspot.com/2009/05/fond-memories-of-cuttyhunk-island.html

*

There's a couple on Cuttyhunk whom I've known since they were babies (but I don't often think of them this way). The woman, and her twin sisters, used to live next door when they were four or five, and we had so much fun over a number of summers. I was teaching sailing during these summers. And as a couple now, they really love each other, and seem to kind of generate loving bliss between them. It's impressive. They now have something like a 5 and 3 year old. (Is it their time of life for this as parents of young children?) She, in particular, seems to generate a lot of this loving bliss for them, and he's very receptive, and mutually warm. It's quite an interesting phenomenon on this island which is a little like a village in the winter, and not without its fractiousnesses and feuds.

Is this natural, mutual, loving bliss?

**

When I got on the ferry to come to Cuttyhunk Island, Massachusetts, on Friday, I saw many old friends. One of whom I had known from birth, also, and I was her first yacht club instructor, when she was about five. We were talking with other friends, and she recalled how her first memory of me is of my balancing an oar (for rowing) on my chin. This woman is very good friends with the couple above, and they've all known each other since childhood. This woman is also quite content. {I think they all have good love lives}.

I was very playful, and fun, during my teen years and in my twenties on Cuttyhunk. It was a fun time. Lots of sitting in laps and playing with the above folks, and engaging life fully on this island.

http://scott-macleod.blogspot.com/2009/05/common-atlantic-slippersnail.html

*

Boatbuilding on Cuttyhunk class emerging out of teaching yacht club as head instructor (1979)... lead to eventually someone else building a little wooden dinghy that was used by yacht club students for decades (Watermelon)

And the yacht club needed a row boat ... so it was an innovation to have a class on building one ...

*

Photo of beach picnic with Peter Smith and myself in overalls (with Ken Burns' effect)

*

And Cuttyhunk's windmill which was built around 1977 and stood for decades could have worked for clean energy generation ... but the hook up and storage of wind-generated electricity were too expensive at the time.

(taken from http://scott-macleod.blogspot.com/2010/08/hardhack-green-energy-catamaran.html)

*

A windmill was built on Cuttyhunk in the 1970s and stood for decades without generating power for the island. The person who built it was conservationist-minded (as was his father), built this windmill with his own money, and the windmill was an expression of alternative-energy thinking of the 1960s and 70s. Unfortunately, the town of Cuttyhunk wouldn't pay for the system to hook it into the existing power generator, which still runs on diesel fuel.

The person who envisioned and built the windmill hired many of his friends, also hippies, to build it.

**

On nearby Penikese Island, Dave Marsh and George Cadwallader created new possibilities for juvenile delinquents, by setting up a state program in a very rustic place, where at-risk kids, who were 'offenders,' from communities on the mainland closeby could come to live and work for many months. Kids had to want to come to be admitted to the Penikese program. The program was paid for by the state of Massachusetts, and kids learned building and other skills, in a radically different environment. The program still is helping kids almost 40 years later. (In a way this Penikese program is an interesting social psychology experiment, vis-a-vis Zimbardo (1972), Milgram, et als.' research, but I never heard of it being conceived of as this).

***

Envisioning possibilities on Cuttyhunk as a teenager in the milieu of the 1970s, and with radical intellectual, Marxian friends ... with much creativity, I found Cuttyhunk very stimulating and fun, a place where I experienced freedom and sometimes loving bliss. A commune de Cuttyhunk?

****

In the mid 1970s, there was also a garbage can painting competition on Cuttyhunk. This involved recycling! 55 gallon drums again as trash receptacles, to be used then to keep Cuttyhunk trash-free. In the competition, people could paint their can any way they wanted. People were very creative, and made these unsightly cans beautiful. The competition was one of many summer happenings that brought people together, and benefited the island in multifaceted ways. I haven't seen any of these beautiful works of art in years.

So many benefits emerged from this clever countercultural way of thinking.

*****

I can think of a lot of examples of countercultural thinking from Cuttyhunk from the 1970s. Counterculture was fascinating in its pervasiveness in the U.S.

*****

Cuttyhunk Island's native American name is Pocutahunconoh, meaning something like "land's end," and people have come to Cuttyhunk to get away - for its remoteness - and for decades. In a way, it's a pretty hippie thing to do.

And Cuttyhunk's fishing culture, which is signficant, is a parallel example, but perhaps without the colorfulness or creativity of counterculture, as it found expression on Cuttyhunk in the 1970s.

Cuttyhunk is hard to get to, and people have come here for a long time just to get away from it all, including from modernity ...

*****

In a way, life on Cuttyhunk dovetails sweetly with (and precedes, too) hippie-mindedness - (turn on, tune in, drop out).

******

(all of the ***** above taken from this blog entry: http://scott-macleod.blogspot.com/2009/08/windmill-nearby-penikese-island.html - August 21, 2009)

*

Further Recollections of Cuttyhunk

Occasionally I'd see horseshoe crabs at the far end of the Cuttyhunk pond.

Very ancient, beautiful creatures ... Merisomata -eol.org/pages/1919

We'd also go fishing for crabs and ink squid off the fishing dock with periwinkle's {snails} - which we'd have to crack with rocks, for bait.

And we'd go hunting for mussels while avoiding the barnacles with our bare feet.

http://scott-macleod.blogspot.com/2009/05/horseshoe-crabs-further-recollections.html

*

Gone fishin' ... which is what a lot of folks come to Cuttyhunk to do ...

{It's kind of a hippie thing ... go off to the beach or out on the water, and commune ...}

Sailing, too ...

Cuttyhunk has always been off the map, a kind of quiet place to get away to, because it's pretty hard to get to logistically.

(http://scott-macleod.blogspot.com/2009/05/blue-fish-gone-fishin-to-harbin-pools.html)

*

Sitting on the ramp
by a boat house
on Cuttyhunk,
where I came so often
as a teenager
with friends,
to hang out ...

Still coming here now
because it's quiet,
and now to write ...

*

My father loved Cuttyhunk Island a lot, where rosehips abound in the summer. He came here first as a school kid in 1943. We started coming to Cuttyhunk in 1966, the year we moved to Hamden, Connecticut, where my father took a position at Yale University, working on the development of group practice and community health plans at the Yale Medical School.

