Cardinalidae: Green starboard night light

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 ways 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
as heads
on a well organized ship.

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 in generating
a Cuttyhunk 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 ...

* 

...

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

In the new Wikidata database for Wikipedia, what implicit ideas are there about knowledge when
items (i.e. Wikipedia entries) have "statements" that have "properties" and "values" which anyone can add (and in more than 200 languages)?

Take this new Wikidata tour:

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


*

Interesting how the development of this information technology (adding a database to Wikipedia = Wikidata/Wikibase) in a multi-lingual wiki (editable web pages) encyclopedia has specific implications for defining knowledge, and especially group editing and generative contributions to online encyclopedia articles. Further thoughts about this later ...


*

Here's the Stanford Encyclopedia of Philosophy's definition of 'knowledge-how' -

"Knowledge How"

http://plato.stanford.edu/entries/knowledge-how/

"The Analysis of Knowledge"

http://plato.stanford.edu/entries/knowledge-analysis/


*

Here are some main links on the main Philosophy wiki page at WUaS -
http://worlduniversity.wikia.com/wiki/Philosophy#World_University_and_School_Links -
where I may add this blog post (as well as to the "Theories of Learning" wiki subject page at WUaS).


*

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

...

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

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://www.dragonboxapp.com/story.html and http://www.dragonboxapp.com/)

(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 ...

*

...

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)

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

*

...

Cormorants: Museum Collection Software? 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?, Vis-a-vis the Cuttyhunk Historical Society, as an example, I'd like to see ...

... 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/ - or Europeana - http://www.europeana.eu/? ), 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 ).

*

Vis-a-vis the Cuttyhunk Historical Society/Elizabeth Islands Museum, as an example:

I'd like an easy to make crowd-sourced and wiki-informed master index of what's in this CHS archive/museum (I don't think the CHS has a comprehensive, easily accessible list of holdings, and after more than 25 years);

I'd like for folks to be able to do this / add to this (including adding to the searchable resources in the index) from anywhere;

I'd like folks to be able to add their own memories (which could include hundreds of different people) to specific items in a kind of wiki format;

I'd like it to have presentation capabilities - to be an online museum, beautifully designed and coded for the web;

I'd like this to be eventually viewable in 3D interactive movie-realism in something like the Oculus Rift (digital mask / goggles), and even a form of wiki (editable web pages) here;


*

Building on Wikidata / Wikipedia and meeting developing international standards would probably make the most sense, as one option ...


*

In addition to "Historical Societies Open Teaching and Learning Resources" at wiki WUaS: http://worlduniversity.wikia.com/wiki/Historical_Societies_Open_Teaching_and_Learning_Resources ,

see, too:

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

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

Library Resources: http://worlduniversity.wikia.com/wiki/Library_Resources

*

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

*

...

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

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

*

...

Seals: Cuttyhunk Island in the 1970s’ Documentary Film Proposal, WUaS teacher training all day and homework at night next summer?, For WUaS to become the MIT / Harvard of the Internet with time, and in all languages and countries

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

* 

...

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

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 :)

*

...