Guerrilla Pedagogy http://guerrillapedagogy.mkgold.net A Hit-and-Run Guide to Mobile, Open-Source, Aggregated Course Design Fri, 16 Oct 2009 11:31:36 +0000 en hourly 1 http://wordpress.org/?v=3.2.1 Thank You http://guerrillapedagogy.mkgold.net/2009/10/16/thank-you/ http://guerrillapedagogy.mkgold.net/2009/10/16/thank-you/#comments Fri, 16 Oct 2009 06:29:07 +0000 Matt http://guerrillapedagogy.mkgold.net/?p=194 nyer-cover-sm

]]> http://guerrillapedagogy.mkgold.net/2009/10/16/thank-you/feed/ 0 Risks, Barriers, Concerns, Objections — and Opportunities http://guerrillapedagogy.mkgold.net/2009/10/16/risks-barriers-concerns-objections-opportunities/ http://guerrillapedagogy.mkgold.net/2009/10/16/risks-barriers-concerns-objections-opportunities/#comments Fri, 16 Oct 2009 06:21:09 +0000 Matt http://guerrillapedagogy.mkgold.net/?p=204 Wordle: Risks/Barriers/Concerns/Objections/Opportunities

]]> http://guerrillapedagogy.mkgold.net/2009/10/16/risks-barriers-concerns-objections-opportunities/feed/ 0 Further Case Studies http://guerrillapedagogy.mkgold.net/2009/10/16/further-case-studies/ http://guerrillapedagogy.mkgold.net/2009/10/16/further-case-studies/#comments Fri, 16 Oct 2009 06:19:23 +0000 Matt http://guerrillapedagogy.mkgold.net/?p=186 UMW Blogs

Blogs@Baruch

ePortfolios@Macaulay

50+ Web 2.0 Ways To Tell a Story

What Can We Do With Flickr

Module2 on Flickr

Victorian Age Timeline

SmartHistory

The Commons on Flickr

On the Origin of Species: The Preservation of Favoured Traces

HASTAC

Black Cloud

Hypercities

The Last American Pirate

Wikified Class Notes

Sentient City ]]> http://guerrillapedagogy.mkgold.net/2009/10/16/further-case-studies/feed/ 0 Case Study: Looking for Whitman http://guerrillapedagogy.mkgold.net/2009/10/16/case-study-looking-for-whitman/ http://guerrillapedagogy.mkgold.net/2009/10/16/case-study-looking-for-whitman/#comments Fri, 16 Oct 2009 05:52:05 +0000 Matt http://guerrillapedagogy.mkgold.net/?p=171 lfw3

“A Grand, Aggregated Experiment!!!“

– James Groom, Bavatuesdays

]]> http://guerrillapedagogy.mkgold.net/2009/10/16/case-study-looking-for-whitman/feed/ 0 The Small-Pieces-Loosely-Joined Approach http://guerrillapedagogy.mkgold.net/2009/10/16/the-small-pieces-loosely-joined-approach/ http://guerrillapedagogy.mkgold.net/2009/10/16/the-small-pieces-loosely-joined-approach/#comments Fri, 16 Oct 2009 05:48:19 +0000 Matt http://guerrillapedagogy.mkgold.net/?p=167 Blogs as Aggregation Points

Digital Five-Ring Binder

Porous Boxes

Personal (and Networked) Learning Environments

Beehive

by net_efekt

by net_efekt

]]> http://guerrillapedagogy.mkgold.net/2009/10/16/the-small-pieces-loosely-joined-approach/feed/ 0 New Models for Networked Education http://guerrillapedagogy.mkgold.net/2009/10/16/new-models-for-networked-education-2/ http://guerrillapedagogy.mkgold.net/2009/10/16/new-models-for-networked-education-2/#comments Fri, 16 Oct 2009 05:42:16 +0000 Matt http://guerrillapedagogy.mkgold.net/?p=164 by Michael Heilemann

by Michael Heilemann

]]> http://guerrillapedagogy.mkgold.net/2009/10/16/new-models-for-networked-education-2/feed/ 0 New Models for Networked Education http://guerrillapedagogy.mkgold.net/2009/10/16/new-models-for-networked-education/ http://guerrillapedagogy.mkgold.net/2009/10/16/new-models-for-networked-education/#comments Fri, 16 Oct 2009 05:40:23 +0000 Matt http://guerrillapedagogy.mkgold.net/?p=160 Networked Individuals