Cuttyhunk Island has been a place of continuity and community for my father and mother, through a number of moves in their lives, prior to their move to Pittsburgh, Pennsylvania, in 1973.

My father was Cuttyhunk Island’s principal medical doctor during his vacations in August each year in the 1960s, 70s, 80s, and 90s, and provided medical advice for many who needed it for free.

*

possibly some poetry too from this Cuttyhunk label in this blog -
http://scott-macleod.blogspot.com/search/label/Cuttyhunk

and

http://scott-macleod.blogspot.com/search/label/Poetry

*

What would be the best music or sound track for a Cuttyhunk documentary of the 1970s? Ken Burns' inspired music, e.g. a very moving folk music track played by J and S on violins (and me a little on bagpipe?) or ... ?

*

So the above is a beginning outline, and with photos, for a Cuttyhunk documentary of the 1970s, but which I'd like to be much more inclusive about with interviews of Cuttyhunkers ...

...

↧

Neon blue forest dragon: Learned recently of "DragonBox Algebra," a serious computer game that helps people learn Algebra anew and in a fun way, "The key principles used in designing DragonBox are: Students learn more when they are engaged. The most important factor to learning is feedback...," Excited when great software like this starts growing greatly at the Educational Software wiki page at WUaS and in all languages

July 22, 2014, 7:41 am

≫ Next: Ocean sun, wind and wave: Cuttyhunk {solar and wind} energy project?, Web information about "installing solar PV in a rural community" from various public interest groups and governments, "Solar Energy" wiki subject page at WUaS, Engaging WUaS practically for learning about such situations.

≪ Previous: Cuttyhunk bayberry: I've made at least one Cuttyhunk video before, the Cuttyhunk Historical Society profile page on Google Plus, Thinking through a Cuttyhunk documentary of the 1970s

Learned recently of "DragonBox Algebra," a serious computer game that helps people learn Algebra anew and in a fun way ...

It's the first seemingly very successful game for math-learning that I've heard of

- added it to a few WUaS subject pages, including Algebra ...

http://worlduniversity.wikia.com/wiki/Algebra.

http://dragonboxapp.com/

"The only way to change school: Jean-Baptiste Huynh at TEDxBergen"

https://www.youtube.com/watch?v=_LwSLDAStts

(... http://dragonboxapp.com/video.html ...)

"Get DragonBox Algebra"

https://www.youtube.com/watch?v=V1z68nGl3F4

"The key principles used in designing DragonBox are: Students learn more when they are engaged. The most important factor to learning is feedback. Feedback should be immediate to be effective. To feel mastery is key to staying motivated. Students should be presented with challenges that match their level of mastery. Students should be assessed in a formative, non-intrusive way. A safe environment is the key to learning. Peer learning is very effective. Discovery or experiential learning is much more effective than instructional-based teaching. Students learn differently and at different paces. The language we use to teach mathematics is a barrier to understanding." (http://dragonboxapp.com/story.html)

Added this to the "Theories of Learning" subject at WUaS:

http://worlduniversity.wikia.com/wiki/Theories_of_Learning

Excited when great software like this starts growing greatly at the

Educational Software wiki page at WUaS -

http://worlduniversity.wikia.com/wiki/Educational_Software -

and in all languages.

Concerning DragonBox, see, too, these subjects at WUaS, most of which (except STEM) I added the DragonBox resource ...

Algebra: http://worlduniversity.wikia.com/wiki/Algebra

Geometry: http://worlduniversity.wikia.com/wiki/Geometry

Educational Software: http://worlduniversity.wikia.com/wiki/Educational_Software

Mathematics: http://worlduniversity.wikia.com/wiki/Mathematics

STEM Education - Science, Technologies, Engineering and Mathematics: http://worlduniversity.wikia.com/wiki/STEM_Education_-_Science,_Technologies,_Engineering_and_Mathematics

Theories of Learning subject: http://worlduniversity.wikia.com/wiki/Theories_of_Learning

...

↧

Ocean sun, wind and wave: Cuttyhunk {solar and wind} energy project?, Web information about "installing solar PV in a rural community" from various public interest groups and governments, "Solar Energy" wiki subject page at WUaS, Engaging WUaS practically for learning about such situations.

July 22, 2014, 1:39 pm

≫ Next: Monitor lizard: Practicing / Playing a Musical Instrument with DragonBox Algebra Computer App learning principles, Bagpiping with ETD

≪ Previous: Neon blue forest dragon: Learned recently of "DragonBox Algebra," a serious computer game that helps people learn Algebra anew and in a fun way, "The key principles used in designing DragonBox are: Students learn more when they are engaged. The most important factor to learning is feedback...," Excited when great software like this starts growing greatly at the Educational Software wiki page at WUaS and in all languages

Hi J and J,

Nice to talk with you recently.

Wow ... $2 - 3 million for a possible Cuttyhunk {solar} energy project.

What to invest this in?

Why not invest it in very basic computer control, transformer, and battery storage system that can be upgraded gradually over the decades ahead and prioritize planning to bring down the cost of electric from .56 kw/h to something like .12 kw/h over a few years (owned and run by the Town of Gosnold )? Why not also plan for Cuttyhunkers to be able to sell the solar and wind energy they generate back to the Town as battery storage improves.

Why not get three plans and bids from different companies in Falmouth, New Bedford, the Vineyard, Boston, etc.?

And I google searched on the web information about "installing solar PV in a rural community" and found these -

http://www.extension.org/pages/54905/solar-energy-in-agriculture-resources#.U87f741dVKo

http://energy.gov/public-services/homes/saving-electricity/buying-making-electricity

http://www.nrel.gov/docs/fy99osti/26242.pdf

http://blog.rmi.org/blog_2014_06_24_native_energy_rural_electrification_on_tribal_lands

http://www.in.gov/oed/2412.htm

Some Massachusetts' resources:

http://www.environmentmassachusetts.org/reports/mae/massachusetts-solar-leaders

http://www.environmentamerica.org/news/mae/falmouth-cape-cod-leading-massachusetts-solar-development

http://www.environmentamerica.org/news/mae/falmouth-cape-cod-leading-massachusetts-solar-development

I've added much of this to World University and School's "Solar Energy" wiki page - http://worlduniversity.wikia.com/wiki/Solar_Engineering.

Three bids would help a lot with costing out the whole process, but people would have to talk with the town to see in what ways kilowatt per hour costs would come down.

