On Sat, Jul 3, 2010 at 6:22 PM, Wayne Mackintosh <[email protected]> wrote: > > > On 4 July 2010 06:46, <[email protected]> wrote: >> >> I, for one, would love to work with a partner or partners on the project I >> promised...an adult education textbook. Otherwise it probably will not get >> done given time constraints and my tendency to volunteer for too much. >> Joyce McKnight, SUNY/Empire State College > > Hi Joyce -- great idea - -why don't you just start work on an adult > education textbook -- just do it and we will help make this happen. Why not > list this as one of the CollabOERate strategic projects > (http://wikieducator.org/OERF:CollabOERate). I'm pretty sure that around the > world we can identify a few institutions who would like to work on an OER > course / textbook for Adult education.
<< snip >> I was exposed to a new-to-me word not so long ago: andragogy. This in contrast to pedagogy, where peda means child or children..Andragogy was to be used for adults. Yes, here it is on Wikipedia so it must be legit (smile): http://en.wikipedia.org/wiki/Andragogy >> I like this idea. I do think that new members enjoy and benefit greatly >> from early collaboration with others in the WE community. I think we've >> talked about identifying some straightforward projects...for example >> glossaries...that could be suggested as good places for new members to join >> in. I don't have much experience with L4C workshops. Thoughts from >> someone(s) with more experience in L4C on adding this element to the L4C >> workshop structure? >> >> Warm regards, >> Alison >> User page: ASnieckus To some extent I think WE pages are iceberg tips in ecosystems that only tenuously overlap with one another. I came to WE around the same time I started contributing to Wikipedia extensively, to one entry in particular. I was drawn to the Wiki technology, even adopted the look for the Grunch.net web site (thanks to my associate Trevor Blake of synchronofile.com ). As a member of the Python Software Foundation (PSF), I was also interested in the state of the Python materials on WE. This was my first exercise in collaboration, as I found a page that was already well along and started elaborating on it, with communications to the original author (in India as it turned out). Mostly I've been working on an approach to spatial geometry pioneered by R. Buckminster Fuller. Many people know about the geodesic dome, but fewer know about the octet-truss, which was also important to Alexander Graham Bell. Connecting these dots is essential to the future of K-16 mathematics education in my estimation. I work with what I call "radical math" teachers on this topic, with 'radical' a pun on 'root' and the 'radical sign' used in algebra (Al Jabber, radical = surd). Our logo is a backwards R under a radical sign. http://www.flickr.com/photos/17157...@n00/4585728237/in/photostream/ Having some baseline heuristics for teachers on WE then allows me to point back from places like mathfuture (a Google group) and math-teach (forum 206 in the Math Forum). My global reach has improved thanks to this WE technology and its ease of use. When I do workshops, I can project the content, spark discussion, invite more participation. The Bucky Fuller stuff is packaged as "Martian Math" in this curriculum, and is part of a larger Digital Mathematics curriculum (synonymous with "discrete math" in some lexicons -- math-thinking-l is another list where we've hashed through some naming conventions). I've got other ways of categorizing math topics, and these partially overlap. I point back from Python community discussion lists such as edu-sig, showing where a specific approach to digital math fits in to this broader schema (for example, we like to teach about SQL as a topic in Supermarket Math, not just in "computer science" (the division between these two is harmful and artificial -- in the lower grades especially)). Anyway, that's a lot of detail about my very specific projects involving WE. I just wanted to illustrate my point that WE pages can be integral within a network (or "graph") of interlinked resources, without this being readily apparent to "outsiders" (including to other members of the WE community). I would encourage other educators to come forward with use cases i.e. descriptions of how they're using this technology. That would help others get some ideas about how they might more effectively network perhaps. Kirby Urner http://wikieducator.org/User:KirbyUrner PS: speaking of glossaries, here's some of the nomenclature Bucky Fuller came up with, still alien enough to be considered Martian. For more background I'd recommend my essay 'Aristotle was Right!' on geometry-precollege /Math Forum: http://mathforum.org/kb/thread.jspa?threadID=2084375&tstart=0 Quoting from a dialog on another math-related e-group: """ > Enuff neologisms/names flying around in here already. Just about the right number if you ask me. > (Too many, for my taste.) Mite = AAB Mite + Mite = Sytes Sytes: Lite (skewed trigonal dipyramid) Bite (monorectangular tetrahedron) Rite (disphenoid tetrahedron) Kites: Kit = 2 Lites Kate = 2 Bites Kat = 2 Rites or 2 Bites Coupler = 2 Kits, 2 Kates or 2 Kats. Volumes A 1/24 B 1/24 Mite 1/8 Sytes 1/4 Kites 1/2 Coupler 1 Cube 3 ... and so on. So memorable, so lucky tomorrow's students, to have something this well-crafted opening doors into spatial geometry! They'll leave us in the dust with this simpler more economical beginning. The "right brain" is finally getting something more wholesome to chew on (it's not just about "algebra" any more, or "flatland"). """ -- You received this message because you are subscribed to the Google Groups "WikiEducator" group. To visit wikieducator: http://www.wikieducator.org To visit the discussion forum: http://groups.google.com/group/wikieducator To post to this group, send email to [email protected] To unsubscribe from this group, send email to [email protected]
