Comments on: J.M Coetzee on Open Accreditation http://www.pontydysgu.org/2008/10/jm-coetzee-on-open-accreditation/ Pontydysgu - Educational Research Wed, 08 Feb 2012 12:43:30 +0000 hourly 1 http://wordpress.org/?v=3.2.1 By: cristina http://www.pontydysgu.org/2008/10/jm-coetzee-on-open-accreditation/comment-page-1/#comment-9626 cristina Mon, 13 Oct 2008 11:20:26 +0000 http://www.pontydysgu.org/?p=717#comment-9626 I like this idea. Knowledge being passed on from people to people; ideas "Fevering" into action; know-how being developed through discussion-practice... the natural pragmatic steps of those who care [to learn...who show interest.] It's a free(willing) journey into knowing for those who are open to learn with others (=share questions and attempt answers - "new ways out"; provide insights and add novelty to the groups' thinking/perspectives; listen to and being listened to; engage in joint effort, collaborate and cooperate; support and help activate ideas --- > motivating discussions leading to heartfelt actions. All of this empowers learning and improves [changes...?] our world (and the world around us) ... all of this becomes meaningful... The more we get involved the more relevant it becomes (to us). Because we are a reflection of the world we (choose to) belong to, and only that one really matters [to us]...only that impacts on what we do and on what we are... And I think there's a hint here ( in this post) to go back to that way of learning - the conversational way...with people mentoring... teaching...learning with... each other; being part of common reflections...actions. It reminds me of winter evening conversations around the fireplace. The warmth of the voices; the "fire" in the ideas which keeps the discussion crackling ...into something deeper... I like this idea. Knowledge being passed on from people to people; ideas “Fevering” into action; know-how being developed through discussion-practice… the natural pragmatic steps of those who care [to learn...who show interest.]
It’s a free(willing) journey into knowing for those who are open to learn with others (=share questions and attempt answers – “new ways out”; provide insights and add novelty to the groups’ thinking/perspectives; listen to and being listened to; engage in joint effort, collaborate and cooperate; support and help activate ideas — > motivating discussions leading to heartfelt actions. All of this empowers learning and improves [changes...?] our world (and the world around us) … all of this becomes meaningful…
The more we get involved the more relevant it becomes (to us). Because we are a reflection of the world we (choose to) belong to, and only that one really matters [to us]…only that impacts on what we do and on what we are…

And I think there’s a hint here ( in this post) to go back to that way of learning – the conversational way…with people mentoring… teaching…learning with… each other; being part of common reflections…actions.
It reminds me of winter evening conversations around the fireplace. The warmth of the voices; the “fire” in the ideas which keeps the discussion crackling …into something deeper…

]]> By: Pat Parslow http://www.pontydysgu.org/2008/10/jm-coetzee-on-open-accreditation/comment-page-1/#comment-9625 Pat Parslow Mon, 13 Oct 2008 10:50:25 +0000 http://www.pontydysgu.org/?p=717#comment-9625 Nice quotation to re-use :-) I was musing on this on the Connectivism and Connected Knowledge (CCK08) Moodle forums not long ago. I would like to see a technology based support mechanism for representing the explicit trust academics have in each other, which would, I think, provide sufficient support for such a system to work. Of course, I would rather see tertiary education freed from the business ties - perhaps separated into vocational and academic specialisations (now, where did I see that before...) and adequately funded so that the education is free at point of service, but I doubt that will happen any time soon. Nice quotation to re-use :-)

I was musing on this on the Connectivism and Connected Knowledge (CCK08) Moodle forums not long ago. I would like to see a technology based support mechanism for representing the explicit trust academics have in each other, which would, I think, provide sufficient support for such a system to work.

Of course, I would rather see tertiary education freed from the business ties – perhaps separated into vocational and academic specialisations (now, where did I see that before…) and adequately funded so that the education is free at point of service, but I doubt that will happen any time soon.

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