Cheers,
Scott

Some Massachusetts' installers I found by googling -

http://www.bluesel.com/Cape-Cod-Solar-Panel-Installation-/

http://www.cotuitsolar.com/Solar-Installation-Crew

- Scott MacLeod - Founder & President
- http://worlduniversityandschool.org
- World University and School - like Wikipedia with MIT OpenCourseWare (not endorsed by MIT OCW) - incorporated as a nonprofit university and school in California, and is a U.S. 501 (c) (3) tax-exempt educational organization, both effective April 2010.

...

↧

Monitor lizard: Practicing / Playing a Musical Instrument with DragonBox Algebra Computer App learning principles, Bagpiping with ETD

July 24, 2014, 4:05 am

≫ Next: Seals: Cuttyhunk Island in the 1970s’ Documentary Film Proposal, WUaS teacher training all day and homework at night next summer?,

≪ Previous: Ocean sun, wind and wave: Cuttyhunk {solar and wind} energy project?, Web information about "installing solar PV in a rural community" from various public interest groups and governments, "Solar Energy" wiki subject page at WUaS, Engaging WUaS practically for learning about such situations.

Was nice to practice yesterday Pibroch (Piobaireachd) on the practice chanter and with a College of Piping (CoP) yellow tutor book recording on CD (even with Eustachian Tube Dysfunction and with not playing the GHB).

But I'm curious about applying the new successful DragonBox Algebra computer application insights into learning math

(see yesterday's blog entry -

http://scott-macleod.blogspot.com/2014/07/neon-blue-forest-dragon-learned.html -

with these DragonBox learning principles ...

"The key principles used in designing DragonBox are:

- Students learn more when they are engaged.

- The most important factor to learning is feedback.

- Feedback should be immediate to be effective.

- To feel mastery is key to staying motivated.

- Students should be presented with challenges that match their level of mastery.

- Students should be assessed in a formative, non-intrusive way.

- A safe environment is the key to learning.

- Peer learning is very effective.

- Discovery or experiential learning is much more effective than instructional-based teaching.

- Students learn differently and at different paces.

- The language we use to teach mathematics is a barrier to understanding."http://dragonboxapp.com/story.html)

... to practicing and learning piping or any musical instrument

(an ongoing inquiry for me -

http://worlduniversity.wikia.com/wiki/Practicing_-_Playing_a_Musical_Instrument) even given 'tried and true' approaches to practicing ...

Could WUaS design a music practicing app based on the CoP tutor?

***

To GHB pipe or not with eustachian tube dysfunction is a question I'm asking ... about now (yesterday evening) on a beautiful evening for piping at dusk.

Time too to get a set of Scottish smallpipes to protect my right ear and possibly prevent it from getting worse. ...

And time for a medical breakthrough in ETD too. :)

Would love to learn from S and J about their trip to India, and see too if they'd play for a possible Cuttyhunk docunentary of the 1970s I'm interested in writing, producing and directing if there might be funding.

Would like to GHB pipe now :)

...

↧

Seals: Cuttyhunk Island in the 1970s’ Documentary Film Proposal, WUaS teacher training all day and homework at night next summer?,

July 25, 2014, 7:14 am

≫ Next: Oystercatchers: How to hire an executive director whose main focus next year may be to instruct graduate student instructors in Google + Hangouts in facilitating the conference method, and in order for WUaS to become the MIT / Harvard of the Internet with time, and in all languages and countries? The conference method creating and informing WUaS's academic learning culture, Classics' Professor Wally Englert from Reed College (with a Ph.D. from Stanford) with a kind of Hum 110 lecture

≪ Previous: Monitor lizard: Practicing / Playing a Musical Instrument with DragonBox Algebra Computer App learning principles, Bagpiping with ETD

Cuttyhunk Island in the 1970s’ Documentary Film Proposal

Cuttyhunk Historical Society

Scott MacLeod – .....@scottmacleod.com - July 24, 2014

Cuttyhunk in the 1970s was a different world than it is now. I’d like to propose writing, producing and directing a Ken Burns-informed documentary film about being on Cuttyhunk in the 1970s, with interviews of islanders, and focusing on even transcendent aspects of community, creativity, love and freedom, partly from a teenager’s perspective living and working here. In this nearly hour-long film, I’d propose to focus on first-person stories, Cuttyhunk’s sights and sounds, as well as a dramatic narrative highlighting the talent shows then (in 1972 and 1979), the learning experiences sailing in the CYC and in many other ways, as well as what people loved about Cuttyhunk in that decade. In the process, I’d like to give form to a kind of great vision of Cuttyhunk - to move the viewer emotionally, both Cuttyhunker and visitor to the CHS, in film.

Having already created one video of Cuttyhunk (2000), I’d like to build on this to share insights into Cuttyhunk from the inside from the 1970s. In addition to the rough outline and proposal in these three blog entries from 7/19, 20 & 21 in the Cuttyhunk label here - http://scott-macleod.blogspot.com/search/label/Cuttyhunk- I’d also propose interviewing a list of Cuttyhunkers (possibly in Google + group video Hangouts over the winter, but mostly on island in person, and with other interviewers) to ask them to describe their experiences on Cuttyhunk in that decade and perhaps even elicit photographs and related memorabilia. I’d also possibly seek to collaborate in parts of the production of this film with Lol S. (and Lo?) who organized the talent show in 1972.

For music and sound, I’d propose developing a sound track involving perhaps the Cuttyhunk song (CYC), as well as moving simple folk music (Ken Burns’ informed) or music from that decade itself, and inquire if So and Jo Dav, for example, and friends might be available to play for some of this. I’d even explore writing some compositions for this film if they were moving enough.

I’d ask for support in filming, gathering of archival materials from the CHS to be used in the film, office space when the museum is closed as well as access to FinalCut Pro or similar software as well as other related software and materials, and help with production for sale of the video in the CHS, as well as with organizing archival materials created in the process of making this film for the CHS.

I’d like to explore asking $10,000 to do this from the Cuttyhunk Historical Society, which I might donate to wiki MIT OCW-centric World University and School (a project which I’m developing), and seek to film and produce it next summer 2015.

I’d also propose to make this film in the spirit of fun in creating a Cuttyhunk talent show, learning in the CYC, and being on Cuttyhunk in that decade by including both winter and summer folks in the films’ making, as happened in the 1979 talent show.

