As I continue to travel the world—and spend more time exploring my own big backyard right here in North Carolina—I’ve come to realize that I can apply my academic training, professional experience, intelligence, and creative abilities in a combined effort over the next few decades to produce what I think and believe will be experiential documents worth consuming as materials for lifelong learning and understanding. I am conceptualizing an ongoing series of experiential documentation, taking appropriate form over time as ebooks, print books, magazines, interactive apps, websites, and perhaps even videos.
This concept first came to me when I was looking at a map of the United States and thinking about the difference between national parks and national monuments. Based on my personal experience onsite at various national monuments, coupled with my research and perusal of the maps of these monuments and the surrounding areas, I realized that I would love to commit to exploring and documenting a sense of place in each of these areas—demonstrating their importance as sacred spaces for maintaining the natural order of our relationship with the environment and all other species with which we share it.
So, to put a stake in the ground, I created a map of all the US National Monuments. (Yes, there is at least one that does not appear in the image.)
Inspired by my recent trip to Helsinki, which included a stay at the hostel on Suomenlinna, I decided to add UNESCO World Heritage sites to the map. I figured it would be interesting to see how many UNESCO sites in North America are within reasonable proximity to US National Monuments, thus allowing me to combine several locations into exploratory experiential documentation journeys of 1-3 months in duration.
When I drive solo along looooong stretches of remote roads, I see many things in my periphery and often forget them, especially when the musical selection that my in-car DJ (aka Yours Truly) has made is rather choice for the current terrain. I’ve been making a concerted effort to record my observations as they happen. This means that I also often tack on additional thoughts about whatever I’ve been rolling over in my head as the original observation-inducing roadside stimulus has occurred.
This can make for some interesting juxtapositions….just listen (and beware of a few possibly-not-work-friendly “cuss words”):
I’m staying in Lone Pine, California tonight. Getting up at the crack of dawn and heading into Death Valley tomorrow morning for a few days of camping and shooting. It looks like the weather will be cooperating. I’m also hoping to find a nice spot to finally shoot a video for my Kickstarter campaign: http://kck.st/1eEDQxl
Earlier today, I managed to get a decent shot on my phone from the Mono Lake vista point on US 395:
Notice anything? There’s hardly any snow anywhere!!! Not a good sign.
Yesterday’s workshop at AECT was a success! Participants from around the globe came to learn about using tablets to conduct cognitive labs for understanding how students learn with interactive tasks delivered in a digital tablet learning environment.
I’m happy to announce that my friend and colleague Dirk Ifenthaler will be visiting CSUMB to give a lecture/workshop combo next Thursday and Friday!
Here are the details:
Pragmatics for the 21st Century Campus
PD Dr. Dirk Ifenthaler
Department of Educational Psychology
Jeannine Rainbolt College of Education
University of Oklahoma
SCHEDULE OF EVENTS:
Thursday April 26
Media Learning Complex Rm 118
10:00 a.m. to 11:30 a.m.
Applying Alternative Forms of Assessment in the Educational Arena of the 21st Century
Closely linked to the demand of new approaches for designing and developing up-to-date learning environments is the necessity of enhancing the design and delivery of alternative assessment systems and automated computer-based diagnostics. In many settings, manual and therefore labor-intensive methods have limits. Hence, following a general assessment framework design, several automated and integrated tools are introduced which have been applied individually in many studies so far. The technologies which are discussed in this presentation aim at the assessment, re-representation, analysis, and comparison of knowledge. The tools were developed independently and then integrated step by step. The possible applications go beyond the structural and semantic analysis and comparison of knowledge. The tools also allow the development of self-assessment technologies which can be used directly by the learners.
Friday, April 27
Chapman Science Center Rm E105
1:00 p.m. to 4:00 p.m.
Automated Knowledge Visualization and Assessment: Technology Framework and Practical Implications for Computer-Based Knowledge Analysis
This workshop involves tools for assessing learning and performance in complex, problem-solving domains. Various integrated tools will be discussed and demonstrated. Participants will have an opportunity to refine a research design and apply the tools in a research setting by conducting a mock experimental study. The tools elicit problem conceptualizations from subjects as annotated causal concept maps or in open text form and provide analysts with comparisons of two representations with regard to seven metrics.