Fragmento del fanzine buah!#u
+ info: https://n-1.cc/pg/profile/buah
"The proposed invisible learning concept is the result of several years of research and work to integrate diverse perspectives on a new paradigm of learning and human capital development that is especially relevant in the context of the 21st century. This view takes into account the impact of technological advances and changes in formal, non-formal, and informal education, in addition to the 'fuzzy' metaspaces in between. Within this approach, we explore a panorama of options for future development of education that is relevant today. Invisible Learning does not propose a theory, but rather establishes a metatheory capable of integrating different ideas and perspectives. This has been described as a protoparadigm, which is still in the 'beta' stage of construction."
—Cristóbal Cobo & John Moravec
+ Info: www.invisiblelearning.com
El pasado sábado 12 de noviembre comenzamos nuestras reuniones para aprender juntxs nociones de costura, materiales, iniciación al uso de la máquina...
En el grupo podemos encontrar dos niveles diferentes, aquellxs que ya están familiarizados con los diferentes tipos de punto, telas y el uso de la máquina, y lxs que somos totalmentes inexpertxs y que por tanto estuvimos aprendiendo a diferenciar los tipos de punto y su utilidad.
Lxs principiantes empezamos por diferenciar entre hilvanes y pespuntes.
Lxs principiantes empezamos por diferenciar entre hilvanes y pespuntes.
- Los hilvanes son un tipo de costura destinados a fijar dos telas y asegurar que a la hora de hacer la costura con la máquina, éstas no se descuadren o descoloquen. Hicimos dos tipos de hilvanes: normal e hilvan flojo. Este último se diferencia en que un punto queda más suelto que el anterior de tal manera que podras cortarlo y quitarlo con mayor facilidad.
- El pespunte y el punto atrás son puntos para fijar costuras, cada punto debe ser igual al anterior, pequeños en tamaño y se diferencian en la distancia que hay entre unos y otros. Esta diferencia se apreciará claramente al voltear la costura, pues la distancia entre cada punto hará que está sea más o menos “apretada”.
Qué más, qué más...??Ah sí! tambien decubrimos que las telas tienen hilo- también llamado urdimbre-, contrahilo- o trama- y bíes, que es el corte diagonal de la tela. No nos quedó muy claro como se diferencian hilo y contrahilo, ni por qué es importante saber de su existencia, pero estamos decididxs a ir a alguna tienda de telas para averiguarlo!!
Mónica Cachafeiro
Peer production has become an important organizing logic for a network-driven era. Social networks like Facebook, LinkedIn, Ning, flickr, YouTube and Wikipedia, are facilitating social connectivity on a massive scale. Developments in ICT networks now define and shape information production and potentially transform the organization of cognitive labor. What happens to learning, to educational institutions, and to society in general, when the balance between formal and informal education is radically reformulated? What happens when informal learning in peer communities becomes the norm, and formal education the adjunct? What does education and learning become when it is marked by openness, co-participation, and a commons of shared educational material? While this emergent trend has not yet fully affected mainstream education, it has become a reality for the millions of citizens and knowledge workers connected together through the Internet. In this special issue of Educational Philosophy and Theory, we will examine the multiple ways in which peer collaboration and peer learning now undergird social, pedagogical and philosophical changes in education. Topics of interest include (but are not limited to):
- Technologies and infrastructures for peer learning
- Open access issues (open access publishing, open textbooks)
- Education as a commons
- p2p learning theories and approaches
- The social dynamics of peer learning
- Open accreditation and other peer recognition practices
- Studies on the relations between informal and formal learning and their mutual adaptation or antagonism
- Attitudes of traditional education practitioners and institutions vis a vis p2p learning challenges; attitudes of peer learners towards traditional educational institutions
- Governance of p2p oriented learning communities and the emergence of participatory practices
- social change induced by p2p learning socialization
Articles for Consideration
Articles for submission should be no more than 6000 words. It is essential that an Abstract (100-200 words) be provided with each article. The author's name and affiliation should appear at the beginning of the article, together with full mailing and email addresses. Abstracts should be sent by email to the editors.
Deadline for Abstracts: September 1, 2011
Deadline for final submission: January 1, 2012
(Via: @mbauwens, P2P Foundation)
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