Scott,

Thanks... I am thick into teacher training all day and homework at night. Up at 5:45 every morning, but getting a huge amount out of it. I'm afraid I'm Boston bound indefinitely.
Enjoy for me!

Hugs,
D

Will miss seeing you, D ...

I may well be involved in doing something like that next summer vav WUaS with graduate student instructors in Google + Hangouts ... possibly from Cuttyhunk even ... good luck with your new teaching job! ...

Apropos your text, in what ways to best teach graduate students (who ideally went to Reed, or even possibly Reed undergraduate seniors) to be conference section instructors in Google + Hangouts leading vibrant and edifying weekly online discussions to first year WUaS matriculated undergraduates in a course with Reed professors in video talking about the Ancient Greek world to learn writing, critical thinking, talking and the conference method itself?

Hope to hire an executive director for this and in order for WUaS to become the MIT / Harvard of the Internet with time, and in all languages and countries.

Hugs, Scott

...

↧

Oystercatchers: How to hire an executive director whose main focus next year may be to instruct graduate student instructors in Google + Hangouts in facilitating the conference method, and in order for WUaS to become the MIT / Harvard of the Internet with time, and in all languages and countries? The conference method creating and informing WUaS's academic learning culture, Classics' Professor Wally Englert from Reed College (with a Ph.D. from Stanford) with a kind of Hum 110 lecture

July 26, 2014, 8:03 am

≫ Next: Cormorants: Museum Collection Software? Minnesota Historical Society Wiki - Minnesota Historical Society Wiki - Placeography, "Historical Societies Open Teaching and Learning Resources" at wiki WUaS, Open source, easy to use, wiki museum and library indexing software, Could WUaS eventually shape this?

≪ Previous: Seals: Cuttyhunk Island in the 1970s’ Documentary Film Proposal, WUaS teacher training all day and homework at night next summer?,

How to hire an executive director whose main focus next year may be to instruct graduate student instructors in Google + Hangouts in facilitating the conference method, and in order for WUaS to become the MIT / Harvard of the Internet with time, and in all languages and countries?

Conference Method of Teaching and Learning -
http://worlduniversity.wikia.com/wiki/Conference_Method_of_Teaching_and_Learning

And in what ways to best teach graduate students (who ideally went to Reed, or even possibly Reed undergraduate seniors) to be conference section instructors in Google + Hangouts leading vibrant and edifying twice-weekly online discussions to first year WUaS matriculated undergraduates in a course with Reed professors in video talking about the Ancient Greek world to learn writing, critical thinking, talking and the conference method itself? The conference method will inform learning throughout the 4 year 32 course undergraduate program, including the other first year required course in biology, with programming aspect.

The conference method will also help to create and inform WUaS's academic learning culture, its academic milieu, as well as cohorts and connectedness online, as well as school spirit.

The College at World University and School -
http://worlduniversity.wikia.com/wiki/The_College_at_World_University_and_School

The Executive Director would also direct the accreditation process, and so much more.

Urs G. at Harvard as an example? Wally E. at Reed? Dave T. in Boston?

Here's Classics' Professor Wally Englert from Reed College (with a Ph.D. from Stanford) with a kind of Hum 110 lecture

Reed College Centennial Reunions: Alumni College: It's All Greek To Me

https://www.youtube.com/watch?v=ZNhUZSyeAS0

(A kind of Reed College Hum 110 lecture).

Englert, Wally. 2011. [https://www.youtube.com/watch?v=ZNhUZSyeAS0 Reed College Centennial Reunions: Alumni College: It's All Greek To Me]. Portland, OR: Reedalumni Youtube channel.

A new WUaS Executive Director, I and many others may well be involved in doing something like this next summer vav WUaS with graduate student instructors in Google + Hangouts ... possibly from Cuttyhunk even ...

Scott

...

↧

Cormorants: Museum Collection Software? Minnesota Historical Society Wiki - Minnesota Historical Society Wiki - Placeography, "Historical Societies Open Teaching and Learning Resources" at wiki WUaS, Open source, easy to use, wiki museum and library indexing software, Could WUaS eventually shape this?

July 27, 2014, 9:50 am

≫ Next: Grasses: What's your 1 sentence explanation of "Internet Research"?, Internet research involves the study of "our societies which are increasingly structured around the bipolar opposition of the Net and the Self" ("Rise of the Network Society" 1996/2000); "the 'Net' denotes the network organizations replacing vertically integrated hierarchies as the dominant form of social organization, (and) the Self denotes the practices a person uses in reaffirming social identity and meaning in a continually changing cultural landscape" (Castells)

≪ Previous: Oystercatchers: How to hire an executive director whose main focus next year may be to instruct graduate student instructors in Google + Hangouts in facilitating the conference method, and in order for WUaS to become the MIT / Harvard of the Internet with time, and in all languages and countries? The conference method creating and informing WUaS's academic learning culture, Classics' Professor Wally Englert from Reed College (with a Ph.D. from Stanford) with a kind of Hum 110 lecture

... was looking for open source, easy to use, wiki museum and library indexing software for a small museum and archive, which software would also interface with other online libraries and museum software the other day (and which is Creative Commons' licensed and in all languages) ...

Something like this, so wiki, but for display of collection, and in all languages, (and where indexing of collection might articulate with all collections in all museums/libraries):

===Select Museums===

'''Examples of Museum Wikis'''

Minnesota Historical Society Wiki. 2014. [http://placeography.org/index.php/Main_Page Placeography]. MN: placeography.org/index.php/Main_Page.

(from "Historical Societies Open Teaching and Learning Resources" at wiki WUaS: http://worlduniversity.wikia.com/wiki/Historical_Societies_Open_Teaching_and_Learning_Resources ).

Could WUaS eventually write and create this, partly as wiki, and include nice display and design features of museum and archived objects (Google Art Project plus - https://www.google.com/culturalinstitute/project/art-project or DPLA - http://dp.la/?), and meet developing online standards, and for all languages and countries (which WUaS may further define)?

*

And focus on the small historical society / museum ...

*

I found these resources online yesterday for this ...

===Select Programs, Applications, Languages, Software===

'''Museum Collection Software'''

CollectiveAccess. 2014. [http://www.collectiveaccess.org/ CollectiveAccess]. (CollectiveAccess is software for describing all manner of things, and allows you to create catalogues that closely conform to your needs without custom programming). collectiveaccess.org/.