We continue to be complex beings, radically individual and self-interested at the same time that we are entwined with others who form the context out of which we take meaning, and in which we live our lives. However, we now have new scope for interaction with others. We have new opportunities for building sustained limited-purpose relations, weak and intermediate-strength ties that have significant roles in providing us with context, with a source of defining part of our identity, with potential sources for support, and with human companionship. That does not mean that these new relationships will come to displace the centrality of our more immediate relationships. They will, however, offer increasingly attractive supplements as we seek new and diverse ways to embed ourselves in relation to others, to gain efficacy in weaker ties, and to interpolate different social networks in combinations that provide us both stability of context and a greater degree of freedom from the hierarchical and constraining aspects of some of our social relations.

– Yochai Benkler, The Wealth of Networks: How Social Production Transforms Markets and Freedom (2006)

]]> http://guerrillapedagogy.mkgold.net/2009/10/16/new-models-for-networked-education/feed/ 0 Open-Source Pedagogy As Radical Pedagogy http://guerrillapedagogy.mkgold.net/2009/10/16/open-source-pedagogy-as-radical-pedagogy/ http://guerrillapedagogy.mkgold.net/2009/10/16/open-source-pedagogy-as-radical-pedagogy/#comments Fri, 16 Oct 2009 05:12:59 +0000 Matt http://guerrillapedagogy.mkgold.net/?p=133 “Free Software . . . is not simply a technical pursuit but also the creation of a ‘public,’ a collective that asserts itself as a check on other constituted forms of power—like states, the church, and corporations—but which remains independent of these domains of power. Free Software is a response to this reorientation that has resulted in a novel form of democratic political action, a means by which publics can be created and maintained in forms not at all familiar to us from the past. Free Software is a public of a particular kind: a recursive public. Recursive publics are publics concerned with the ability to build, control, modify, and maintain the infrastructure that allows them to come into being in the first place and which, in turn, constitutes their everyday practical commitments and the identities of the participants as creative and autonomous individuals.”

– Christopher Kelty, Two Bits: The Cultural Significance of Free Software (2008) ]]> http://guerrillapedagogy.mkgold.net/2009/10/16/open-source-pedagogy-as-radical-pedagogy/feed/ 0 Keywords http://guerrillapedagogy.mkgold.net/2009/10/16/keywords-2/ http://guerrillapedagogy.mkgold.net/2009/10/16/keywords-2/#comments Fri, 16 Oct 2009 05:08:14 +0000 Matt http://guerrillapedagogy.mkgold.net/?p=156 Wordle: Keywords

]]> http://guerrillapedagogy.mkgold.net/2009/10/16/keywords-2/feed/ 0 Understanding Free/Open Source http://guerrillapedagogy.mkgold.net/2009/10/16/understanding-freeopen-source/ http://guerrillapedagogy.mkgold.net/2009/10/16/understanding-freeopen-source/#comments Fri, 16 Oct 2009 05:06:01 +0000 Matt http://guerrillapedagogy.mkgold.net/?p=143 by Peacock Modern

by Peacock Modern

The essence of open source software is that source code is free. That is, the source code for open source software is released along with the software to anyone and everyone who chooses to use it. “Free” in this context means freedom (not necessarily zero price). Free source code is open, public, and non-proprietary. . . .

The core of this new model is captured in three essential features of the semiofficial ‘Open Source Definition’:

  • Source code must be distributed with the software or otherwise made available for no more than the cost of distribution.

  • Anyone may redistribute the software for free, without royalties or licensing fees to the author.

  • Anyone may modify the software or derive other software from it, and then distribute the modified software under the same terms.”

    • – Steven Weber, The Success of Open Source (2004)

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