Then he asks whether “learning subjectives<\/strong>” can help us with this question. I’ve had a broad-spectrum treatment of learning ob<\/span>jectives.\u00a0 What in Bloom’s name might “learning su<\/span>bjectives” look like, and how could they possibly be helpful? That sent me down this path in a quest for meaning (originally dictated as notes on my iPhone while taking a break from reading James S.A. Corey’s space opera.)<\/p>\n Learning objectives: intended learning outcomes Hmmm,\u00a0 maybe,<\/p>\n How about some Ahh – not really. Objective: the object which is in view, the purpose Subjective: of, or having to do with, the subject Can Grammar help us find our way? (Or maybe Gramper?)<\/p>\n Objective case pronouns: me you him her it us them Definitely some hints there, but there must be more to it<\/p>\n Objectives for Rhizo 15: Subjectives for Rhizo 15: OK, that’s getting closer to home, but part of me cringes at the self-indulgent tone, even though I am the subject.<\/p>\n I suspect my “learning subjectives” will be revealed when I realize my practice and my ways of being have changed (improved he hopes) because of Rhizo15.\u00a0 Not entirely possible to anticipate just where it will poke up a shoot.<\/p>\n","protected":false},"excerpt":{"rendered":" I’m always humbled when I think about the tremendous trust students show in enrolling in our adult education programs.\u00a0 They place way more confidence in me than I have in my ability to fulfill that trust. When Dave Cormier asks, … Continue reading
\nintended by whom?
\nthe course, the curriculum, the instructor, the certification body,
\nMe?
\nLearning subjectives: could that be the unanticipated consequences of un-learning ?
\nwhere “un-learning” equals questioning what I thought I knew<\/p>\n![\"subjectives](\"http:\/\/www.wayupnorth.ca\/blog\/wp-content\/uploads\/2015\/04\/subjectives-framed.png\")
<\/p>\n
\nword association…
\n(Pssst – graphic on the left)<\/p>\n
\nBack up and try again.<\/p>\n
\nObject: the person or thing acted upon, the receiver of the action
\nLearning objectives: what someone else wants to teach me<\/p>\n
\nSubject: the person or thing performing the action, the actor
\nLearning subjectives: what I actually learn, perhaps by determining to do so, perhaps incidentally or accidentally<\/p>\n
\nTeach him, instruct her, drill them, punish me
\nSubjective case pronouns: I you he she it we they
\nHe perceives, she practices, they explore, I want<\/p>\n
\nWrite frequent, insightful, lucid, profound blog posts exploring connected facets of rhizomatic learning. Set up TweetDeck to follow as many conversation streams as will fit on my screen. Post frequently in Facebook, G+ and Twitter. Comment on and link to other people’s blog posts and take part in being a generally polite and contributing citizen of this learning community.<\/p>\n
\nRead what I have time to read.
\nRead what interests me.
\nIgnore some platforms completely.
\nReply or comment when I just can’t resist the urge – and delete it.
\nOr just spout off if I find a humorous twist.
\nOccasionally spend an inordinate amount of my leisure time in a tortured attempt to voice something that struck me as profound, and then leave it unpublished.
\nDash off a tongue-in-cheek blogpost because whimsy is where I am most comfortable when I am outclassed.<\/p>\n