CollectionSpace.

Museum Archive software project. 2014. [http://www.musarch.com/ Museum Archive software project]. musarch.com/.

Omeka. 2014. [http://omeka.org/ Omeka - Serious Web Publishing]. (Create complex narratives and share rich collections, adhering to Dublin Core standards with Omeka on your server, designed for scholars, museums, libraries, archives, and enthusiasts). (http://omeka.org/about/imls-final-grant-report/development-and-use/). omeka.org/.

Past Perfect Museum Software. 2014.

Top Museum Software Products. 2014. [http://www.capterra.com/museum-software Top Museum Software Products]. capterra.com/museum-software .

===Select References===

'''Museum Collection Software'''

Anyone Using Open Source Collections Management Software?. 2009. [http://northwesthistory.blogspot.com/2009/10/anyone-using-open-source-collections.html Anyone Using Open Source Collections Management Software?]. northwesthistory.blogspot.com/2009/10/anyone-using-open-source-collections.html.

Bowen, Jonathan P., [http://www.archimuse.com/mw2008/papers/bowen/bowen.html Wiki Software and Facilities for Museums]. United Kingdom: archimuse.com/mw2008/papers/bowen/bowen.html.

Museum Collection Software. 2014. [http://www.dmoz.org/Reference/Museums/Museum_Resources/Documentation_and_Cataloguing/Museum_Collection_Software/ Museum Collection Software]. dmoz.org/Reference/Museums/Museum_Resources/Documentation_and_Cataloguing/Museum_Collection_Software/.

Open-Source Museum Software. 2013. [http://www.connectingtocollections.org/groups/c2c-disccussions/forum/topic/open-source-museum-software/ Open-Source Museum Software]. connectingtocollections.org/groups/c2c-disccussions/forum/topic/open-source-museum-software/.

(also on "Historical Societies Open Teaching and Learning Resources" at wiki WUaS: http://worlduniversity.wikia.com/wiki/Historical_Societies_Open_Teaching_and_Learning_Resources ).

*

O for good, well coded (like Google does), free, open CC museum collection software, and in all languages, and possibly inter-indexed in all of them too.

...

↧

Grasses: What's your 1 sentence explanation of "Internet Research"?, Internet research involves the study of "our societies which are increasingly structured around the bipolar opposition of the Net and the Self" ("Rise of the Network Society" 1996/2000); "the 'Net' denotes the network organizations replacing vertically integrated hierarchies as the dominant form of social organization, (and) the Self denotes the practices a person uses in reaffirming social identity and meaning in a continually changing cultural landscape" (Castells)

July 28, 2014, 5:08 am

≫ Next: Western Red and Black-and-white Colobus monkeys: Curious in an ongoing way about PRACTICING/playing a musical instrument with great enjoyment ... and beginning to explore how computer applications might inform this in new ways, Applying the new successful DragonBox Algebra computer application insights into learning math to practicing?, And what can one do as a teacher with the following DragonBox principles in real life lessons, and in teaching daily playing with great enjoyment?, A real life example of recent enjoyable practicing playing the piano / keyboard for Scottish Country Dancing e.g. playing harmony is fun, etc., Applying the DragonBox Algebra computer App principles to a hypothetical practicing computer application using the College of Piping Tutors as an example, Music Playing Spaces online

≪ Previous: Cormorants: Museum Collection Software? Minnesota Historical Society Wiki - Minnesota Historical Society Wiki - Placeography, "Historical Societies Open Teaching and Learning Resources" at wiki WUaS, Open source, easy to use, wiki museum and library indexing software, Could WUaS eventually shape this?

GC asks AoIR (Association of Internet Researchers' email list):

"What's your 1 sentence explanation of "Internet Research"?" (title of first thread)

MN replies:

My "single sentence" definition:

"Internet studies is the interdisciplinary consideration of how Internet technologies are changing individuals, societies and cultures."

My reply:

"Hi All,

I'd take a kind of Manuel Castellian approach (but not completely
sidestepping questions of technological determinism implicit in this
definition question) to suggest that:

Internet research involves the study of "our societies which are
increasingly structured around the bipolar opposition of the Net and
the Self" ("Rise of the Network Society" 1996/2000); "the 'Net'
denotes the network organizations replacing vertically integrated
hierarchies as the dominant form of social organization, (and) the
Self denotes the practices a person uses in reaffirming social
identity and meaning in a continually changing cultural landscape"
( https://en.wikipedia.org/wiki/Manuel_Castells ).

Yes, thanks GC for this inquiry as well.

Best,
Scott"

*

Other replies to MN:

GR:
"I agree mostly with Melissa's description though I would use "affect"
instead of "change," since "change" has a lot of assumptions that may
not apply to everyone's work, or to all of the ways the internet may
interact with individuals, societies and cultures. So, maybe "affect
or interact with" as opposed to "change.""

MG:
"MN, I really like your 1 sentence zinger definition for net research. My only revision would be to put the focus on the relationships to technologies rather than setting up technologies as forces (media effects) in and of themselves. Something like:

"Internet studies is the interdisciplinary consideration of the relationships that bind Internet technologies, individuals' lives, social institutions, and cultural meaning.""

MN:
"MG and GR, you both present effective edits to my sentence. Thank you. ... "

Then, my definition above ...

WD: My sentence would be: 'Read the Oxford Handbook of Internet Studies.' http://ukcatalogue.oup.com/product/9780199589074.do :

"

Authoritative perspectives on Internet Studies
Original chapters by leading authors in the field
Interdisciplinary approach
Chapters arranged in sections on: Perspectives on the Internet and Web as Objects of Study; Living in a Network Society; Creating and Working in a Global Network Economy; Communication, Power, and Influence in a Converging Media World; and Governing and Regulating the Internet

Internet Studies has been one of the most dynamic and rapidly expanding interdisciplinary fields to emerge over the last decade. The Oxford Handbook of Internet Studies has been designed to provide a valuable resource for academics and students in this area, bringing together leading scholarly perspectives on how the Internet has been studied and how the research agenda should be pursued in the future. The Handbook aims to focus on Internet Studies as an emerging field, each chapter seeking to provide a synthesis and critical assessment of the research in a particular area. Topics covered include social perspectives on the technology of the Internet, its role in everyday life and work, implications for communication, power, and influence, and the governance and regulation of the Internet.

The Handbook is a landmark in this new interdisciplinary field, not only helping to strengthen research on the key questions, but also shape research, policy, and practice across many disciplines that are finding the Internet and its political, economic, cultural, and other societal implications increasingly central to their own key areas of inquiry."

...

SS:
"Do we get points for parsimony?

*Internet studies:* "Cave drawings on walls of silicon chips.""

*

Another related thread emerges in this AoIR email conversation :

"change/associated with" (title of thread)

BW:
"Agree with previoius comment
""Internet studies is the interdisciplinary consideration of how Internet technologies are changing individuals, societies and cultures."

But I'd soften even further, and go with "Associated with changes in..."

Correlation NE Causation"

SL:
"Agreed - the formulation surely needs to avoid making technology itself the agent of change...

Also, there's the question of how internet tech/use might be the outcome of other social changes

This kind of reasoning led me and Leah Lievrouw to talk of "the social shaping and social consequences" of new media (or the internet)"

JH:
"Though we should keep in mind that increasingly technologies can be and are
agents, and even some may be autonomous agents in some informational arenas
on the internet.

I would put it closer to:

When people study the internet, they explore and engage with knowledges,
relationships, events, transformations and constructions that heretofore
may not have existed prior to internet technologies, and when they
reflexively study the internet transdisciplinarily they frequently create
those things too."

*

And GC replies to me directly:

"Thanks a bunch Scott.  I will share the compiled list after people have a
little more time to response.

All the best
GC"

*

Thanks, G,

Looking forward to it.

Just added you to World University and School on Twitter - https://twitter.com/WorldUnivandSch ... as well as here - https://twitter.com/scottmacleod - to which my (this) daily blog pipes through.

Looking at your interests, it would be great to stay in touch about a 3D interactive movie realistic virtual earth (something like movie realism with OpenSim, SL, Google Earth and in the Oculus Rift and with avatars, voice and a currency even), as well as wiki MIT OCW-centric World University and School, planned for all 7,106 languages and 242 countries +.

Regards,
Scott

*

will add this blog post to:

"Internet Studies" wiki subject page at WUaS (in English only so far) ...

http://worlduniversity.wikia.com/wiki/Internet_Studies

...

↧

Western Red and Black-and-white Colobus monkeys: Curious in an ongoing way about PRACTICING/playing a musical instrument with great enjoyment ... and beginning to explore how computer applications might inform this in new ways, Applying the new successful DragonBox Algebra computer application insights into learning math to practicing?, And what can one do as a teacher with the following DragonBox principles in real life lessons, and in teaching daily playing with great enjoyment?, A real life example of recent enjoyable practicing playing the piano / keyboard for Scottish Country Dancing e.g. playing harmony is fun, etc., Applying the DragonBox Algebra computer App principles to a hypothetical practicing computer application using the College of Piping Tutors as an example, Music Playing Spaces online

July 29, 2014, 7:55 am

≫ Next: Beautiful ants: Wwhat implicit ideas are there about knowledge when items (Wikipedia entries) have statements which have properties and values which anyone can add?, Take this new Wikidata tour: https://www.wikidata.org/wiki/Wikidata:Tours, ... And "What technology can (not) change in learning?" Hi Muhammad (in the Netherlands), How does DragonBox Algebra fit in with your thinking ...

≪ Previous: Grasses: What's your 1 sentence explanation of "Internet Research"?, Internet research involves the study of "our societies which are increasingly structured around the bipolar opposition of the Net and the Self" ("Rise of the Network Society" 1996/2000); "the 'Net' denotes the network organizations replacing vertically integrated hierarchies as the dominant form of social organization, (and) the Self denotes the practices a person uses in reaffirming social identity and meaning in a continually changing cultural landscape" (Castells)

Curious in an ongoing way about PRACTICING/playing a musical instrument with great happiness, enjoyment, and in very flourishing and generative ways, as a form of play especially ... and beginning to explore how computer applications might inform this in new ways as well.

I'm also curious about applying the new successful DragonBox Algebra computer application insights into learning (see below) math, to practicing and learning bagpiping or any musical instrument.

Could WUaS design a music practicing application building on the College of Piping tutor with CDs etc., (http://shop.collegeofpiping.org/tutor-books), for example? (And how to build on the Suzuki Method in similar ways for violin and piano, etc.?)

And what can one do as a teacher with the following DragonBox principles in giving real life music lessons, and also in teaching daily playing with great enjoyment?

*

As a real life example of recent enjoyable practicing, I've been enjoying playing the piano / keyboard for Scottish Country Dancing in Berkeley, CA for around 2 years for 2 hours on Monday evenings, because ...

playing harmony is fun

playing is social

playing is for dancers, and part of a bigger whole

learning and developing further from playing the sheet music that is shared anew every week is enjoyable

the musical vision of the musicians is inspiring

music-making is in real time

*

In what ways could one do this online besides in "Music Playing Spaces" - https://www.youtube.com/watch?v=LX79AzS-c4Q and http://scott-macleod.blogspot.com/2012/06/bilva-music-playing-spaces-online-and.html - (and which idea I've blogged about numerous times here) in Google + group video Hangouts for example?

*

In terms of practicing vis-a-vis DragonBox Algebra principles for design in learning (see below), and the above, and in a possible computer application (using the College of Piping Tutor as a hypothetical building block)?

- Students learn more when they are engaged.

SM: Make the interface and the specific goals in practicing a specific tune varied and engaging.

- The most important factor to learning is feedback.

SM: Develop feedback in imaginatively connecting ways (as if with a teacher, who can offer specific, unique to the playing feedback); DragonBox Algebra uses pictures of different kinds of dragons as feedback.

- Feedback should be immediate to be effective.

SM: An App and a teacher can make the feedback immediate, and an app can offer this without the teacher; build on DragonBox Algebra's feedback but specifically for practicing a musical instrument.

- To feel mastery is key to staying motivated.

SM: build learning with pedagogical 'building blocks' in an app; the CoP Tutor offers such building blocks as one example to build from for piping.

- Students should be presented with challenges that match their level of mastery.

SM: In an hypothetical Piping App the CoP Tutor again offers such building blocks as one example to build from for piping.

- Students should be assessed in a formative, non-intrusive way.

SM: Build on the DragonBox Algebra App's approaches to assessment, but practicing a musical instrument is a different process

- A safe environment is the key to learning.

SM: A practicing app, like the DragonBox Algebra can be safe.

- Peer learning is very effective.

SM: Does the DragonBox Algebra App engage peer learning; add a Google plus group video peer component.

- Discovery or experiential learning is much more effective than instructional-based teaching.

SM: New sheet music every week for playing music for Scottish Country Dancing (in the example above) offers a kind of discovery or experiential learning approach to practicing.

- Students learn differently and at different paces.

SM: Such an music-practicing App will develop in novel ways for students that learn differently and at different paces.

- The language we use to teach mathematics is a barrier to understanding.

SM: Take music lessons with a variety of pipng (music) teachers over time to experience and learn from the different language of different teachers; generate your own new language for teaching piping or music.

*

Teachers might communicate in very engaging ways through co-music making and making harmony together approaches informed by these DB principles.

*

(See these recent blog entries, for example -

http://scott-macleod.blogspot.com/2014/07/neon-blue-forest-dragon-learned.html -

with these DragonBox learning principles ...

"The key principles used in designing DragonBox are:

- Students learn more when they are engaged.

- The most important factor to learning is feedback.

- Feedback should be immediate to be effective.

- To feel mastery is key to staying motivated.

- Students should be presented with challenges that match their level of mastery.

- Students should be assessed in a formative, non-intrusive way.

- A safe environment is the key to learning.

- Peer learning is very effective.

- Discovery or experiential learning is much more effective than instructional-based teaching.

- Students learn differently and at different paces.

- The language we use to teach mathematics is a barrier to understanding."

- http://dragonboxapp.com/story.html)

(an ongoing inquiry for me -

http://worlduniversity.wikia.com/wiki/Practicing_-_Playing_a_Musical_Instrument) even given 'tried and true' approaches to practicing, some of which are referenced on this WUaS Practicing wiki page ...

...

↧

Beautiful ants: Wwhat implicit ideas are there about knowledge when items (Wikipedia entries) have statements which have properties and values which anyone can add?, Take this new Wikidata tour: https://www.wikidata.org/wiki/Wikidata:Tours, ... And "What technology can (not) change in learning?" Hi Muhammad (in the Netherlands), How does DragonBox Algebra fit in with your thinking ...

July 30, 2014, 8:23 am

≫ Next: Cardinalidae: Green starboard night light

≪ Previous: Western Red and Black-and-white Colobus monkeys: Curious in an ongoing way about PRACTICING/playing a musical instrument with great enjoyment ... and beginning to explore how computer applications might inform this in new ways, Applying the new successful DragonBox Algebra computer application insights into learning math to practicing?, And what can one do as a teacher with the following DragonBox principles in real life lessons, and in teaching daily playing with great enjoyment?, A real life example of recent enjoyable practicing playing the piano / keyboard for Scottish Country Dancing e.g. playing harmony is fun, etc., Applying the DragonBox Algebra computer App principles to a hypothetical practicing computer application using the College of Piping Tutors as an example, Music Playing Spaces online

In the new Wikidata database for Wikipedia, what implicit ideas are there about knowledge when
items (Wikipedia entries) have statements which have properties and values which anyone can add?

Take this new Wikidata tour:

https://www.wikidata.org/wiki/Wikidata:Tours

*

What technology can (not) change in learning?

What are your thoughts on it?

(https://www.linkedin.com/today/post/article/20140726203211-18161925-what-technology-can-not-change-in-learning)

My reply:

Hi Muhammad (in the Netherlands),

How does DragonBox Algebra fit in with your thinking in the "What technology can (not) change in learning?" drawing above? See - http://scott-macleod.blogspot.com/2014/07/neon-blue-forest-dragon-learned.html.

Thanks for asking this question.

Scott

http://worlduniversityandschool.org/ ...
http://scottmacleod.com/ ...

*

Dorymyrmex elegans

...

↧

Cardinalidae: Green starboard night light

July 31, 2014, 10:25 am

≫ Next: Sundews - Drosera prolifera: Planning to teach "Information Technology and the Network Society," on behalf of WUaS, this autumn 2014, This course asks: What is information technology, broadly conceived? In the second half, we'll develop a new course direction to focus on wiki MIT OCW-centric World University and School, to ask further in what ways to grow this WUaS conversation remarkably and flourishingly on the Internet?, ... What makes great universities great, and how might this apply to WUaS with its internet- and STEM-centricity?, ... And what are some of the inter-lingual implications of WUaS?

≪ Previous: Beautiful ants: Wwhat implicit ideas are there about knowledge when items (Wikipedia entries) have statements which have properties and values which anyone can add?, Take this new Wikidata tour: https://www.wikidata.org/wiki/Wikidata:Tours, ... And "What technology can (not) change in learning?" Hi Muhammad (in the Netherlands), How does DragonBox Algebra fit in with your thinking ...

Green starboard night light
Travelled fast that eve
Into Buzzard's Bay,
Past this isle,
And home -
New Bedford bound?

I saw this from Cuttyhunk,
And marvelled at its speed.

Whaling ships,
Fishing and freight ones too,
Sailed their way home
Through these waters,
Slowly, steadily,
At times with rich cargo,
For more than a century
150 years' ago,
Until the fish ran out,
And electricity came in.

I pondered this from Cuttyhunk,
And wondered how
Harmoniousness among seafaring folks,
From all over the world,
Found flourishing and freedom,
In the fishing life
Of making a living from the sea.
Not always easy,
Life on the water has a code,
And fishermen's serenity
Can be solitary,
As captains of their own boat,
Or with the whole seafaring crew,
Celebrating a catch.

Cuttyhunk ~
Lands' end, this may mean in the
Wampanoag language ~
Is a fisherman's haven.
And now in summers,
It's a breath of fresh air
In the modern world,
With sailing and boating,
And connectedness of community
Among intergenerations
Of families and friends.

"Ships at a distance have every man's wish on board. For some they come in with the tide. For others they sail forever on the horizon, never out of sight, never landing until the Watcher turns his eyes away in resignation, his dreams mocked to death by time. That is the life of men" ... begins Zora Neale Hurston in "Their Eyes Were Watching God," wondrously.

What are our Cuttyhunk wishes,
which we may, yes, realize,
and as vision, thanks to the magi,
the summer air,
of this isle, when we land,
and that we have co-created
both in our youths, and will do so ahead,
via connecting, creating and culture,
from the 1970s
and to a generating
a documentary film ahead
with this code?

The red port light I didn't see,
But the green starboard night light
Travelled fast that eve
Into Buzzard's Bay
And home ...

...

↧

Sundews - Drosera prolifera: Planning to teach "Information Technology and the Network Society," on behalf of WUaS, this autumn 2014, This course asks: What is information technology, broadly conceived? In the second half, we'll develop a new course direction to focus on wiki MIT OCW-centric World University and School, to ask further in what ways to grow this WUaS conversation remarkably and flourishingly on the Internet?, ... What makes great universities great, and how might this apply to WUaS with its internet- and STEM-centricity?, ... And what are some of the inter-lingual implications of WUaS?

August 1, 2014, 11:00 am

≫ Next: Green darner dragonfly (Anax junius): East coast / west coast differences (U.S.) culturally?

≪ Previous: Cardinalidae: Green starboard night light

Planning to teach "Information Technology and the Network Society," on behalf of WUaS, this autumn 2014, This course asks: What is information technology, broadly conceived? ...

Join this group if you're interested:

https://groups.google.com/forum/#!topic/world-university-and-school/

In the second half of the course, we'll explore starting an all-language, MIT OCW-centric university and school, World University and School, asking further (in the context of the first half's focus on how the information revolution emerged), and in terms of questions about agency (from a Castellian perspective), in what ways to grow this conversation remarkably and flourishingly on the internet?, ... what makes great universities great?, ... and what are some of the inter-lingual implications of this?

http://scott-macleod.blogspot.com/2014/08/sundews-drosera-prolifera-planning-to.html

This course is online, open and free and will meet on both Harvard's virtual island in SL, as well as in a Google + Hangout, for conversation and talks (probably in the morning, Pacific Time, depending on who's in what time zone worldwide).

We'll begin in mid-September 2014 and go to the third week in December.

I've taught this course interactively online for about 8 semesters.

Come join this "Information Technology and the Network Society" conversation, as it newly helps WUaS unfold.

*

( See, too, for further related resources: "Lynx: Planning to teach "Information Technology and the Network Society," on behalf of WUaS, this autumn 2014, This course asks: What is information technology, broadly conceived?, This course is free, open and a fascinating exploration of the IT revolution, Some links for your planning purposes" (May 29, 2014) http://scott-macleod.blogspot.com/2014/05/lynx-planning-to-teach-information.html )

...

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Green darner dragonfly (Anax junius): East coast / west coast differences (U.S.) culturally?

August 2, 2014, 3:07 pm

≫ Next: Anax imperator (dragonfly): Angela's blog post, Love, Harbin, Loving bliss

≪ Previous: Sundews - Drosera prolifera: Planning to teach "Information Technology and the Network Society," on behalf of WUaS, this autumn 2014, This course asks: What is information technology, broadly conceived? In the second half, we'll develop a new course direction to focus on wiki MIT OCW-centric World University and School, to ask further in what ways to grow this WUaS conversation remarkably and flourishingly on the Internet?, ... What makes great universities great, and how might this apply to WUaS with its internet- and STEM-centricity?, ... And what are some of the inter-lingual implications of WUaS?

East coast / west coast differences (U.S.) culturally?

On the west coast 50 years after the 1960s and especially in terms of post- sex, drugs and rock and roll - in California?

California has more post-hippie ideas in the air than the east coast in my experience ... more relaxed in the sun ... is the east coast more uptight somehow culturally ?

Words for both coasts, after spending a little more than a month on the east coast recently?

East coast?

community
family
intergenerational
friendly
more realism around money
more information technology opportunities in the air (socioculturally, and in the thinking)

West coast?

freer?
relaxed
younger
more subtle acceptance of post- sex, drugs and rock and roll human realities in the air
more information technology opportunities in the air (socioculturally, and in the thinking)
more openness
more laissez faire acceptance of life

Adult female

Mating

Laying eggs

https://en.wikipedia.org/wiki/Anax_junius

...

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Anax imperator (dragonfly): Angela's blog post, Love, Harbin, Loving bliss

August 3, 2014, 2:52 pm

≫ Next: Ischnura heterosticta dragonfly: News - Guidestar.org listing (affiliated with the IRS) for WUaS is now public, Free and open "Information Technology and the Network Society" course this autumn 2014, WUaS to focus on generating income, Please donate at http://worlduniversityandschool.org, WUaS business school and Harvard's, Admissions, Hindi, Raga, and the WUaS Music School

≪ Previous: Green darner dragonfly (Anax junius): East coast / west coast differences (U.S.) culturally?

Lin!

Did you see Angela's blog post? ... http://www.angela-victor.com/blogs/maurice/year-horse ...

I'm enjoying Angela and Victor's occasional blog posts. Would love to go often to Greece to their courses when my money situation improves and World University and School begins to grow internationally, and for MIT OCW -centric degrees.

Just back from Cuttyhunk :) So glad to have visited ... (would like to make a documentary film there next summer - http://scott-macleod.blogspot.com/2014/07/cuttyhunk-bayberry-ive-made-at-least.html), and glad to be back in the Bay Area, - and for music-making (bagpiping and piano - lots of Scottish music interestingly) and Harbin travel especially.

On with my second Harbin book - and virtual Harbin building in something like the Oculus Rift with interactive movie realism with avatars - as I await photo permissions for my first 415 page actual/virtual ethnographic Harbin manuscript which I emailed Harbin at their request about 2 months ago.

How are you?

Love,
Scott

... Sounds enjoyable and very loving too, Lin ... heading for eliciting the neurophysiology of loving bliss here, and the Harbin warm pool especially is wondrous for such explorations ... love at Harbin is fascinating to explore as well, but mostly with Heartsong have I seen/experienced it interestingly ... (what's love for you? ... Check out my Dalton friends letter with where I head with love in some ways ... http://scottmacleod.com/daltonletter.htm ... How about you with love and p?

Looks like Angela is going to be online for free here, too, from 8/4-8/6 ...

http://futureofyogasummit.com/angelafarmer ... hope to tune in ...

Love,
Scott